What does effective CPD look like?

CPD should occur in a variety of formats in schools, tailored to benefit the individual but with particular areas of focus that also helps the development of the school. This could relate to a number

of areas depending on the role of the education provider in school, but to be effective it must relate to the development of key issues from the school development plan.

There are many possible sources of CPD and some may include elements of those in the bullet points below.

• External courses or further study(MA)
• Cross school or virtual networks e.g. Twitter
• Induction, coaching and mentoring, lesson observation and feedback, collaborative planning and teaching, shadowing, sharing good practice, whole school development events.

For CPD to be effective it should be directly relevant to the participants, clearly identify intended outcomes, take account of previous knowledge and expertise, model effective teaching and learning strategies, and include impact evaluation designed as part of the activity from the outset.

When planning your school CPD in schools make sure that you consider the following:

• All CPD is supported by experienced coaches and mentor from inside and outside of the school.
• A coherent long-term plan that gives the participants opportunities to apply, evaluate the and develop their practice.
• It enables the participants to develop skills, knowledge and understanding which will help them and their area in school develop.
• It’s based on the most recent and relevant teaching and learning and this is evaluated and used to inform subsequent professional development activities
• It develops an ethos in the school of lifelong learning and development; staff are role models for the pupils.
• It goes beyond theory and exposition. Ideally, it demonstrates techniques and strategies and gives the participant opportunities to try them out in a supportive setting and share this in a wider forum in the school.
• Lesson observation are used as a basis for discussion about the focus of CPD for the individual especially with NQTs/RQTs, it should take account of previous knowledge and experience.

Examples of CPD activities include:

The school will support a wide portfolio of CPD approaches identified according to “Best Value” principles and which reflect the learning effectiveness of the participants. These 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, modeling)
• coaching and mentoring and engaging in a learning conversation
• 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 such as an Advanced Skills Teacher or Lead Teacher
• master classes, model and demonstration lessons
• role play, simulations
• collecting and collating pupil feedback, data and outcomes
• attendance at a lecture, course or conference
• school visits to observe or participate in good and successful practice
• secondments, exchanges and placements (eg within a regional or national organisation, an exchange or placement with another teacher, school, higher education, industry, international exchange, involvement with Governing Body)
• 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 linked to school improvement plan
• distance and E- learning (eg relevant resources such as educational journals and publications, training videos, reflection, simulations, Twitter, blogging)
• practical experience (eg 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)