WILLOW DENE SCHOOL : POLICY STATEMENT CONTINUING PROFESSIONAL DEVELOPMENT (CPD) INTRODUCTION

Transcription

1 WILLOW DENE SCHOOL : POLICY STATEMENT CONTINUING PROFESSIONAL DEVELOPMENT (CPD) INTRODUCTION At Willow Dene School all staff are highly valued. We are committed to establishing, implementing and constantly monitoring & reviewing, a relevant and effective programme of professional development which values, challenges and develops the skills and aspirations of all staff members. We acknowledge CPD to be an entitlement for, and the responsibility of, all staff. Willow Dene strives to be a welcoming, inclusive, collaborative and supportive school. We will actively promote an ethos of enthusiasm for high quality teaching & learning in a culture of high expectation. We are thoroughly committed to the achievement of high standards. We will ensure, through our continuing professional development programme, that individuals are valued and respected, and that their knowledge, skills and expertise are recognised, developed and shared. We will also ensure, through regular monitoring & evaluation, that the professional development structure promotes a relevant, focused and effective programme that empowers staff to perform their roles competently and professionally. ETHOS & EQUAL OPPORTUNITIES Willow Dene values all staff equally regardless of race, culture, gender, sexuality, ability/disability, socio-economic or marital status. We are committed to countering all forms of discrimination (whether by individuals, systems, structures or institutions) that result in inequalities and injustices. We will, through the structure of the CPD programme, foster an ethos of teamwork. We will strive to ensure that all members of staff feel valued, have a positive self-image, develop a clear and realistic understanding of their own strengths and weaknesses and an enthusiasm for self-development and improvement. We believe that developing the capacity for the continuous learning of staff and governors is the key to improving pupil learning. AIMS The Continuing Development Programme at Willow Dene will : seek to establish and develop the skills, knowledge and understanding, and thereby the effectiveness, of all teaching & support staff provide opportunities for all staff members to participate in an ongoing programme of professional development which takes into account the wide-ranging and diverse needs of both the school as a whole (as reflected in the School Improvement Plan) and each staff member as an individual be linked to targets, training and development needs identified and agreed through the performance management process, the SIP and the SEF promote an ethos of high expectation and performance through which standards of teaching and learning are raised and job satisfaction & motivation increased include opportunities to learn from other colleagues and professionals (at Willow Dene and at other schools/institutions) ensure that a highly skilled workforce is enabled to provide a high quality education through which pupils achieve to the best of their potential encourage staff to take a personal interest in, and responsibility for, their own professional development encourage staff to contribute constructively to the development of the school

2 THE ROLE OF THE CONTINUING PROFESSIONAL DEVELOPMENT CO-ORDINATOR The CPD Co-ordinator has a vital role in fostering consistently high standards of teaching & learning and ensuring ongoing school improvement through relevant training opportunities and monitoring systems. The CPD Co-Ordinator will : ensure that all members of the school community have regular opportunities, through appropriate mechanisms, to discuss their development needs monitor, review and evaluate the professional and personal development needs of all staff relate those professional and personal needs to the school improvement plan and to individual targets identified through the performance management process work closely with the Headteacher, Performance Management Team Leaders and the Governing Body in discussing the CPD needs of staff and how best to meet them promote the sharing of skills and expertise amongst staff ensure that CPD provision is varied, is fit for the purpose and that it conforms to the principles of Best Value collate information about CPD opportunities and ensure that it is made available to all staff ensure that funding opportunities are utilised wherever possible e.g. bursaries, sabbaticals, research projects set up systems of evaluation which will inform future CPD planning establish and regularly review relevant programmes of Induction, tailored to meet individual needs, for all new members of staff ensure that the statutory entitlements of Newly Qualified Teachers (NQTs) for a structured induction programme are met work in partnership with the appropriate Recommending Bodies e.g. in supporting OTTs (Overseas Trained Teachers) and students on the GTP (Graduate Teacher Programme) in gaining QTS (Qualified Teacher Status) SEE APPENDICES 1,2 and 3 for further detail review the Policy document annually IDENTIFYING, ANALYSING & PROVIDING FOR STAFF DEVELOPMENT NEEDS Areas of priority for Staff training needs will be identified by considering the results of the following processes : Induction School Improvement Plan Performance Management External requirements (including Local Education Authority or Government policy e.g. National Literacy Strategy/National Numeracy Strategy) Discussions with & requests from individual staff members, curriculum & department coordinators, Senior Leadership and Management Team, etc Classroom observations Probation report completed by new staff and class teachers after 3 months OFSTED recommendations METHODS THROUGH WHICH PROFESSIONAL DEVELOPMENT WILL BE DELIVERED At Willow Dene we believe that the culture of the school can both influence and be influenced by the professional development of its staff. We regard professional learning to be part of professional development, for the individual and for the school. Willow Dene is a developing school and CPD is part of this ongoing process.

3 We believe that an entitlement to Professional Development of staff cannot be realised simply be attending off-site Courses. We believe CPD to be a 2-way process which requires staff to be proactive participants. In recognition of the differing needs and learning styles of staff members we will utilise a wide range of formal & informal training opportunities : On-the-job coaching by a colleague with specific expertise Visiting consultants Mentoring and being mentored Monitoring the performance of others Providing cover for absent colleagues Team teaching/team working Joint working with Therapists Discussions with parents/carers Dissemination of information by staff following attendance at courses Job-shadowing Membership of a working party or task group e.g. curriculum development Sitting in as an observer at meetings Leading meetings Attending meetings e.g. with parents, multi-disciplinary, Informal discussion groups Giving formal presentations Organising events e.g. parents evenings, Sports Day, Educational Visits, social events Personal reflection Self-directed study Distance-learning Reading Visits to other establishments Observing peers and being observed with feedback opportunities Collaborative learning School-based training e.g. (of varying lengths) participation / planning / delivery e.g. INSET days, Monday , Attendance at off-site courses MONITORING AND EVALUATION We believe that processes of regular monitoring and evaluation are vital in maintaining high standards in CPD. We will evaluate CPD provision regularly in order to : provide information for policy, planning and decision-making ensure that the quality of CPD is maintained, that individuals are empowered to learn and develop and that necessary changes are made as a result harmonise & balance the professional development needs of the school, department & class teams as well as those of individuals and to make sure that needs from each of these areas are prioritised and provided for as far as possible promote good practice encourage staff to take personal and corporate responsibility for ensuring that CPD provision is of good quality, relevant and fit for the purpose Dissemination of information from courses and other learning experiences will be by means of informal sharing of ideas, feedback to staff during morning briefing meetings, department or class team meetings as appropriate. Staff views on the effectiveness (or otherwise) of training opportunities will be sought on paper (evaluation sheets) and by discussion.

4 ROLES & RESPONSIBILITIES Information received from outside training agencies about off-site courses is given to the CPD Co- Ordinator for dissemination. He/she will either pass on these details to individual staff members as appropriate or file them into the green lever arch CPD files in each of the staffrooms. All staff members have a personal responsibility to check these files regularly for information. Staff who identify relevant off-site training opportunities are required to complete a pink application to attend a course form and submit it to the CPD Co-ordinator for authorisation. Decisions will be made on the basis of Performance Management targets, potential benefits to the school, priorities for development as identified in the School Improvement Plan, professional development needs which are related to an individual s career development (and not necessarily related to the SIP), cover arrangements, and funding. In recognition of individual career development needs, Willow Dene will set aside a sum of money each year to support a member of staff who wishes to participate in an accredited or long-term course where there are significant staffing/funding implications (e.g. OTTs working towards QTS, graduates on the GTP, support staff working towards NVQs, GCSEs, etc) etc. Requests will be considered by the SLMT on submission of a completed application form (See APPENDIX 4). Where there is more than one applicant in any one year, short lists will be drawn up with reference to agreed criteria. All who are short-listed will be invited to attend an interview. There may be times when a request is agreed in principle with a deferred start date.

5 APPENDIX 1 : NEWLY QUALIFIED TEACHERS INDUCTION YEAR : NEWLY QUALIFIED TEACHERS Monitoring, support and assessment At Willow Dene we recognise our responsibility for providing supervision and training for teachers in their first year of teaching. This will take the form of an individually-tailored Induction Programme (a statutory requirement and an entitlement) and ongoing support from a designated Induction Tutor. This will be based on the areas for development identified in the Career Entry Development Profile and the National Standards for Induction. We will work with the Appropriate Body (in this case the LEA) in providing monitoring, support and guidance and in undertaking rigorous and fair assessment of the NQT. The Induction Programme will assist the NQT in meeting the requirements for satisfactory completion of the Induction period the Standards for which have been identified by the TTA. Assessment against these standards will be ongoing throughout the first year of teaching and will include: observation of teaching by the Induction Tutor or Headteacher (once in the first 4 weeks and every 6-8 weeks thereafter). Observations will follow an agreed format, have a focus agreed beforehand with the NQT, and result in a written record to be used as evidence in the final assessment process feedback following an observation and a discussion regarding the focus for the next observation professional reviews of progress at the end of each half-term (reports of which will be sent to the Appropriate Body). These meetings will be used to review/revise the NQTs objectives in the light of progress made. Written records will be kept of these meetings opportunities to observe experienced teachers formal, summative assessment meetings 1. End of first term (focus on consistent meeting of standards for QTS and initial meeting of Induction Standards) 2. End of second term (focus on progress in meeting Induction Standards) 3. End of third term (focus on the meeting of all required Induction Standards).

6 APPENDIX 2 OVERSEAS TRAINED TEACHERS (OTTs) Anyone wishing to work as a qualified teacher in England must have Qualified Teacher Status (QTS). A teacher who has trained as a teacher overseas can work for up to 4 years as a temporary unqualified teacher without (QTS) - after 4 years there may be difficulties renewing Work Permits but for an OTT who is not reliant on Work Permit renewal the 4-year deadline is not crucial. The OTT programme offers a means of achieving QTS whilst working as a teacher. To fulfil Government requirements an OTT applying for the programme must be : qualified as a teacher overseas working as a teacher in a school put forward by a Recommending Body (RB) At Willow Dene we will provide appropriate support for overseas trained teachers in their application for QTS as long as agreed criteria have been met and the necessary funding is available. This support will take the form of an OTT programme tailored to meet individual needs, set up by the CPD Coordinator in partnership with a Recommending Body (RB). The programme should be no longer than 1 year. To be considered for an OTT programme the teacher must satisfy the RB that they have : an overseas teaching qualification equivalent to a UK B Ed degree a qualification equivalent to GCSE grade C or above in Mathematics and English (and Science for those born after 1979) OTTs working at Willow Dene who wish to be considered for support to participate in a QTS programme will also need to have : a minimum of 2 years teaching experience a minimum of 1 year s teaching experience at Willow Dene completed an application form prior to an interview with members of the SLMT/GB Those teachers who have no evidence to support their claim to GCSE equivalent qualifications must take an equivalence test. Informal help/advice/information regarding the passing of these tests may be sought from colleagues but will not be officially provided by the school. Any teacher who fails this test and still wishes to register on the OTT programme must undertake an appropriate GCSE course and pass the final examination with the necessary grades (at their own expense) before their application can be considered. The nature of the OTT programme will be determined in part by the completion of a Needs Analysis form. It will also take into account the need for an OTT to have experience in at least 2 schools (one of which must be a mainstream school ) and across 2 Key Stages. In instances where an OTT is required to undertake a mainstream placement the CPD Co-ordinator will make the necessary arrangements with appropriate primary schools and the school will provide cover for a pre-agreed period of time. The OTT is responsible for keeping a comprehensive portfolio of evidence to support their final application for QTS. The CPD Co-ordinator will provide necessary advice and support during this time through teaching observations, regular meetings, etc as required, but final responsibility for the meeting of the Standards for QTS rests with the OTT. Once the OTT has gained QTS he/she will be registered with the LEA as an NQT and the Induction year, with support as described above, will begin. In exceptional cases the teacher will pass the Induction standards at the same time as QTS in which case an Induction Year will not be necessary. Supporting an OTT in gaining QTS requires the school to invest a sum in the region of to cover the costs of supply cover, as well as the time of a school-based Mentor. In recognition of the school s support it is expected that the OTT will remain on the staff of the school for at least 2 years after gaining QTS.

7 APPENDIX 3 GRADUATE TEACHER PROGRAMME (GTP) The GTP is an employment-based route into the teaching profession. All trainees on the GTP scheme must be authorised to teach by the Teacher Training Agency (TTA) and will be employed by the school as a supernumerary unqualified teacher. The trainee will have an individual training programme (ITP) designed to ensure that, by the end of the specified training period, he/she is able to meet the Standards for the award of Qualified Teacher Status (QTS). Working in partnership with a Recommending Body, the CPD Co-ordinator, who will take on the role of School-Based Tutor (SBT), will ensure that the trainee follows a programme which is : rigorous and intellectually challenging and which enables the trainee to : acquire the skills, knowledge and understanding required to become an effective and reflective practioner continue to develop and refine their teaching skills and create a secure and stimulating environment in which pupils are able to achieve to the maximum of their potential The SBT is responsible for : developing an ITP with the trainee keeping detailed written records of the trainee s activities and progress identifying the trainee s training needs, regularly reviewing progress and amending the training programme accordingly enabling trainees to acquire classroom competency (and regularly monitoring this) enabling trainees to carry out directed tasks as devised by the school or specified in the materials provided by Greenwich University (see Primary Mentors File) supporting the trainee in planning and preparation (including knowledge of the school s procedures for planning and teaching strategies) guiding the trainee in identifying a range of different teaching styles promoting and ensuring understanding of different learning styles discussing how best to support and develop pupil s learning ensuring that the trainee audits their subject knowledge and has opportunities to develop subject knowledge elements in school ensuring access and support in the use of ICT in subject teaching and in their professional role engaging the trainee in regular dialogue about teaching, learning, professional values and practices sending copies of observations, meeting logs and assessments to the RB holding regular meetings with the trainee. These meetings will be held every fortnight in Term 1 & every 3 weeks in Terms 2 & 3 during which time a log will be kept. completing summative reports at the end of each term liaising with the appropriate Mainstream School with which the GTP student is linked Trainees who successfully complete the training programme when assessed against the standards for QTS ( Qualifying to Teach DfES/TTA) and are deemed to have reached the required level of competence by the accredited provider will be awarded QTS and receive a Career Entry and Development Profile (CEDP). Having achieved QTS the Graduate Teacher will have the same Induction entitlements as a teacher who has entered the profession via the PGCE, OTT or B Ed route. Graduates who ask the School to support their participation in a Graduate Teacher Programme will need to satisfy specified criteria. They must : be known to the school (through full or part-time work which is considered to be of a very good standard) submit an application form for consideration by the SLMT/GB attend an interview - decisions will be at the discretion of the Head Teacher

8 APPLICATION TO ATTEND/PARTICIPATE IN ACCREDITED LEARNING OR TRAINING OPPORTUNITY NAME CLASS/KEY STAGE QUALIFICATIONS CURRENTLY HELD DESIGNATION DATE QUALIFICATION YOU WISH TO WORK TOWARDS TITLE OF THE COURSE OR TRAINING (Please attach details to this form) NAME OF RECOMMENDING BODY/ACCREDITING BODY (where appropriate) WHAT IS THE DURATION OF THE COURSE? (include dates) WHAT ARE THE IMPLICATIONS FOR TIME & WORKLOAD A) for you B) for Willow Dene (eg in providing a Mentor) GIVE DETAILS OF THE COSTS ASSOCIATED WITH THE COURSE a) for you b) For Willow Dene

9 WILL YOU REQUIRE COVER/TIME AWAY FROM WORK? GIVE BRIEF DETAILS OF YOUR CAREER HISTORY TO DATE (include career breaks) GIVE DETAILS OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES IN WHICH YOU HAVE PARTICIPATED IN THE PAST 3 YEARS PLEASE TELL US WHAT WE CAN EXPECT FROM YOU IN TERMS OF YOUR COMMITMENT TO WILLOW DENE IN THE FUTURE ON A SEPARATE SHEET OF PAPER PLEASE EXPLAIN HOW YOUR PARTICIPATION IN THE COURSE/TRAINING OPPORTUNITY WILL HAVE A POSITIVE IMPACT UPON : 1. Willow Dene (pupils, parents, colleagues, other professionals, etc) 2. The raising of standards 3. Your own professional development SIGNED

10 APPENDIX 5 PROFESSIONAL DEVELOPMENT PORTFOLIO (the following is an excerpt from Inspiring Learning the CPD Framework for Greenwich LEA) All staff are expected to maintain their own Professional Development Portfolio, which, if well-maintained should help you to : Identify and record your own development needs Chart your professional development as you move through your career Focus discussions with your line manager or team leader about the support you will need in order to develop new knowledge and skills Gather together the evidence required for performance review, threshold assessment, etc Record any accreditation of the training you have undertaken as evidence as evidence of prior learning when applying for a higher degree Improve the effectiveness of your contribution to your organisation Above all, the portfolio enables you to take responsibility for your own professional development. Your portfolio could contain evidence of your education and training; the experiences that have contributed to your professional development, along with a description of your role within the workplace (e.g. leading a team of people). It should also include direct evidence from lesson observations of the quality of your teaching. You may wish to identify those aspects of the portfolio that are particularly relevant to threshold assessment and performance management, but be sure to include : A summary of prior experience and achievements A record of your qualifications and relevant competencies Your current job or role description Objectives agreed for your professional development

11 Professional Portfolio : Suggested headings 1. Personal Details Qualifications Curriculum Vitae References Job description 2. Performance Management Documentation Planning record Self review (optional) Objectives /Action Plan Objectives reminder (optional) Monitoring pupil progress (optional) Review statement 3. Quality of teaching Records of lesson observations Examples of good practice 4. Professional Development Training needs Courses attended Course evaluations Other professional development 5. Other Professional Duties School clubs/activities Trips/visits Out-of-Hours activities Parents evenings 6. Achievements/ Successes Congratulations letters Letters from parents and pupils Examination results Achievements outside school 7. Threshold Standards 1. Knowledge and Understanding 2. Teaching and Assessment 3. Pupil Progress 4. Wider Professional Effectiveness 5. Professional Characteristics

12 APPENDIX 5 CONTINUING PROFESSIONAL DEVELOPMENT OFF-SITE TRAINING COURSES : FEEDBACK FORM NAME DESIGNATION (teacher, LSA, Nursery Nurse, Outreach, etc) TITLE OF COURSE DATE COURSE CONTENT (Please describe briefly) VENUE DID YOU FIND THE COURSE USEFUL? (Please explain briefly) YES NO HOW WILL THE COURSE CHANGE/INFORM/IMPROVE YOUR PRACTICE? (Please explain briefly) WOULD YOU RECOMMEND THE COURSE TO YOUR COLLEAGUES? YES NO DO YOU NEED FURTHER TRAINING ON THIS SUBJECT? YES NO IF YES, PLEASE DESCRIBE THE TRAINING YOU REQUIRE. DO YOU HAVE OTHER TRAINING NEEDS? (Please list below) YES NO SIGNED DATE

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