Leading and managing continuing professional development : developing people, developing schools PDF
Preview Leading and managing continuing professional development : developing people, developing schools
A01.qxd 23/8/07 12:51 pm Page i Leading and Managing Continuing Professional Development Second Edition A01.qxd 23/8/07 12:51 pm Page ii A01.qxd 23/8/07 12:51 pm Page iii Leading and Managing Continuing Professional Development Second Edition Sara Bubb and Peter Earley Paul Chapman Publishing A01.qxd 29/8/07 1:10 pm Page iv © 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 A SAGE Publications Company 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B 1/I1 Mohan Cooperative Industrial Area Mathura Road, Post Bag 7 New Delhi 110 044 SAGE Publications Asia – Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Library of Congress Control Number: 2007924114 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN-978-1-4129-4827-2 ISBN 978-1-4129-4828-9 (pbk) Typeset by Pantek Arts Ltd, Maidstone, Kent Printed in Great Britain by the Cromwell Press, Trowbridge, Wiltshire Printed on paper from sustainable resources A01.qxd 23/8/07 12:51 pm Page v We would like to dedicate this book to the late Ray Bolam whose work in this field has been inspirational. A01.qxd 23/8/07 12:51 pm Page vi A01.qxd 23/8/07 12:51 pm Page vii 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 vii A01.qxd 23/8/07 12:51 pm Page viii 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 viii A01.qxd 23/8/07 12:51 pm Page ix 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 ix
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