What is CPD?

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Continuing Professional Development or CPD as it is commonly referred to is an entitlement of all teachers of RE.

As a teacher, your statutory conditions of service will require you to work an additional five days, which will be devoted to in-service education and training. These five days may focus on whole school development, as well as subject specific support and training. In addition, you may have opportunities to attend local networks and courses specific to RE.

In 2011, The Centre for Education Research and Policy brought together a number of independent studies and reviews from around the world and identified six features of effective CPD. They claimed that CPD needs to:

  • Be based on identified learning needs of both pupils and teachers
  • Be sustained, with long term aims
  • Be subject specific
  • Be based in the classroom and classroom practice
  • Be collaborative, ensuring reflective practice
  • Make use of external expertise

(Effective Continuing Professional Development for Teachers Report 2011 p.1)

CPD can, therefore, be self-directed (e.g. improving subject knowledge on RE:ONLINE), but it can also be workshops or seminars provided organisations like RE Today or conferences such as those provided by Culham St Gabriels.  It could be lengthier programmes of study, such as post graduate diplomas, masters courses, or the Teach RE Course.  CPD can also involve getting together with subject peers and sharing practice and experiences in local hubs, like NATRE’s local groups, Teachmeets, or even in online social spaces like the RE:ONLINE Cafe.

See our list of CPD opportunities

 

CPD Case Study

rhiannonRhiannon Love – Senior Lecturer in Teacher Development, responsible for Primary RE and Philoso-phy for Children (P4C) on the BEd/MEd and PG programmes at Winchester University.I’ve had an ‘Interesting’ route into my current position, I started my a professional career teaching Modern Foreign Languages in secondary schools for 10 years then moved to primary education. Whilst teaching in primary schools I became an RE Leader – which then became my passion! I worked extensively with Hampshire RE Inspectors to embed a concept-led approach to RE in my school. In the last 5 years I’ve become involved with Philosophy for Children (P4C) and in particular how it can enhance RE provision, this led to my school being used as an example of good practice in RE for Ofsted. I particularly loved teaching RE because of the obvious enjoyment, engagement and excitement demonstrated by my class in our RE sessions – one of two lessons which made them say “YES!” when they saw it on the Visual Timetable (interestingly the other lesson was P4C!).

This summer I was appointed into my current role at Winchester University and before taking up my post I decided to do the ‘Teach RE’ course in order to consolidate my own knowledge and under-standing of some of the religions and worldviews that I had had no experience of thus far. I can unequivocally state that the course was of immense benefit to me – not only in increasing my knowledge base but also in having the time dedicated to researching, exploring and writing about a range of areas.

I would thoroughly recommend the course to anyone wanting to increase their subject knowledge or confidence in RE. The support you get from Culhan St Gabriel’s and from the tutor you are linked to is excellent and I can assure you that the benefits will be immeasurable!