Leading Continuing Professional Development (CPD) in schools within a changing National & Local Context September 2013 Elizabeth Johnstone Dr Jeff Jones Dr Richard Bentley

Objectives for the day: To support you in meeting the challenges of a changing role by: confirming your knowledge of both National and local policy developing your understanding of the CPD leader role and responsibilities allowing time for personal reflection and group activities being familiar with new ‘PLD online’ system 2 [Slideshow Title - edit in Headers & Footers]

National context: Desire for self-improving system where schools responsible for own improvement, using processes they choose and drawing support from where they decide. Autonomous schools perceived as key to improvement of other schools (i.e. Through Teaching schools, NLEs, LLEs, SLEs) School leadership development (through NCT&L licences) School based learning seen as major contributor to school improvement, delivered through Teaching Schools’ programme A transformed school curriculum supported by rigorous assessment & qualifications Changes in funding arrangements giving schools purchasing power 3 [Slideshow Title - edit in Headers & Footers]

National context cont. Against this autonomy is a top-down accountability framework: Revision of Ofsted - stronger focus on teaching quality & behaviour : strong appraisal and salary progression link re quality of leadership and management in the school (for first time will evaluate schools PM arrangements) New Performance Management/appraisal & Capability Procedures & Linked to Pay - requirement that teaching staff are appraised against new teaching standards and given professional development opportunities to allow them to make progress against PM objectives. All pay progression based on performance 4 [Slideshow Title - edit in Headers & Footers]

Local Context (Worcestershire) Removal of funding streams (devolvement to schools) Increasing number of schools outside LA control (e.g. Academies) Diminishing central resources (including staffing) Emphasis on ‘core’ (including statutory) business Focus on commissioning of services Emphasis on ‘full cost recovery’ for services 5 [Slideshow Title - edit in Headers & Footers]

Local context: Building Partnerships with: Edge Hill University, (National College licensee of Leadership Programmes including NPQH & Chair of Govs. Training) using LA facilitators and expertise for delivery EYS (provision of Teaching Assistant Apprenticeships including NVQ 3) at no cost to schools Unison who, in partnership with OU and LA are delivering programmes for support staff at no cost Teaching School s (regular meetings between Teaching School manager, SchooI Improvement Leadership Team and Operational Manager Professional Learning & Development – immediate focus on Leadership 6 [Slideshow Title - edit in Headers & Footers]

Discussion As the CPD Leader: How has your role changed? and... How is it changing? 7 [Slideshow Title - edit in Headers & Footers]

How is CPD Leadership changing? CPD coordination as an administrative role Focus on management not leadership Insufficient link to school improvement A focus on teaching staff Dependence on external provision and courses Unsystematic needs identification Ad hoc evaluation of CPD response not impact Individual teacher role CPD leadership of a more strategic nature CPD planned as an integral part of school improvement Focus on whole school workforce The use of a more appropriate range of CPD opportunities Using PM and school priorities to identify needs Evaluating impact of CPD on staff & pupil performance Team role?

Some possible tensions...? National policy v school needs Taking risks v being accountable Professional development v school improvement Staff development v pupil outcomes External courses v internal provision Value for money v quality Improving v proving Individual development v performance related pay Evaluating input v evidencing impact Event v process Within school v across schools Other [Slideshow Title - edit in Headers & Footers]

Activity: challenges, obstacles & ‘breakthroughs’ Having experienced the first two sessions we’d like to give you the opportunity to reflect upon your situation in your own school: i.e. what is challenging and what is working well? Part 1 On the pink sheets provided please record your challenges/obstacles On the green sheets record something that has been professionally rewarding for you – then identify and record the circumstances that led to the success/breakthrough When completed ‘post’ these on the relevant charts Part 2 Circulate and read the pink sheets. If you know of practice which could help or even touch on the identified issue write it on a yellow post-it and attach to the sheet Read the green sheets Please note: These will be analysed, typed up and circulated 10 [Slideshow Title - edit in Headers & Footers]

11 [Slideshow Title - edit in Headers & Footers] CPD Leaders Self-review

CPD Leaders Self-review cont. 12 [Slideshow Title - edit in Headers & Footers]

CPD Leaders Self-review cont. 13 [Slideshow Title - edit in Headers & Footers]