Aim: To improve the quality of teaching and learning across the school by encouraging more staff to participate in quality continuing professional development (CPD) including bespoke CPD provided by staff for staff.
Background: In the past CPD had been an additional responsibility for an assistant head teacher. The challenge was to improve the quality of teaching across the school and produce quantifiable results through robust processes and procedures.
Year 1: The profile of CPD was raised by creating a new post of Deputy Head (Staffing and Training), who identified priorities which included extending and analysing the effectiveness of CPD provision, particularly in supporting newly qualified teachers and supporting underperforming teachers to achieve the Teacher Standards. Teacher performance was monitored through a Development Management Programme. A bespoke in-house twilight CPD programme was introduced and a coaching programme launched to share best practice.
Year 2: A pay and appraisal system was introduced to reward high-quality teachers, and local and national CPD opportunities were offered with quantifiable impact. The school prepared to work as an Alliance Partner with a Teaching School and opportunities were developed for staff to reflect and improve on their own practice and pedagogy. 16 staff joined a research and development group to show what ’Outstanding‘ looks like in the classroom and compiled a resource of video clips from outstanding lessons.
Year 3: As part of training for leadership, four members of staff were co-opted onto the Senior Team and three middle leaders commenced the Embedding Quality Leadership Programme. The twilight CPD programme expanded to include courses for support staff. The whole staff shared Key Stage 5 resources via the school’s intranet. A new CPD evaluation process was introduced linked to performance management objectives.
Evidence: Lesson observations, staff questionnaires.
Impact: After the first year there was a 15% increase in the number of lessons graded Outstanding. 77% of staff attended 4 or more twilight sessions and the average feedback score was 4.5/5. By the end of the second year teachers at all levels achieved their Development Management targets, were ‘at least Good’ in lesson observations and were worthy of salary progression. Eight departments worked with the PTI and gained the PTI mark. As a result of joining the Lincolnshire Teaching Schools Alliance, 7 departments attended subject forums and 8 schools attended the school’s twilight programme – 30 courses were offered, delivered by 42 staff.
Reflections: A three year plan is a minimum timeline to bring about whole school improvement. Winning the hearts and minds of staff is fundamental – consultation is key. The best CPD is delivered by staff for staff’ and allows for the internal growth of staff. Collaboration with partner schools builds staff confidence, expertise and school reputation.
Contact: Jonathan Knowler, Deputy Head, firstname.lastname@example.org