Hollinhey Primary School

Transcription

1 Hollinhey Primary School Continuing Professional Development (CPD) Policy Written by: Sarah Clough Responsibility of: Resources committee Date of Approval: Spring 2017 Signed: K Naidoo To be reviewed: Spring 2019

2 HOLLINHEY PRIMARY SCHOOL Continuing Professional Development (CPD) Policy Principles, Values and Entitlements 1. Hollinhey Primary School believes in the DfE philosophy that effective teachers should take ownership and give high priority to professional development. It believes that a coherent and progressive opportunity to develop professionally and personally both improves standards and raises morale through personal and professional fulfilment and assists recruitment and retention. 2. All staff and governors shall have an entitlement to equality of access to high-quality induction and continuing professional development needs. 3. The central emphasis will be on improving standards and the quality of learning and teaching. 4. CPD planning will be linked and integrated with the School Strategic Development Plan and be based on a range of information: The needs of the school as identified through its self-evaluation; Issues identified through other monitoring such as OFSTED, SIP advice and analysis of Attainment data. National and local priorities, e.g. national strategies, Cheshire East s EDP and local community priorities; Staff Appraisal and individual s professional development needs and aspirations; Feedback from staff and others including governors, pupils and parents. 5. Hollinhey Primary will audit the professional and personal needs of all staff through their annual appraisal cycle. This will be undertaken by a member of the Senior Management Team who will feedback to the CPD Leader. 6. The school s CPD provision will allow staff to develop skills and competencies progressively using such frameworks as the Teachers Standards Framework, National College for School Leadership Development Framework and competency frameworks for Teaching Assistants and HLTAs. 7. The CPD Leader holds a senior responsibility within school and is currently the Headteacher 8. Hollinhey Primary School will disseminate good and successful CPD practice that supports and improves learning and teaching. Staff are expected to feedback on courses attended, using the evaluation form on Staff Docs, and at Staff meetings. They may also be asked to lead internal CPD following their training where appropriate. 9. The school will participate in initiatives and projects which can be shown to have a positive impact on staff development and represent good value for money. Leadership and Management of Continuing Professional Development 1. Hollinhey Primary School will have a named CPD Leader who will lead and manage CPD. The CPD Leader will receive training as appropriate in order to fulfil this role effectively. 2. The CPD Leader will be responsible, with the Leadership team, for identifying the school s CPD needs and those of the staff who work within it. The CPD Leader should have a well defined description of the role. 3. The CPD Leader will be responsible for discussing with the Governing Board the main CPD priorities and the likely implications for the budget in addressing these needs. 4. CPD issues will be addressed at Governing Board meetings and be included as part of the Headteacher s report. The CPD Leader shall provide the Governing Board with information as appropriate. 5. There are clear arrangements for accessing CPD which are known to all staff. All digital information will be ed to appropriate staff. Staff requests for CPD should then be forwarded to the Headteacher who will prioritise according to the school development needs and individual needs. Courses will be confirmed by the CPD Leader and booked by the Admin Assistant. 6. There will be the opportunity for all staff to discuss the following with the CPD Leader within the context of school priorities: Needs and aspirations Methods of accessing CPD provision Accreditation opportunities Ways of disseminating training Succession Planning

3 This will be combined with the Staff Appraisal process. The Role of the CPD Leader The key role of the school s CPD leader will be to ensure the efficient and effective development and delivery of the CPD policy. Within this role the main responsibilities will be to: staff; Promoting CPD as a central element of school improvement 1. To ensure coherence between the rationale and arrangements for CPD and the procedures for school improvement planning and Staff Appraisal; 2. To contribute to school self evaluation in ways which create links to inform CPD provision; 3. To liaise with, and advise, the Governing Board on the priorities within the range of needs identified, and of appropriate ways to access provision to meet them; 4. To advise the Governing Board on the benefits of participation in relevant initiatives and projects. Creating and sustaining arrangements for the CPD of all staff 1. To create and maintain robust, transparent arrangements for CPD which are known to all staff; 2. To be the first point of contact for staff on matters relating to CPD; 3. To advise on, and administer as necessary, the budgetary arrangements for CPD; 4. To provide support and guidance to staff on developing and maintaining their CPD portfolio; 5. To ensure that all members of the school community have an opportunity, through mechanisms such as Staff Appraisal, to discuss their development needs and aspirations as well as the most effective forms of delivery; 6. To ensure that all members of the school community have an equality of access to the range of induction and continuing professional development opportunities; 7. To provide information to staff about progression routes within their employment and support and monitor their achievement therein; 8. To organise and make available to staff, relevant information in appropriate electronic and hard copy formats; 9. To provide information to staff about effective forms of professional development. Monitoring and reporting upon the effectiveness of CPD undertaken 1. To ensure that the CPD provision is varied, is fit for purpose and conforms to best value principles; 2. To ensure that all provision is of a consistently high-quality; 3. To report to the Governing Board on all aspects of CPD provision, including its provision and impact; 4. To implement procedures that monitor take-up and evaluate the impact of CPD provision. Creating and promoting a culture of collaboration and joint endeavour amongst staff and governors 1. To make a leading contribution to whole-school understanding and commitment to the principles of personal responsibility, mutual support and a sense of common purpose in relation to CPD; 2. To create and maintain systems whereby all staff are able to benefit from the collation and dissemination of good practice and other CPD outcomes for the purpose of school improvement. Maintaining and developing links with sources of CPD provision 1. To maintain and develop effective links with the key providers, agencies and organisations such as the LA, DfE, NCSL, TTA, subject associations, dioceses and commercial organisations, in order to give and receive information about CPD opportunities and needs; 2. To receive appropriate information, including updates on new initiatives and developments affecting the professional development of the school community. Planning for Effective CPD The arrangements for CPD need to balance the judicious use of resources with the range of aspirations and interests of the staff. The following criteria will be used to inform the decision making process to achieve such a balance. CPD opportunities will be rated more highly when they: a) meet identified individual, school or national development priorities b) are based on good practice

4 c) help raise the standards of pupils achievements d) respect cultural diversity e) are provided by those with the necessary experience, expertise and skills; f) are planned systematically and follow the agreed programme except when dealing with emerging issues g) are based on current research and inspection evidence h) make effective use of resources i) have measureable impact on the pupils j) provide value for money k) have effective monitoring and evaluation systems including seeking out and acting on user feedback to inform the quality of provision Supporting a Range of CPD Activities Hollinhey Primary School will support a wide range of approaches to CPD (subject to limitations of budget) 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: attendance at a course or conference in-school training using the expertise available within school, eg. team planning, skills in classroom observation, sharing existing expertise; school-based work through accessing an external consultant/adviser or relevant expert, model and demonstration lessons visits to other schools to observe good and successful practice secondments e.g. to special projects, other schools, international exchange etc. job-enrichment/enlargement e.g. a higher level of responsibility, job-sharing, acting roles, shadowing, job rotation. coaching and mentoring receiving or acting in these roles, acting as or receiving the support of a critical friend 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 creating an improved learning environment within school. Recording and Disseminating Staff are advised to produce and maintain an appropriate development portfolio e.g. keep course certificates and evaluation in a file for reference. Following professional development the participant will complete a CPD Feedback form (on Staff Docs) and update their personal training record for appraisal purposes and discuss this with the CPD Leader. The CPD Leader will be responsible for ensuring whether any follow up is needed to the training e.g. feedback to the provider The CPD Leader will update the Hollinhey Annual Training Plan regularly and accurately of the training undertaken by colleagues and advise the Governing Board where there are issues of equality of access and involvement. Assessing the Impact of CPD There is an expectation that all staff will complete a CPD evaluation form to identify the impact of training. (See above) As part of the process of self-evaluation and review of the School Development Plan, the CPD leader shall report to the Governing Board with an assessment of the benefits of CPD undertaken, particularly relating 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 CPD will be reviewed annually by the Governing Board. C. Massey March 2017

5 Name: Hollinhey External CPD Feedback Sheet Name of course: Date of Course: CPD Provider & Tutor: Time: Location: Brief summary of course content: Feedback to staff needed? If so in what format? How much do you think the CPD will help you with different aspects of your role? Action to be taken as a result of the course: e.g. personal impact? impact on pupils? impact on standards? Yes / No 5 min Briefing at Staff Meeting/Allocated Staff Meeting / Key stage meeting /Senior Management Team Briefing/ 1:1. ( please specify staff member) Any other comments: Have you any future CPD requests as a result of this course? Would you recommend the same CPD provider/tutor/location to others? The completion of this feedback form is a condition of attending continuing professional development