Continuing Professional Development Committee
The UCET Continuing Professional Development Committee provides a forum for discussion of all matters relating to HEI provision of programmes of continuing professional development for school teachers. It provides an opportunity for members to raise issues of importance from their experience as well as considering government and TTA policy initiatives, discuss their implications and make responses which represent their interests. Discussion focuses on the nature of CPD and the role of HEIs in local and national CPD provision. Recently it has specifically been concerned with the implications of the funding of CPD and a range of DfES initiatives arising from the DfES National CPD Strategy including workplace approaches to CPD.
As well as considering documentation relating to CPD developments the committee invites key personnel in the DfES and TTA to present details of new initiatives for discussion. On some occasions this takes the form of workshop sessions prior to a committee meeting; on others presentations are made to the committee itself. Both formats provide members with an opportunity to feedback directly on developments and their implications for the teaching profession and HEIs themselves. More formal written responses to government initiatives are prepared by the Chair on the basis of members' views.
The chair of the committee is a member of the UCET Executive and represents the views of the members on CPD issues and helps to shape UCET policy on this and other areas of teacher education. S/he also represents the committee views in meetings with TTA/DfES officials and, on occasion, government ministers. In the last two years this has included meetings with Estelle Morris and Stephen Timms.
The Committee is a lively forum providing a much-needed and valued opportunity for members to have their voices heard on HEI CPD issues.
Rachel Lofthouse is Professor of Teacher Education in the Carnegie School of Education. She has a specific research interest in professional learning, exploring how teachers learn and how they can be supported to put that learning into practice.
Rachel is a practising teaching educator, as well as a researcher. Her interest starts with student teachers, but extends to teachers and educators at all career stages and in all sectors. Ensuring that teachers keep learning is critical when the policy and practice landscapes of education keep shifting. Rachel has a particular interest in how teachers learn through approaches such as coaching, lesson study, professional enquiry and inter-professional practice.
Rachel has recently created CollectivED, the hub for mentoring and coaching at Carnegie School of Education, Leeds Beckett University.