Early Professional Development in Scotland: teachers in years 2 to 6

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Learning and Teaching Scotland commissioned the Quality in Education Centre at the University of Strathclyde, in conjunction with colleagues from the Universities of Aberdeen and Glasgow, to carry out research on the continuing professional development (CPD) needs of teachers in years two to six of their professional lives. The research started in May 2007 and was published in October 2008.

Research aim

The research aimed to seek the views of teachers in years two to six on effective CPD, on their CPD needs, on the relative priorities of their CPD needs and on barriers to participation in CPD. These views were compared with the views of other stakeholder groups.

Research method

The research was undertaken in three phases. Phase one included a review of relevant literature (comprising policy documents, existing literature reviews, empirical studies and other articles) and the use of the nominal group technique* (59 participants from four local authorities). Phase two was a national survey of teachers in the early stages of their professional lives. This was sent electronically to all schools in Scotland and 667 usable responses were received. During phase three a range of key stakeholders was consulted on issues and recommendations arising from the earlier stages of the research.

*Nominal group technique is a methodological process which identifies the shared views of a group on a specific topic.

Key findings

Views on effective CPD

Effective models of delivery of CPD included practical and interactive sessions, job shadowing/co-operative learning, demonstrations, opportunities to practise new strategies during the sessions, and follow-up strategies where tutors visit the school to give support.
CPD delivered over multiple sessions was favoured over one-off events.
No one time suited all, but twilight sessions appear to be most convenient.
Content should be practically relevant and should include strategies/resources that can be used immediately.

Teachers’ CPD needs and priorities

The following were identified as areas of particular need:

Curriculum for Excellence.
Behaviour management strategies.
Keeping pedagogical knowledge and practice up to date.
Supporting pupils with additional support needs.
Career guidance and progression.
Subject or topic specific.

Needs were identified not just about CPD topics but also in relation to the way in which CPD was delivered.

Barriers to participation in CPD

Overall, respondents did not have strong views on the barriers to their engagement in CPD.
The most frequently cited barriers to engagement in CPD included the flexibility and/or variety of local authority provision and financial costs.
Those teachers with less experience were more likely to identify a lack of stable employment as a barrier.

Strategic recommendations

There is no single solution to supporting effective CPD for teachers in years two to six of their professional lives. These teachers have different needs and work in different contexts, therefore differentiated CPD opportunities should be provided.
National bodies, local authorities and schools should work towards developing systems for identifying and supporting teachers in years two to six who are not in stable employment.
The transition between year two and three is seen as important, thus it is crucial that early career teachers have a positive experience of the PRD process.
The research participants and evidence from literature would indicate that continuing mentoring into the early professional development stage would be valuable.
Teachers in years two to six of their professional lives want CPD that is relevant to their own classroom context and which supports active experimentation. In particular, they want to focus on national initiatives (Curriculum for Excellence), ICT, assessment, subject-related work, pupil support, extra-curricular opportunities and career progression.
Informal learning, and the associated emotional and social elements, should be recognised and made more explicit. CPD for early career colleagues should involve engagement with colleagues and not just courses.
Most of the views on CPD expressed in the project could be seen as being equally relevant to all teachers and not just those in years two to six.
Stakeholder engagement is vital to taking this issue forward.

Full report

Please contact the Research team (research@LTScotland.org.uk) for copies of the full report.