In January I completed a two-hour training session on types of online resources we would be using. Since then we have been creating resources to help deliver our curriculum. The model we are using is simple enough to follow (I know it is because I understand it!) and I have to say it should be fairly easy for the students to use and engage with
He wasn’t particularly interested in A Levels, BTECs, or NVQs of various shapes and sizes. He wasn’t really at all fussy about which particular qualifications our students had achieved or what was in them. What he wanted were people who were self-motivated, worked well in a team, empathised with customers… in short, he wanted soft skills, not hard qualifications.
Last week I attended a ‘No Pens’ session as part of staff development training. I read the information and the basic gist of it was how students often turn up to college without a pen but always remember their mobile phone. Therefore the idea was to explore ways to have ‘pen free’ sessions.
I have a dilemma … an ethical dilemma … and I obviously can’t explain it here … but I’m not explaining it here because I’m following the ethical code of my profession … my profession, if it is a profession, doesn’t have an ethical code. What I’m doing is voluntarily choosing not to disclose the details here … I think that’s the ethical, and therefore, professional thing to do … or is it the other way around? … at any rate that’s the easy bit. The difficult bit is knowing what to do when the moment finally comes when I need to either say something, or stay silent.
Those teachers that prioritise their CPD often find the training uninspiring due to a ‘one-size fits all approach’ that usually has unattractive financial costs (Hustler, et al, 2003). Darling-Hammond and Richardson (2009) and Scales (2011) support this notion with the suggestion that a new paradigm of professional development is needed in order to reject the ineffective ‘drive-by’ workshops that are commonplace in education, led by ‘experts’ from outside of the classroom telling teachers what to think and do.
This is the first in an unknown number of blog posts in which I wanted to explore this idea with you.I want us to start off by applying it three ways: Our students. Our students' education. Ourselves
Let me elaborate...