ࡱ> 685 bjbjVV 4<< ``8 ](7777U<77:777VL:-0]3F33 ]3` i: RESOURCES FOR POSTGRADUATE PROFESSIONAL DEVELOPMENT Introduction All but one of the documents in these resources carries the logo of the Universities Council for the Education of Teachers (UCET). Some were written more than ten years ago and a lot has happened since then. Nevertheless, some are still in use for the postgraduate professional development (PPD) programme in England and you might find them useful or at least interesting. The UCET documents were mostly written while I was chair of its CPD Committee and, as the rules of that time were that you could serve for a maximum of three years but had to be re-elected every year, it took me a while to gain the confidence to design and push materials forward for consideration and acceptance. In case you think that this is a self-indulgent admission I want to say that, in my experience, it is far too easy to underestimate the power of factors such as self-belief and self-confidence or lack of same. Excessive self-belief and over confidence can also be factors; and sometimes the same person may veer from too much to too little of both. Watching my successors creating collaborative working groups that enabled committee members to develop and express themselves was simply thrilling for me. I wish I had done more of that. In writing and offering what are really activities for practical use I have usually said: you can use them, adapt them or think of something better. They were designed like that and are presented here in almost exactly their original form and in the same spirit. I have often adapted and up-dated them myself. I like to think that I was wise to establish a set of UCET endorsed Principles to which most of the documents relate. The wisdom, if such it was, was mostly accidental and unplanned. The Principles are included with the documents. Universities have often used the UCET documents in validation events. The conceptual framework for the documents should become clear very quickly. I am aware of and use other ways of working but I do like a bit of political systems theory. There are, of course, a number of ways to evaluate impact. The one beloved of politicians is what I like to call the Falkland Islands Evaluation Model. I derived this name from remembering how a BBC reporter who, having been instructed by the Ministry of Defence not to give away qualitative information in a broadcast about an air strike from an aircraft carrier, said that he counted the planes out and he counted them in. I admit that counting is important but, especially when under pressure from government to do a lot of counting, I think that it is also important to remember that anything approaching a system involving human beings has to allow for the discovery of what I call professional penicillin: the unexpected evidence for an unintended outcome that just might be significant if we stop to examine it with our critical eyes open. I hope that some of these documents may be of use to you. Do not hesitate to let us know what you think; and can I encourage you to contribute to the sharing of resources by ipda? Can I also encourage you to visit the website of UCET  HYPERLINK "http://www.ucet.ac.uk" www.ucet.ac.uk and also my own  HYPERLINK "http://www.criticalprofessionallearning.co.uk" www.criticalprofessionallearning.co.uk in which you can find more such material, in particular under Activities? 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