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4. Conclusion


1 and 2 Personal invitations to CPD sessions or requests for feedback on CPD


Crowley (2014 p135) suggests that adults prefer learning to be relevant and contextualised, so it should not be surprising to discover that the same is true for teachers in terms of professional development, as found in the research. Personal invitations or requests for feedback were received positively by staff and response levels were high. Crowley goes on to say that teachers have a professional obligation to engage in dialogue, lead own learning and development as well as assisting that of colleagues Organisations must promote this collaborative, learning community and not rely mechanistic approaches.


3. Altering practices in collecting feedback and measuring impact after CPD.


Implementing a process of feedback at the end of a CPD session, increases response rates. It also encourages participants to identify ‘next steps’ and the actions that they will complete for CPD to change their practice and have an impact on students.


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