Continuing Professional Development (CPD) Policy

Transcription

1 Name of School Corbets Tey School Policy Adopted or Last Reviewed Date 09/02/2015 Next Review Date 09/02/2016 Reviewed by Governors Name: Julie Lamb Governors Signature: Continuing Professional Development (CPD) Policy Principles, Values and Entitlements This school is a learning community and is committed to providing opportunities for the continuing learning and development of its entire staff. Professional development is the means by which the school is able to deliver whole school, team and individual development priorities. The school has an expectation that all members of the learning community will take an active role in their own professional development. The school believes that all members of staff have a responsibility to support the professional development of colleagues. All members of the school learning community will have an entitlement for access to high-quality induction and continuing support and development. The key elements of the CPD policy comprises: Effective auditing and identification of need and aspiration Appropriate match of provision to learning needs Fair and appropriate entitlement to CPD Evaluating impact of training and dissemination of effective practice. The school will use a range of types of provision and providers adopting Best Value principles in determining these. Equality Impact Assessment The school aims to design and implement services, policies and procedures that meet the diverse needs of our service, population and workforce, ensuring that none are placed at an unreasonable or unfair disadvantage over others. In the development of this policy, the school has considered its impact with regard to equalities legislation. 1

2 Auditing and Identification of Need and Aspiration The Headteacher and Deputy Headteacher will be responsible for supporting the identification of the training and development needs of the school community. These needs will be identified through mechanisms such as performance management, self-evaluation, national and local priorities, other internal and external monitoring and feedback evidence and through informal and formal discussions with individuals and teams. The Business Manager will be responsible annually for monitoring and discussing with the Headteacher and Governing Body the budgetary implications of addressing these needs. Training and development issues will be addressed at Governing Body meetings and be included as part of the Headteacher s annual report. The provision and impact of training and development will be reported annually to the governing body. Appropriate opportunities will be provided for the following groups of the school community as appropriate: Newly Qualified Teachers Staff new to the school or role Teachers in their early years Teachers with 5 years+ experience (including those beyond the threshold and those in the later stages of their career) Staff specialising in teaching particular groups of pupils Middle managers/curriculum Leaders (Emergent Leaders) Senior managers in their early years More experienced senior managers The Headteacher/Principal Governors Senior support staff including Business Managers Teaching assistants Secretarial and administrative staff Instructors Parents and carers as appropriate. Regular supply staff and those seeking to return to the profession. The school will have systems and opportunities for teams and the whole school to feed to the Senior Management Team (SMT) details of priorities and approaches to development. Match of Provision to Learning Needs The professional development opportunities available will only be offered if they: Meet identified individual, team, school or national development priorities Are based on recognised effective practice Contribute to raising the standards of pupils achievements Respect cultural diversity Are provided by those with the necessary experience, expertise and skills Are planned systematically Are based, where appropriate, on relevant standards Are informed by current research or inspection evidence Make effective use of resources Provide value for money Have effective monitoring and evaluation systems including seeking out and acting on user feedback to inform the quality of provision. Provide opportunity to measure impact 2

3 The school will support a wide portfolio of CPD approaches matched to the need of learners. These will include: In-school training using the expertise available within the school and collaborative activity (e.g. collaborative teaching, planning and assessment, work with a learning team, classroom observation, existing expertise, peer evaluation, collaborative enquiry and problem-solving, modelling) Coaching and mentoring and engaging in learning conversations Job enrichment/enlargement (e.g. a higher level of responsibility, front line working in someone else s job, job sharing, acting roles, job rotation, shadowing, leading meetings) Producing documentation or resources such as curriculum development, teaching materials, assessment package, ICT or video programme Accessing an external consultant/adviser or relevant expert Master classes, model and demonstration lessons Collecting and collating pupil feedback, data and outcomes Attendance at a lecture, course or conference School visits to observe or participate in successful practice Secondments, exchanges and placements International professional development Postgraduate professional development and other qualifications from higher educational institutions and other forms of professional recognition and qualifications such as NVQs, Higher Level Teaching Assistants, NCSL programmes Research opportunities Distance learning (e.g. elearning, relevant resources such as educational journals and publications, training videos, reflection, simulations) Practical experience (e.g. national test or exam marking experience, opportunities to present a paper, contribute to a training programme, co-ordinating or supporting a learning forum or network, involvement in local and national networks, involvement with a subject or specialist association) External 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 a formal or informal partnership such as a Network Learning Community) All those engaged with CPD will be encouraged to reflect on their development. Fair and Appropriate Entitlement to CPD This school encourages staff to further their own education and development. Where funding permits, a proportion of the school s training budget will be made available each year to support such development and study leave will be made available if it is considered appropriate. Application Procedure: Requests for support in terms of both funding and time should be discussed in the first instance with the line manager and with the Headteacher or Deputy Headteacher who should consider the request against the following criteria prior to the staff member completing the appropriate Application Form for support: o o o o The extent to which the course leads to an academic or professional qualification which is essential to/desirable for the development of the individual's competence in his/her post at the school; The individual's demonstrated commitment to his/her role within the organisation and to developing that role; Length of service; The extent to which the course will enhance the individual's career development. 3

4 The head of department/site manager should consider the level to which the school should support the individual in terms of funding and time. The following guidance should be used: Funding: The school will provide financial support as follows, subject to relevance of the course and availability of funding: o Up to 80% towards the cost of course fees up to a maximum of 1,000 in one financial year; o Continued financial support for a course of more than one year's duration will be subject to satisfactory examination results and/or progress reports from the institution where the individual is studying. Repayment of fees: Financial support is given on the understanding that both the individual and the school will benefit from the improvement in the individual's knowledge and skills. Should individuals leave the employment of the school within one year of completing study they may be required to repay part of the fees. Normally, the maximum level of repayment required will be 50% of final year fees only. In exceptional circumstances where it is not felt that the school has benefited from the investment, a higher level of repayment may be required. Attention is drawn to this potential repayment requirement on the application form for support and individuals sign their agreement to the school reserving the right to require repayment. Study Leave The extent to which an individual is allowed paid or unpaid time off work to undertake a course of study or to study for examinations, is dependent on the operational requirements of the school. The level of study leave should be considered in advance of the course and entered on the application form. The following guidelines should be followed: o A maximum of 3.5 hours per week as paid time off to attend regular courses on work days (depending on the relevance of the course to the individual's work at the school); o Up to one day's study leave for each examination to be taken per year Evaluating Impact and Disseminating Effective Practice Following professional or other development, the participant will discuss with their line manager, the Headteacher or Deputy Headteacher the opportunities to disseminate to other staff. Where it is agreed that there would be benefit in a wider circulation or follow up, the staff member will be responsible for organising this, e.g. circulating relevant resources, a session at a staff meeting, introducing a teaching or learning strategy, inclusion on the school websites. The Business Manager and the Deputy Headteacher will be responsible for assessing the value for money of training and development through seeking to monitor and evaluate impact. Measures used to determine the impact of training and development will be drawn from: Participant evaluation Increasing skills and knowledge of staff Pupil and school attainment External and internal evaluation and inspection processes Recruitment and retention data The changing qualification profile of the staff 4

5 Procedures for Applying for External Training When a member of staff would like to attend an external course or training, a Course Request Form (Appendix 1) should be completed detailing the reasons for wanting to attend the course and the anticipated impact on teaching and learning in the school and how any information from the course will be communicated to other staff. This form should be handed to the Headteacher or Deputy Headteacher for approval and this will be passed to the Business Manager for consideration against the school training budget. No courses can be booked until this form is completed and has authorisation. A copy of the form will then be returned to the member of staff requesting authorisation who is then responsible for booking the course and ensuring that the invoice is sent to the school for the attention of the finance department. Following any external training, an External Course Evaluation Form (Appendix 2) should be completed by the staff member who attended the course and their line manager. An appointment should be made with the staff member s line manager or with the Headteacher or Deputy Headteacher within 2 weeks of the course end date to discuss the quality of the course or training and how to maximise the impact of the new information, knowledge or skills gained for pupils, staff and the school. It is the staff member s responsibility to ensure that this feedback meeting takes place and any certification should be produced as this will impact on any further requests for training. Travel Expenses (Guidance taken from the LB Havering Financial Regulations For Schools 2004, p49-50) Employees should make journeys by the shortest practicable route and reimbursement of expenses will be made on this basis. When an employee is travelling outside the Borough, standard class public transport should be used on all occasions whenever this is more economical and where it is available. However if heavy equipment is being taken or where passengers are carried and it is therefore more economical then car allowance may be claimed. For journeys made during the normal working day claims are made from the employee s normal place of work. In the event of an employee going straight to or from an outside establishment the normal home to office mileage/fares should be deducted from the claim Car Mileage & Allowances Employees who need to use their cars travelling to and from training establishments can be paid a mileage allowance for journeys made in the course of a working day (subject to the above paragraph). The rates payable for staff are laid down in conditions of service and paid through the petty cash or cheque system. To make a mileage claim, insurance policy, driving licence and MOT must be provided and insurance policies should cover the staff member for business use. Please note that travelling to any work related event or activity is considered business related and therefore will require business use insurance cover. Please consult with your insurer before travelling to ensure adequate cover. The start and finish meter reading for each journey must be completed along with purpose and destination on the travelling and subsistence expense form. Payments will be made by cheque. Current rates payable for such expenses can be obtained from the Finance Office. Fares As stated above standard class public transport should be used whenever this is most economical for journeys outside the borough. Expenditure can be claimed back on a travel and subsistence claim form. Receipts should be obtained where possible for travel and attached to the claim form. If the use of public transport is deemed inappropriate then the reason should be given on the travel claim. If an employee chooses to use their car where public transport is available and more 5

6 economical only public transport rates will be payable If an employee, to make the most economic use of time, goes direct from home then only the fare from their place of work to the destination can be claimed unless this is higher than the actual fare, in which case the lower amount will be paid. The Headteacher will provide an annual report to the Governing Body on the impact of the training and development. 6

7 Appendix 1 Corbets Tey School Course Request Form Staff Name Date(s) of Course Course Title Total no. of days Details of Company address and contact details Cost of Course Is cover needed? Reason for wanting to attend course What impact on your teaching/whole school/the pupils? How will you feedback information to the rest of the school? (please tick) Research Charter Mark Top tips handout A4 Pilot project/working party Project Create resources and Other: 30 min staff workshop save on shared area Financial support is given on the understanding that both the individual and the school will benefit from the improvement in the individual's knowledge and skills. Should individuals leave the employment of the school within one year of completing study they may be required to repay part of the fees. Normally, the maximum level of repayment required will be 50% of final year fees only. In exceptional circumstances where it is not felt that the school has benefited from the investment, a higher level of repayment may be required. I understand and agree to funding being provided on these terms and that I may be required to repay the cost of training if I leave my employment within one year. Signed: Comments: Business Manager comments regarding any financial implications and signed Agreed and Signed By Headteacher Cover Implications organised by Deputy Headteacher and signed Ensure that all boxes are filled in correctly. No courses can be booked until this form is completed and has signatures from all three of the following HT/DHT/BM. Form will be returned to you. Once training is approved you are responsible for booking the course and ensuring that the invoice is sent to the school for the attention of the finance department. 7

8 Appendix 2 Corbets Tey School External Training Evaluation (to be completed and discussed with your line manager within 2 weeks of completion of the training/course) Name: Date: Workshop/Training: Before the training How would you rate your level of expertise/confidence? (Please circle) Least confident Most confident After the training How would you rate your level of expertise/confidence? (Please circle) Least confident Most confident What will you do differently as a result of the training? Be as specific as you possible and give practical examples Quality Please rate the quality of the workshop/training (Please circle) Outstanding Good Satisfactory Inadequate Would you recommend this training provider/ course to others at the school? Yes/No Comments: Please describe the impact of this training opportunity: For You For Pupils For Staff For the School Please describe how you have shared or will share your new skills and knowledge to other staff (please state timescales) Handouts Resources Verbally Modelling Good Practice Other 8