CPD Programme at Acton High School
1.Development of new CPD format Evaluation of the programme 3.Further development Current programme Morale Boosters
Learning is at the heart of successful educational outcomes in all schools. For pupils to make progress and become successful, a learning culture has to be established which permeates all aspects of school life and is integral in the daily school lives of all pupils and all adults who work within that environment.
CPD programme from September 2010 It was acknowledged that all staff in school were at different points in their careers, had different experiences and strengths, and different areas for development. Therefore, there were many different training requirements needed in order to support staff to raise pupil attainment. The training programme was designed to be more personalised, give a larger range of CPD sessions to chose from to support individual development, and to be more flexible in terms of choice and time.
What sessions to offer? Results of training needs survey Lesson observation review (09-10) School Development plan (10-11) Department development plan (10-11)
Literacy - pupils Leadership Supporting EAL pupils Supporting SEN pupils Assessment for Learning Differentiation ICT Behaviour for learning/Assertive Discipline Restraint Writing reports/profiles Using SIMS – running reports Coaching ICT support – powerpoint, photoshop, excel
Structure There were 3 compulsory in-school time whole day training sessions. There were 13 x 2 hour T&L Twilight sessions held on Tuesday and Thursday evenings, Staff would have to attend 16 hours (8 sessions) but could choose which sessions As all training was part of a twilight session, staff would be entitled to a DOIL at end of the year.
When selecting sessions, staff were asked to: think about their own PM-what sessions would support your own PD think about any responsibilities they had on their dept dev plan? think about the next stages in your career. choose a variety of different sessions to broaden all areas of their skills
Exemptions It was acknowledged that some staff already spend time on their CPD independently of the school programme and in their own time. They would be given credit for this by being offered a specific number of exemptions depending on: - the relevance of the course - amount of out of school time spent Examples were: MTL, related Masters courses, Leadership courses etc
CPD summary Generally positive feedback about programme Like the choice Like the flexibility Like day off in lieu Positive buy-in to programme Developed staff’s leadership skills Use all experiences of staff-everybody has something to offer Cost £0
CPD summary Small number of staff don’t take responsibility for their own learning. Small number still see cpd as a ‘tick list’ Some staff attend sessions for the wrong reasons. How do we measure the impact?
New Programme for The programme continued in the same way for but All staff had to attend at least one 2 part T and L session Part 1 Discuss strategies to support learning Try out and evaluate new strategies in the classroom Part 2 Feed back good practice and develop new ideas. Think about the impact of the changes made.
Programme for Again, the programme was successful and the changes enabled us to see the impacts of training sessions, in lesson obs, pupils voice etc But some staff still needed to be guided into attending the correct sessions. Needed to be a closer link to; - areas for development from lesson observations - PM/Appraisal
Set up personalised learning programme which is linked even more to PM and SDP PM/AppraisalCPD Lesson observation SDP
PM reviewer will discuss reviewee’s lesson observations. Establish areas for development (linked to L and T) Guide reviewee to attend relevant CPD to support this individual development focus
Morale Boosters Individualised programme Tailored to meet individuals needs Staff have control over their CPD Targeted to link to PM/Appraisal and lesson obs Acknowledgement of relevant CPD outside school hours Flexibility Accruing TOIL