Developing a Critical Professional Learning CPD Framework and Network for the Children’s Workforce at Postgraduate Level

Grant type: Development (2000-08)
Round: October 2006
Amount awarded £4,000.00
Completed: July 2008
Leader(s): Dr Mike Calvert
Organisation: York St John University
Contact Email: m.calvert2@yorksj.ac.uk
Contact phone: 01904 876886
Partners:
Dr Mike Calvert – Convenor of UCET CPD SIG on the Wider Workforce
Head of CPD, Faculty of Education and Theology, York St John University
Dr Steven J Coombs
Head of CPD, Bath Spa University
Kit Field
Kit Field – Chair of UCET CPD Committee & Head of CPD at Canterbury Christ Church University.
SIG Wider Workforce Members
UCET
Start Date: 1 January 2007
End Date: 31 December 2008
Interim report received: 4 July 2008
Final report received: 4 July 2008

Description of Work

This is a collaborative research project organised under the auspices of the UCET CPD committee that has recently set up a Special Interest Group (SIG) with the focus of developing a CPD framework for the Wider Workforce in schools as part of the Children’s Workforce. We seek to answer the question “who are the new professionals that operate across the Children’s Workforce, such that we might serve their common interests for CPD”? The UCET CPD committee recently restated its core purpose as adding value to all forms of postgraduate accredited professional learning by invoking the academic notion of criticality as situated in the workplace of professionals, which has been strongly supported by Ofsted (2004) as having a direct impact on school improvement. This CPD imperative is an essential prerequisite for the ‘thinking professional’ who must be able to respond flexibly and cross the existing professional boundaries of the Children’s Workforce in order to achieve the goal of an Integrated Children’s Services support team. We recognise a need to do more than react to government policy regarding CPD and our intentions include the encouragement of the ‘thinking professional in the thinking school’. In England there has been a call by government for cultural change in order to stimulate CPD. This project is intended to ensure that any such changes to professional learning do not exclude criticality.

This project is both timely and ambitious as it sets about developing a common access PG HE CPD generic framework for qualified members across the CW. Through obtaining new knowledge of how the concept of critical professional learning can both include and engage the wider children’s workforce, we will ensure that the new professional learning environment is not confined just to teachers. We recognise that this is an ambitious agenda for such a small catalyst granted project and would therefore seek follow-up development funding from all the agencies concerned as potential stakeholders to its central objectives.