How was it for you?
cvb replies: From personal experience, the follow-up that works best is actually when you leave the training with a defined set of actions and deadlines. An easy one is to book a meeting with an appropriate person to review the training and agree the next steps.
ms.anxiety writes: I provide in-service for teachers on EAL. I often wonder what impact, if any, inset sessions have on what happens in the classroom. When I was a class teacher I would attend inset days, take on board whatever was being proposed and then return to my classroom... only to feel overwhelmed by the day-to-day realities of teaching and promptly put the new info to the back of my mind.
Another issue to take into consideration is that teachers often say that they are doing X for CPD "just to keep their portfolio up-to-date"
or "to fulfil their 35-hour obligations". I think CPD providers don't admit to this problem.
StrathclydeStudent writes: I would agree with what you have said. From those that I have asked, I would say that people have admitted to having made (such) statements in the past (I'm guilty of this myself in my own work).
ms.anxiety writes: I'm still teaching (as well as providing inset) so I see it from both sides. I reckon the best style of training is a complete break from teaching and being given a year out (paid) to indulge in some new learning (but I won't hold my breath for this).
I think one-off dayssessions are the weakest (unfortunately this is what I do). It's probably better to do lots of follow-up work, teachers should also be able to define the content, not have stuff imposed on them.
weefee 75 writes: I find with CPD that the day to day reality of planning, preparing for lessons, assessments and record keeping takes up so much of my time. I'm really trying to do something in my CPD time but (in my authority) CPD provision for teachers is almost non-existent. Whenever I go on a day course, I'm filled with enthusiasm and return to class fired up and ready to make changes, then the whole issue of getting time to do the thing you've learned sets in.
Also, I find that every other week there's new stuff coming from the Executive; one minute the focus is on science in the primary school, then mental maths Patilla style; then writing; then formative assessment; and now raceequality issues. It's constant and wears you down after a while. Am I the only one who feels like this?