The Colleton Primary School

THE COLLETON PRIMARY SCHOOL

CONTINUING PROFESSIONAL DEVELOPMENT (CPD) POLICY

Aims

1. To enhance the quality of:

·  teaching and learning

·  leadership

·  wellbeing, support and challenge for all,

through enabling the needs and aspirations of the individual and of the whole school to be identified and met in so far as resources will permit.

2. To make the school a learning community, in which all of its people continuously learn with and from each other as well as from the wider community.

Objectives

·  to improve the quality of teaching and learning

·  to improve the quality of leadership at all levels

·  to improve the effectiveness of management at all levels

·  to enable colleagues to meet their potential and to feel valued

·  to support effective school self-evaluation and implementation of the school development plan

·  to enable colleagues to meet their job specifications and performance management objectives

·  to enhance job satisfaction and career opportunities

·  to enable colleagues to be appropriately informed, skilled and confident

·  to gain ownership in response to change.

CPD in our School

CPD consists of reflective activity designed to improve an individual’s attributes, knowledge, understanding and skills. It supports the individual’s needs and improves professional practice.

There are many possible sources of CPD – from within school, from school networks and from other external expertise. Some forms of CPD may encompass elements from more than one of these sources. At The Colleton, we believe in achieving an appropriate balance for each individual.

The most effective learning frequently involves collaborative, in-school working. Learning with and from others beyond the school, in a wider professional learning community, is also valuable: attendance at courses and meetings is best used to support initiatives that already planned or underway in school. The principle forms of CPD in our school are:

1.  For all staff

·  discussing professional development issues in staff and team meetings

·  mentoring – good mentoring relationships allow colleagues to learn from the experiences of each other

·  coaching – working collaboratively to encourage self-reflection and self-evaluation

·  peer networks – enable groups to share experiences, information and good practice with colleagues from other schools at local, regional or national levels

·  non-classroom research – eg. reading journals, making use of educational websites and using online and distance learning

·  internal or external training events – should always be part of a cycle which includes in-school CPD processes – eg. linked to government initiatives, statutory responsibilities, taking on a specific role, providing the depth of learning necessary to enable implementation through school-based CPD methods

·  job shadowing – within school (and externally) to further career development

·  accredited course or research – taking part in national recognised courses and qualification routes

·  skills-based training

·  e-networking and e-learning

·  taking on additional responsibilities – these might include being an exam marker or moderator, becoming a governor representative, contributing to an academic or professional journal, taking part in interviews, leading staff development, developing policies

·  professional learning teams or project groups – eg. working with colleagues to analyse and interpret pupil data, working together on specific initiatives or challenges, seeking to identify and implement solutions collaboratively.

2.  For classroom-based staff

·  CPD portfolio – helps to plan a career path, and allows individuals to record, reflect, analyse and self-evaluate

·  classroom research – eg. working with colleagues to plan, deliver and evaluate lessons or new approaches; trying new approaches and seeking pupil feedback etc

·  utilising the skills of Advanced Skills Teachers, Leading Teachers etc – observe these teaching, work with them to reflect on own practice and plan lessons with them

·  joint planning – planning with colleagues within school and across schools

·  teacher exchanges – can range from short visits to other schools to observe lessons, discuss practice, provide a demonstration lesson, shadow colleagues, to longer exchanges locally or further afield

·  international teacher exchanges and study visits abroad

·  joining a professional subject association – these often provide up to date information and training, relevant to specific subjects

·  lesson observation – observe colleagues, and be observed by them to discuss and improve practice

·  access support for career development – developing applications for threshold, advanced skills teachers, promotions etc.

Principles

The following principles guide our planning and implementation of CPD:

·  there is a clear shared vision about the intended outcomes, short and long-term

·  it is based on the best available evidence and uses the right expertise, whether from in school or beyond

·  it takes account of individuals’ previous knowledge and skills and enables them to develop these in a practical and relevant way

·  each activity is part of a longer plan, including time to implement, evaluate the effectiveness and disseminate (single, isolated CPD events have little impact)

·  it promotes continuous enquiry and problem solving

·  it is supported by coaching or mentoring from experienced colleagues

·  evaluation of its impact guides subsequent professional development activities.

Entitlements

·  a clear job specification

·  open and equal access to information about available CPD opportunities

·  equitable opportunities to participate in CPD activities in accordance with agreed criteria for prioritisation

·  support, materials and time to maintain a CPD portfolio as a means of supporting performance management, professional and career planning

·  progress towards national standards or accreditation, celebration of achievement and evaluation of CPD activities

·  effective induction for all new staff (see Appendix: School Policy for the Induction of New Staff)

·  a performance management review and access to development opportunities in support of fulfilling the objectives

·  opportunities to feed back and share learning with other colleagues

·  opportunities to share good practice and learn with and from each other within a mutually supportive, no-blame culture

·  access to relevant accredited learning where resources will allow

·  opportunities for mentorship and coaching within school.

Responsibilities of the Staff

The entitlements listed above are complemented by equivalent responsibilities. Staff are expected to:

·  take responsibility for their own professional development

·  identify areas in which they might improve and extend their professional knowledge, understanding and practice in order to become increasingly effective

·  share their learning freely with colleagues, respecting confidentiality and maintaining a ‘no blame’ culture

·  evaluate training undertaken, and identify actions to be taken as a result

·  fulfil their performance management obligations and seek professional development activities in support of these

·  share responsibility for the induction of new colleagues, appropriate to their role

·  keep a record of their own professional development (utilising their personal CPD file).

Responsibilities of the Headteacher

The headteacher has overall responsibility for:

·  motivating and enabling all staff to carry out their respective roles to the highest standard, through high quality continuing professional development which is integrated into perfomance management and balances the needs and aspirations of staff within the school’s needs

·  ensuring that governors are informed and consulted on matters of CPD

·  ensuring that line managers have opportunities to develop the necessary coaching skills to execute their duties effectively

·  ensuring that colleagues have opportunities to develop the mentoring skills necessary to assist the professional development of others.

Responsibilities of the Governors

Governors are responsible for:

·  promoting and monitoring the appropriate use of CPD as a tool for school improvement, ensuring that all staff are valued as lifelong learners

·  ensuring in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees

·  reporting to parents on matters of CPD

·  playing an active role in the formulation of whole school decisions

·  monitoring the implementation of performance management policies and procedures and monitoring the links that are made between performance management and professional development opportunities

·  engaging in a range of relevant professional development activities in order to become increasingly effective in fulfilling their various roles. This responsibility is complemented by an entitlement to access to such activities.

Criteria for Prioritisation of CPD Activities

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Plans for CPD will be included in the School Development Plan, arising from performance management and school self-evaluation procedures, and taking account of:

·  the needs of the school

·  the professional needs, interests and aspirations of the member of staff and the extent to which the CPD will support the meeting of his/her performance management objectives

·  the school’s resources for the professional development of its staff

·  the relevant professional and occupational standards

·  national, regional and local priorities.

Those perceived needs and aspirations which are mutually beneficial to both the school and the individual will receive high priority for resources. Other important factors combine with these to add weight to the prioritising process:

·  is there an Ofsted inspection action plan to be addressed?

·  is there an important national or local initiative that requires priority?

·  are there any staff new to the school?

·  are there any staff changing role within the school?

·  are there any ways in which possible retention issues for colleagues at all stages in their careers can be pre-empted through provision of professional development activities?

·  how much disruption to pupil learning will the activity cause?

·  is the activity value for money – what is the cost and will supply cover be needed?

·  are there any needs arising which are specific to particular children or groups of children (eg. a special educational need that requires staff training)?

·  is there an equality of opportunity (eg. for teachers of subjects that currently have a low profile; for all support staff and governors etc)?

Evaluation and Identification of Future Needs

Individuals are responsible for evaluating their learning and its impact on practice. They are encouraged to record these in their professional portfolios and plan their future needs accordingly. The impact of individual CPD activity is evaluated against agreed success criteria within the performance management process. The wider effectiveness and impact of CPD are evaluated against agreed success criteria as part of the school development planning process, and also through structured school self evaluation.

Impact evaluation may include quantitative and qualitative data, and may take place over a period of time. The CPD Leader will provide guidance to staff on the appropriate form of evaluation for each CPD activity.

Equal Opportunities

This policy will be delivered fairly, sensitively and without favour, bias or discrimination.

In the implementation of any part of this policy, full regard will be given to any statutory requirements including pay and conditions documents, performance management regulations and health and safety requirements.

Responsibility: Curriculum Committee

Written by: Anne Cronin

Reviewed: triennially

Last Review: November 2007

Next Review: November 2010

Ratified: 28th November 2007

APPENDIX 1: STAFF INDUCTION

Objectives

·  to enable new staff to feel welcome and valued from the outset

·  to enable staff to become effective and efficient in their new role as quickly and easily as possible

·  to ensure continuation of the highest standards of teaching, learning, leadership and support within the school

·  to engender confidence and high self-esteem

·  to ensure continuity of aims, vision, policies, procedures and practices.

Induction for all Staff new to The Colleton includes:

·  a pre-employment visit where possible

·  planned early opportunities for familiarisation and orientation

·  written guidance (Staff Induction Guide – see attached)

·  access to relevant policies and other documentation, as appropriate to role

·  a job description with clearly defined skills and competencies

·  a programme of induction activities and training for each individual according to role and experience

·  a designated, experienced mentor or tutor

·  opportunities for feedback.

Welcome to your new school!

As a new member of staff at The Colleton, this Guide is designed to help you orientate yourself during your first few weeks here. Rather than attempt to cover the many diverse and fast-moving aspects of The Colleton, the Guide is intended to ‘signpost’ key activities and people to help you settle in.

People to see:

·  Headteacher

·  Finance Officer

·  SENCO

·  Line Manager – he/she will indicate key information (including policies) for your job role as well as explaining fundamental systems within our school.

Things to do:

·  Access the school website http://www.colleton.wokingham.sch.uk/ - read the ‘Behaviour’ and ‘Child Protection’ policies

·  Read our Ofsted report

·  Read our School Development Plan

·  Know your email address

·  Know how to access the Global Calendar and check it regularly

·  Know how to access appropriate sections of The Colleton network.