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This approach relies on two tried and tested formulae in education and was very successful for the small group who participated.

1. Supported experiments or action research. The subject for investigation is chosen by the member of staff, clearly directing their exploration and development of their own practice. The element of ‘why complete CPD’ is removed as they have chosen their topic, set their own goals and measure the impact on their learners themselves.

2. Coaching. Ownership of the process is completed by collaboration and support from a peer using coaching strategies, as staff have identified the ‘change’ themselves and not asked a ‘mentor’ for a solution. There is also the element of shared practice, as triangulation of the process occurs.

5. Contextualised CPD

With the recent changes in FE and the continuing pressures on staff, CPD has to give value for money in terms of the time involved. Manageable chunks, with content that could be quickly integrated into practice, resulted in high satisfaction rates for the staff involved and measurable impact on students. CPD is often offered with staff coming to the CPD. Trialling this approach demonstrates the effectiveness of taking CPD

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