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As in the supermarket analogy of Section 1, staff participate in a wide range of training activities that are unrelated to needs and lack coherence with school development.
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Professional development opportunities are chosen for their relevance to individual, team and school improvement plans. Teaching staff are asked to identify the ways in which professional development impacts on classroom practice.
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All professional development opportunities taken up by staff have clearly stated outcomes that relate to individual team and school improvement, priorities and the intended learning outcomes related to teaching and learning are stated at the outset.
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The school’s leaders are beginning to look at what constitutes effective professional development.
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Teachers have the opportunity to identify their preferred learning styles within an agreed framework.
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There is an understanding across team leaders of the characteristics that contribute to effective adult learning experiences and evidence that these learning opportunities are promoted.
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The majority of staff equates CPD, with external courses and input from experts.
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In-house opportunities are being developed.
There is evidence of a range of CPD activity with external opportunities reviewed for quality and relevance.
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The school’s leadership team promotes a wide range of learning opportunities which include a blend of strong internal provision and external opportunities to meet differing needs and learning styles.
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External mentors are brought in to support staff with specific needs.
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Some staff have been trained as coaches and mentors.
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The school is systematically building capacity across its staff to lead on professional development opportunities at the school base and a team of trained coaches and mentors is in place.
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CPD opportunities usually involve only the teaching staff in the school. There is some evidence of collaborative work.
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Teaching staff and support staff have opportunities to work together on aspects of teaching and learning.
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The school encourages joint activities between teaching staff, support staff, parents, governors and others in the wider community.
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Some team leaders are beginning to explore the contribution that pupils can make to teachers’ professional development.
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Some feedback from pupils is included in some professional development programmes.
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Pupils play a part in the learning of teachers and support staff.
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