Yet the benefits of CPD (continuous professional development) are manifold. Not only can it help teachers to brush up on their skills and teach more effectively, it can also help them to become more confident in their aims and able to achieve their career goals. At a time when the country is suffering from a shortage of head teachers, CPD has never been more important - or more relevant.
However, as with many good intentions - the problem can be, "Where do I start?" Some schools are lucky enough to have staff responsible for CPD, but with new training courses becoming available all the time, covering an endless variety of subjects and budgets feeling the pinch, it can be difficult for even the CPD staff to keep up.
This situation has been confirmed by the National Foundation for Educational Research (NFER) who recently carried out research among over 1,500 CPD leaders to better understand their role and what they need to carry out effective CPD in schools.
Shockingly, they discovered that nearly three-quarters (70 per cent) of people responsible for the professional development of staff in schools lack awareness of the range of continuing professional development options available to them.
The research was commissioned by the Training and Development Agency for Schools (TDA) - which is a government agency established under the Education Act 2005. Its principal aim is to secure an effective school workforce that improves children's life chances.
The NFER found that when asked how they stay up-to-date with new developments in CPD, over three quarters of CPD leaders (76 per cent) said they looked online. However, only a little over a third (36 per cent) admitted that they networked with leaders from other schools for information. Also, two-thirds (68 per cent) of CPD leaders felt that an improved knowledge of the standards for all staff would help them more effectively lead CPD in their schools.
The TDA, which leads on supporting staff development in schools, provides a one-stop-shop of helpful resources and initiatives to help CPD leaders, including:
- a free on-line directory for CPD leaders which includes everything they need to do their job effectively: advice, toolkits, policy guidance, and job descriptions;
- a national database of CPD from which schools and LAs can select provision, which was launched in September;
- a liaison with the National College for School Leadership to develop a training and development programme for CPD leaders to be available from September 2009;
- funding for local authorities to set up CPD leader networks, to share best practice; sets of standards for teachers and support staff with guidance on the professional attributes and skills expected at each career stage.
"But we need to do more and the research shows the challenges ahead. I want all schools to know that the TDA is here to help them develop all their staff to the best of their ability. That is why, this autumn, we will be launching a major campaign to explain the benefits of CPD for the whole school workforce and promoting awareness of the guidance we offer schools.
"We know that far too many teachers feel that CPD is something that is done to them, rather than something that is of help to them. Effective CPD comes from having a clear understanding of the skills and attributes each individual needs at each stage of their career development. Performance management can reduce the burden of planning CPD for heads, and helps create personalised CPD for teachers. Teachers themselves tend not to view CPD as extra work when it matches their needs."
Matthew Gunn, Director of CPD at The Mandeville School in Aylesbury adds: "We need to emphasise the importance to all staff, not just teachers, that CPD - if it's done properly - has the potential to help you to do your job more effectively and to help students to reach their goals. It's not just about training, it's also about understanding which skills you need to push onwards and upwards in your career. In our school we use a range of resources to help with things like objective setting, analysis of strengths and weaknesses and identifying training needs."
As Holley highlighted, one of the major problems of promoting CPD to staff in schools is the staff themselves. Resistance can come from a number of sources. To begin with, many teachers are extremely busy and feel the time spent on further training could be better spent elsewhere. Then there is the feeling that with many years of experience "at the chalkface" teachers don't need someone else telling them how to do their job better! This is why it is so essential for CPD staff to find training that is truly relevant to the individual rather than adopting a one-size-fits-all approach.
- Information on CPD, the standards, plus the information and guidance offered by the TDA is available by visiting www.tda.gov.uk/partners/cpd/
- The TDA's professional standards can be downloaded from www.tda.gov.uk/standards
- Continuing professional development (CPD) consists of reflective activity designed to improve an individual's attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice.
- Further resources the TDA provides to help CPD Leaders include the School Improvement Planning Framework (SIPF) helping schools to deliver and demonstrate improved standards and achievement through putting the child at the centre of school improvement planning and the Senior Leadership Team Toolkit - Unlock the Potential of Your Support Staff - providing a guide on the resources, processes and thinking which will help them bring out the best in their support staff.
- 313,104 copies of the professional standards for teachers have been distributed to schools and LAs since they were launched in June 2007.
Matthew Haydon Gunn, Assistant Headteacher and Director of CPD at The Mandeville School (secondary) in Aylesbury
Background
Matthew was first attracted to the role of CPD leader as he saw it as a great opportunity to help develop the staff. He wanted to support their career development so all the students at the school had the chance to reach their full potential.
He feels that it is one of the best jobs in the school and the reality of the role has surpassed his original expectations. Matthew claims, "It is great to be able to give staff the opportunity to professionally grow, realise their potential and follow their career path."
Trying to balance individual needs with those of the school can be quite challenging, though overall he feels his role is very rewarding.
Recently Matthew has seen his role change. He feels that CPD is not only about sending staff on external courses but about creating an effective adult learning community where the whole school workforce feels valued and can professionally develop - ultimately to help the school improve it's rating, from good to outstanding.
As the CPD leader Matthew uses a number of processes to identify the staff and school's needs. The teaching staff have their training needs identified through the schools' Performance Management process. Through this process the reviewers map the teachers' career path and identify their individual CPD needs, which are in line with whole school and faculty objectives.
Matthew uses a selection of essential tools in his quest for effective CPD. His first port of call is usually the TDA and he cites the TDA's website, their Early Professional Development (EPD) resource and also their Effective Practices in CPD report as key resources which have helped with processes, performance management, outcomes and impact evaluation. He joins other CPD leaders in South Buckinghamshire for regular meetings offering the chance to network and share ideas and best practice.
Successes
According to Matthew, there have been a great many successes at the school. Highlights include:
- classroom based action projects enabling 15 teaching staff to implement and assess a range of teaching and learning strategies;
- planning 30 twilight CPD sessions in 2008 - 2009, which are delivered by the school staff to enable the teachers and TA staff to attend a range of training;
- establishing an EPD coaching programme were the staff who are new to the profession can map and discuss their career paths with an external coach;
- Middle Leaders attending a residential conference which helped increase Middle Leader competence, developed an effective CPD framework using the New Professional Standards and share leadership best practice;
- involving with the TDA Partnership Development Schools programme, has led to staff having the London Providers Mentor qualifications, which enables them to effectively mentor NQTs and ITEs.
- attending NCSL programmes including NPQH, Leadership Pathways and Leading from the Middle.
The school's investment in CPD has had a major impact on the pupils as well as the staff. Pupil performance has improved with a 22 per cent increase in exam performance and there has been an improvement in the pupil's attitudes to learning. Staff performance is on the up with a 10 per cent increase in ‘outstanding' teacher performance in the classroom and a whole school increase of 11 per cent of ‘good or better' observed lessons. Staff feedback about the CPD programme is positive.
Future
Matthew does understand there are challenges ahead. He believes his priorities are to develop the PM structure for the school's TAs, to ensure their training needs are mapped more effectively. Also, he feels there is the need for a better CPD programme for the school's support staff. As the CPD leader Matthew wants to focus on changing the established CPD culture in the school.
