Leading and managing continuing professional development : developing people, developing schools

223 Pages·2004·6.61 MB·English

by  Peter Earley, Sara Bubb

Leading and
Managing Continuing
Professional
Development
Developing People, Developing Schools

Peter Earley & Sara Bubb
eBook covers_pj orange.indd 85 21/4/08 15:32:22
Leading and Managing
Continuing Professional Development

Leading and
Managing Continuing
Professional
Development
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(cid:1)Peter Earley and Sara Bubb 2004
Chapter 7 (cid:1) Graham Handscomb 2004
First published 2004
Apart from any fair dealing for the purposes of research or private study, or criticism or
review, as permitted under the Copyright, Designs and Patents Act, 1988, this
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publishers.
Paul Chapman Publishing
ASAGE Publications Company
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Library of Congress Control Number 2003115349
A catalogue record for this book is available from the British Library
ISBN 0 7619 4321 8
ISBN 0 7619 4322 6 (pbk)
Typeset by Dorwyn Ltd, Rowlands Castle, Hants
Printed in Great Britain by Cromwell Press
Contents
List of Figures vii
List of Tables ix
Acknowledgements x
Preface xi
List of Abbreviations xiii
1 Introduction: CPD Policy and Practice 1
People matter (cid:127) What is continuing professional development? (cid:127) Is the focus on
CPD new? (cid:127) Taking CPD seriously (cid:127) An entitlement to CPD (cid:127) Learning from
other professions
PART I: PROFESSIONAL DEVELOPMENT FOR SCHOOL IMPROVEMENT
2 Learning People – Learning Schools 17
How adults learn (cid:127) Professional learning communities (cid:127) What is effective CPD? (cid:127)
The standards framework (cid:127) Collaboration
3 Leading and Managing CPD 35
The professional development co-ordinator role (cid:127) The training and development

cycle (cid:127) Investors in People (cid:127) Balancing needs with the budget (cid:127) Procedures to
help CPD co-ordinators (cid:127) Case study
4 Identifying Training and Development Needs 47
Individual or school needs (cid:127) Taking account of workload and well-being (cid:127)
Finding out what CPD staff want and need (cid:127) Catering for a range of people and
learning styles (cid:127) Performance management (cid:127) Setting objectives
5 Meeting CPD Needs 59
Collating CPD needs (cid:127) Finding what the CPD options are (cid:127) Action plans
6 Monitoring and Evaluation: the Impact of CPD 77
Monitoring (cid:127) Evaluating impact (cid:127) Models of evaluating impact (cid:127) Spreading the
impact (cid:127) How schools have evaluated impact
v
7 Collaboration and Enquiry: Sharing Practice 89
by Graham Handscomb
Collaboration (cid:127) Research – teachers doing it themselves (cid:127) The research-engaged
school
PART II: LEADING AND MANAGING THE CPD OF SPECIFIC GROUPS
Introduction 103
8 Support Staff 105
Types and range of support staff (cid:127) Analysing and meeting needs (cid:127) Progression
routes and accreditation options (cid:127) Teachers working with support staff (cid:127) Looking
ahead
9 Initial Teacher Training – the CPD Needs and Benefits 117
Different ways to be involved (cid:127) ITT partnership – pros and cons (cid:127) CPD needs of
mentors
10 Newly Qualified Teachers and their Induction 128
The induction entitlement (cid:127) How schools organize induction (cid:127) Induction pro-
grammes
11 Supply and Overseas-Trained Teachers 141
Why temporary teachers need CPD (cid:127) Analysing needs (cid:127) Meeting needs (cid:127)
Professional development – getting QTS
12 Early Professional Development 153
Why is it important? (cid:127) The EPD pilots (cid:127) EPD activities (cid:127) Threshold assessment
(cid:127) Advanced skills teachers
13 Emergent Leaders and Middle Managers 161
Role definitions (cid:127) Training and development needs (cid:127) Training programmes

14 Leadership Development for Heads and Deputies 172
What we know about leaders’ needs (cid:127) Professional development for leaders at dif-
ferent stages (cid:127) What universities and professional associations offer (cid:127) What LEAs
offer
15 Governors’ Training and Development 187
Why training, development and support are so important for governors (cid:127)
Diagnosing needs (cid:127) How to meet needs
References 197
Author Index 205
Subject Index 207
vi
List of Figures
1.1 Continuing professional development framework
1.2 A career-long professional development entitlement
1.3 Three areas of CPD effectiveness
2.1 A learning cycle
2.2 The iceberg model
2.3 The Lambeth professional development portfolio
3.1 Professional development co-ordinator’s job description
3.2 Training and development cycle
4.1 An action plan to meet an objective
5.1 Lesson observation sheet – how well pupils learn
5.2 Format for recording ideas from observations
5.3 Record of observations
5.4 Staff development booking form
5.4 A SWOT analysis
6.1 Local evaluation of INSET
6.2 Evaluation of staff development

6.3 An example of calculating cost effectiveness of CPD activity
7.1 A continuum of practice
7.2 The research engaged school
9.1 Comparing routes into teaching
9.2 Observation notes made during a lesson
9.3 Summary of observation
10.1 The induction standards
10.2 Roles to support NQTs
10.3 Organisation of induction personnel
10.4 Overview of the induction process
vii
LIST OF FIGURES
10.5 Induction policy for term one
10.6 An example of a secondary school group induction programme
10.7 A primary NQT’s individual induction programme – 2nd half of summer term
10.8 Professional review meeting
11.1 Furze Platt’s folder for supply teachers
11.2 Instruction pro forma for primary schools to give supply teachers
11.3 Instruction pro forma for secondary schools to give supply teachers
11.4 Evaluation by supply teachers of their experience at Furze Platt Senior School
12.1The Threshold standards
12.2The AST standards
13.1Professional development for subject leaders in Lambeth
15.1The effective governing body

viii
List of Tables
2.1 Characteristics of learning teachers
2.2 Types of ‘learning’ schools
2.3 Standards covered in the framework
3.1 Investors in People – planning
4.1 Five stages that teachers go through
5.1 Professional development needs identified through performance management
5.2 Action plan
6.1 Investors in People – the principle of evaluation
8.1 Numbers of support staff
8.2 Possible levels of expectations and competencies for TAs
8.3 Issues around support assistants
10.1 The first year – differences between England, Scotland and Wales
13.1Perceptions of preparation for middle management
13.2Further training opportunities with reference to the National Standards for
Subject Leaders
13.3External providers used by middle managers for professional development
opportunities in relation to leadership role
14.1Further training opportunities with reference to the National Standards
for Headteachers
14.2Professional development opportunities participated in over the last 3 years
15.1Governing body self-evaluation – the 4Ps
ix