Continuing Professional Development Policy

This Policy should be read in conjunction with the

  • Performance Management Regulations 9th October 2006,
  • RIG Guidance, 2006
  • relevant Professional Standards  and
  • ‘New Professionalism’ May 2005 documents.

In developing our CPD delivery our central emphasis will be on improving standards and the quality of teaching and learning.   The ultimate aim is the improvement in the practice of individuals through the creation of a learning community.

Evidence suggests that the best results occur when CPD is central to the schools’ improvement planning. We will work to integrate performance management, school self-review and development, and CPD in a coherent cycle of planning, seeking to improve the quality of teaching and raise standards.

We believe staff will benefit most where a wide range of different types of CPD is on offer. Whenever possible, the types of CPD selected will be the most appropriate to the needs of the school and of individuals. The five professional development days will be used to support our improvement plan development and deliver a significant portion of our CPD work.

Our CPD plans will strive to strike a good balance between national and school priorities; very often these will overlap.

We will

  • endeavour to source the provision of CPD according to the best value principles of comparison, challenge, consultation and competition and use quality assurance mechanisms to ensure that we access provision of a consistently high standard.
  • disseminate good and successful CPD practice that supports and improves teaching and learning.

Funding allocation

The Governors will consider the CPD budget when undertaking the annual budget setting process, especially that sufficient funds are set aside to enable the school to discharge its requirements that staff are well-trained and developments support the School Improvement Plan priorities.

The allocation of CPD funding will be based on the following criteria and will always consider the purpose of and value to the school of the training;

  • Enabling the Headteacher and teachers to meet objectives set out in their Performance Management Planning and Review statement.
  • Supporting the SIP priorities
  • Developing the staffs’ professional practice, especially with regard to supporting the Professional and Occupational standards available.
  • An individual’s own professional development where external funding is available to support this, provided there will be clear benefits to the school.
  • An individual’s own professional development where no external funding is available to support this, provided there will be clear benefits to the school.

Recording and disseminating

All staff are encouraged to keep an appropriate professional development portfolio.

See Annex 3 for information on formats used in our school.

Following professional development, the participant will discuss with the CPD Leader the process by which to most effectively disseminate to other staff, e.g. relevant papers, session at staff or subject meeting, etc.

The CPD Leader will also be responsible for ensuring whether any follow-up is needed to the training, e.g. feedback to the provider and be responsible for any such actions.

The CPD Leader will update records regularly and accurately of the training undertaken by colleagues and advise the appropriate bodies where there are issues of equality of access and involvement.

Assessing the impact of CPD

All CPD activity is monitored and evaluated to assess its contribution to school improvement and raising pupil achievement. Evaluation is used to steer the development of staff towards the achievement of the school’s vision. Evaluation findings are used to inform continuous improvement of staff development activity.

Annually the CPD leader shall conclude his/her report to the governing body with an assessment on the benefits of CPD undertaken (and planned), especially as it relates to:

  • pupil and school attainment;
  • improved teaching and learning;
  • increased pupil understanding and enthusiasm;
  • increased staff confidence;
  • increased evidence of reflective practice;
  • recruitment, retention and career progression.

The Governing Body will review this CPD policy every 2 years.

We are delighted to have a nominated governor who

  • promotes the learning of all staff;
  • watches that resources are appropriately allocated;
  • seeks to evaluate the impact of the school’s professional development framework on learning and teaching;
  • and disseminates findings to the governing body.

NQT Induction Please see separate guidelines on this area.

ANNEX 1

Role of CPD Leader

The key task:

The key task of the school’s CPD Leader will be to ensure the efficient and effective delivery of the CPD policy.    The main responsibility for professional development lies with the individual, with the CPD Leader acting in a supportive and facilitating role.

Main responsibilities:

  • Collate information from Annual Performance Management process and work to enable the school to discharge its duties under the Performance Management Regulations;
  • Produce an annual CPD calendar;
  • Assist in the co-ordination of the audit of school strengths and weaknesses and identify the priority needs;
  • Liaise with and advise the Headteacher and governing body on the needs and appropriate ways to access the provision and the likely budgetary implications of addressing these needs.
  • They will advise on issues such as the benefits of service agreements with appropriate providers;
  • Advise the Headteacher (and governing body) on the benefits of participation in relevant initiatives and projects;
  • Maintain effective links with the key providers, agencies and organisations and to facilitate links between members of the school community and the providers/provision;
  • Provide induction and training for staff in effective professional development;
  • Organise and make available to staff relevant information in appropriate formats;
  • Ensure that the CPD provision is varied, is fit for purpose and conforms to best value principles;
  • Deal with all requests for CPD and advise on how that should be achieved;
  • Receive feedback from participants and liaise with providers about relevant follow-up;
  • Provide appropriate records at individual and whole school level and to evaluate the take up and effect of the provision;
  • Report to the Headteacher and governing body on all aspects of CPD provision including an annual report on its provision and impact;
  • Provide support and guidance to staff on their CPD portfolio;
  • Organise and collate the dissemination of good and successful practice in ways that effectively lead to improvements in practice.

ANNEX 2

Supporting a range of CPD Opportunities

The school will support a wide portfolio of CPD approaches in an effort to match preferred learning styles of staff and to maximise the impact on teaching and learning within the school.  These CPD approaches will include:

  • In-school training using the expertise available within the school, e.g. team teaching,  skills in classroom observation,  sharing existing expertise;
  • Coaching and mentoring – receiving or acting in these roles, acting as or receiving the support of a critical friend,  team building activity;
  • School-based work through accessing an external consultant/adviser or relevant expert such as an advanced skills or lead teacher,  master classes,  model and demonstration lessons;
  • School visits to observe or participate in good and successful practice, e.g. visit to a school or subject area with similar circumstances, a beacon school;
  • Attendance at a course or conference;
  • Opportunities to participate in award bearing work from higher education or other providers such as NCSL;
  • Research opportunities, e.g. a best practice research scholarship;
  • Distance learning, e.g. relevant resources, training videos, reflection, simulation;
  • Practical experience, e.g. national test or exam marking experience, opportunities to present a paper, contribute to a training programme, coordinating or supporting a learning forum or network, involvement in local and national networks;
  • Producing documentation or resources such as a personal development plan, teaching materials, assessment package, ICT or video programme;
  • Partnerships, e.g. with a colleague, group, subject, phase, activity or school-based; team meetings and activities such as joint planning, observation or standardisation, special project working group, involvement in School Improvement Partnership Network, Network Learning Community;
  • Creating an improved learning environment within the school;
  • Secondments, e.g. with a regional or national organisation, an exchange or placement, e.g. with another teacher, school, higher education, industry, international exchange, involvement with governing body.
  • Where possible, staff are encouraged to seek professional recognition for their continuing professional development by following accredited routes.

ANNEX 3

Staff Portfolios

Staff at Newham Bridge School are expected to keep a record of their own professional development.