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Leading and Managing Continuing
Professional Development
Second Edition
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Leading and
Managing Continuing
Professional Development
Second Edition
Sara Bubb and Peter Earley
Paul Chapman Publishing
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© Sara Bubb and Peter Earley 2007
Chapter 7 ©Graham Handscomb
First published 2004
This edition published in 2007
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 publication may be
reproduced, stored or transmitted in any form, or by any means, only with the prior
permission in writing of the publishers, or in the case of reprographic reproduction, in
accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries
concerning reproduction outside those terms should be sent to the publishers.
Paul Chapman Publishing
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ISBN-978-1-4129-4827-2
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Printed in Great Britain by the Cromwell Press, Trowbridge, Wiltshire
Printed on paper from sustainable resources
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We would like to dedicate this book
to the late Ray Bolam whose work in this
field has been inspirational.
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CONTENTS
List of Figures ix
List of Tables x
Acknowledgements xi
Preface xii
About the Authors xiv
List of Abbreviations xvi
1 Introduction: CPD Matters 1
People matter • What is continuing professional development?
• Is the focus on CPD new? • Taking CPD seriously • An entitlement to CPD
PART I: PROFESSIONAL DEVELOPMENT FOR SCHOOL IMPROVEMENT
2 Learning People – Learning Schools 13
How adults learn • Learning-centred communities • What is effective CPD?
• The Standards Framework • Professional development portfolios
3 Leading and Managing CPD 28
The professional development co-ordinator role • The training and
development cycle • Investors in People • CPD policy • Budgets
• Training and development for CPD co-ordinators
4 Identifying Training and Development Needs 41
Individual or school needs • Personal development • Taking account of workload
and wellbeing • Finding out what CPD staff want and need • Catering for a range of
people • Performance management • Choosing objectives
5 Meeting CPD Needs 53
The range of professional development activities • Good value CPD
• Learning with and from each other • Coaching and mentoring
• Observation • Teachers TV • Courses • Master’s courses and further study
• Learning conversations – online • Running training yourself
6 Monitoring and Evaluation: the Impact of CPD 65
Monitoring • Evaluating impact • Models of evaluating impact
• Spreading the impact • How schools have evaluated impact
7 Collaboration and Enquiry: Sharing Practice 79
by Graham Handscomb
Collaboration • Research – school staff doing it themselves
• The research-engaged school • Developing staff for a new professional future
PART II: LEADING AND MANAGING THE CPD OF SPECIFIC GROUPS
8 Support Staff 93
Types and range of support staff • Meeting needs – qualifications
• Teaching assistants • Higher level teaching assistants • Midday supervisors
and catering staff • Bursars and education business managers
• Teachers working with support staff
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LEADING AND MANAGING CONTINUING PROFESSIONAL DEVELOPMENT
9 Initial Teacher Training – the CPD Needs and Benefits 106
Different ways to be involved • ITT partnership – pros and cons
• CPD needs of mentors
10 Newly Qualified Teachers and their Induction 118
The induction entitlement • How schools organize induction
• Induction programmes
11 Supply and Overseas-Trained Teachers 132
Why temporary teachers need CPD • Analysing needs • Meeting needs
• Professional development – getting QTS
12 Early Professional Development 140
Why is it important? • Learning from the EPD pilots • EPD activities
• Chartered London Teacher status • Threshold assessment • Advanced
skills teachers
13 Emergent Leaders and Middle Managers 148
Role definitions • National standards for subject leaders • Training and
development needs • Training programmes
14 Leadership Development for Heads and Deputies 156
What we know about leaders’ needs • Professional development for
leaders at different stages • What universities and professional associations offer
• What LAs offer
15 Governors’ Training and Development 168
Why training, development and support are so important for governors
• Diagnosing governors’ needs • How to meet needs
References 178
Author Index 186
Subject Index 187
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List of Figures
1.1 Continuing professional development framework
1.2 A career-long professional development entitlement
2.1 A learning cycle
2.2 The iceberg model
3.1 A CPD co-ordinator job description
3.2 Training and development cycle
3.3 The Investors in People national standard
3.4 CPD application and evaluation forms
3.5 Value for Money
4.1 The performance and attitude to improvement grid
4.2 An action plan to meet an objective
6.1 Local evaluation of INSET
6.2 Evaluation of staff development
7.1 A continuum of practice
7.2 The research-engaged school
8.1 Professional Standards for HLTA status
8.2 Issues with teaching assistants
9.1 Comparing routes into teaching
9.2 Professional standards for qualified teacher status
10.1 The first year-differences between England, Scotland and Wales
10.2 An action plan to meet an objective: reports
10.3 Organization of induction personnel
10.4 Overview of the induction process
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
12.1 The Chartered London Teacher development cycle
12.2 Chartered London Teacher Standards
15.1 The effective governing body
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