Leading Continuing
Professional Development
(CPD) in schools within a
changing National & Local
Context
Elizabeth Johnstone
Dr Jeff Jones
Dr Richard Bentley
www.worcestershire.gov.uk
September 2013
[Slideshow Title - edit in Headers & Footers]
Objectives for the day:
To support you in meeting the challenges of a
changing role by:
• confirming your knowledge of both National and
local policy
• developing your understanding of the CPD
leader role and responsibilities
• allowing time for personal reflection and group
activities
• being familiar with new ‘PLD online’ system
www.worcestershire.gov.uk
2
[Slideshow Title - edit in Headers & Footers]
National context:
• Desire for self-improving system where schools responsible for own
improvement, using processes they choose and drawing support
from where they decide.
• Autonomous schools perceived as key to improvement of other
schools (i.e. Through Teaching schools, NLEs, LLEs, SLEs)
• School leadership development (through NCT&L licences)
• School based learning seen as major contributor to school
improvement, delivered through Teaching Schools’ programme
• A transformed school curriculum supported by rigorous assessment
& qualifications
• Changes in funding arrangements giving schools purchasing power
www.worcestershire.gov.uk
3
[Slideshow Title - edit in Headers & Footers]
National context cont.
Against this autonomy is a top-down accountability
framework:
• Revision of Ofsted - stronger focus on teaching quality &
behaviour : strong appraisal and salary progression link re
quality of leadership and management in the school (for first
time will evaluate schools PM arrangements)
• New Performance Management/appraisal & Capability
Procedures & Linked to Pay - requirement that teaching
staff are appraised against new teaching standards and
given professional development opportunities to allow them
to make progress against PM objectives. All pay
progression based on performance
www.worcestershire.gov.uk
4
[Slideshow Title - edit in Headers & Footers]
Local Context (Worcestershire)
• Removal of funding streams (devolvement to
schools)
• Increasing number of schools outside LA control
(e.g. Academies)
• Diminishing central resources (including staffing)
• Emphasis on ‘core’ (including statutory)
business
• Focus on commissioning of services
• Emphasis on ‘full cost recovery’ for services
www.worcestershire.gov.uk
5
[Slideshow Title - edit in Headers & Footers]
Local context: Building Partnerships
with:
• Edge Hill University, (National College licensee of Leadership
Programmes including NPQH & Chair of Govs. Training) using LA
facilitators and expertise for delivery
• EYS (provision of Teaching Assistant Apprenticeships including
NVQ 3) at no cost to schools
• Unison who, in partnership with OU and LA are delivering
programmes for support staff at no cost
• Teaching School s (regular meetings between Teaching School
manager, SchooI Improvement Leadership Team and Operational
Manager Professional Learning & Development – immediate focus
on Leadership
www.worcestershire.gov.uk
6
[Slideshow Title - edit in Headers & Footers]
Discussion
As the CPD Leader:
• How has your role changed?
and...
• How is it changing?
www.worcestershire.gov.uk
7
How is CPD Leadership changing?
• CPD coordination as
an administrative role
• Focus on management
not leadership
• Insufficient link to
school improvement
• A focus on teaching
staff
• Dependence on
external provision and
courses
• Unsystematic needs
identification
• Ad hoc evaluation of
CPD response not
impact
• Individual teacher role
www.worcestershire.gov.uk
• CPD leadership of a more
strategic nature
• CPD planned as an integral
part of school improvement
• Focus on whole school
workforce
• The use of a more
appropriate range of CPD
opportunities
• Using PM and school
priorities to identify needs
• Evaluating impact of CPD
on staff & pupil performance
• Team role?
[Slideshow Title - edit in Headers & Footers]
Some possible tensions...?
•
•
•
•
•
•
•
•
•
•
•
•
National policy v school needs
Taking risks v being accountable
Professional development v school improvement
Staff development v pupil outcomes
External courses v internal provision
Value for money v quality
Improving v proving
Individual development v performance related pay
Evaluating input v evidencing impact
Event v process
Within school v across schools
Other....
www.worcestershire.gov.uk
9
[Slideshow Title - edit in Headers & Footers]
Activity: challenges, obstacles & ‘breakthroughs’
Having experienced the first two sessions we’d like to give you the
opportunity to reflect upon your situation in your own school: i.e. what is
challenging and what is working well?
Part 1
• On the pink sheets provided please record your challenges/obstacles
• On the green sheets record something that has been professionally
rewarding for you – then identify and record the circumstances that led
to the success/breakthrough
• When completed ‘post’ these on the relevant charts
Part 2
• Circulate and read the pink sheets.
• If you know of practice which could help or even touch on the identified
issue write it on a yellow post-it and attach to the sheet
• Read the green sheets
Please note: These will be analysed, typed up and circulated
www.worcestershire.gov.uk
10
[Slideshow Title - edit in Headers & Footers]
CPD Leaders Self-review
www.worcestershire.gov.uk
11
[Slideshow Title - edit in Headers & Footers]
CPD Leaders Self-review cont.
www.worcestershire.gov.uk
12
[Slideshow Title - edit in Headers & Footers]
CPD Leaders Self-review cont.
www.worcestershire.gov.uk
13