|
|
|
|
|
The school allocates central funds for individual CPD activity.
|
The school allocates funding for teaching and some support staff CPD opportunities.
|
Informed by a school framework, all staff are clear about those CPD opportunities which will be funded.
|
|
Time is allocated in response to requests from staff. The school is aware that more advance planning is required.
|
The school identifies time for some learning opportunities in advance although as yet there is no advance timetabling of a year's in-house CPD programme.
|
Aspects of professional learning are timetabled. Time for CPD is identified on the calendar. The school has conducted an audit of time available for staff development and staff have a minimum time entitlement.
|
|
Professional development training days involve teachers and whole staff activities with focus chosen by the school leadership team. Meetings are mostly concerned with business.
|
Professional development days focus on whole school improvement priorities with some choice for staff. TAs may attend. Interesting practice will be discussed in staff / team meetings on occasions.
|
The school uses professional development days and flexibly and imaginative meetings to improve teaching and learning. Support staff are involved and lead sessions as appropriate.
|
|
Supply teachers are used to release teaching staff to attend CPD activities.
|
The school is beginning to use in-house staff to cover classes where necessary and is exploring imaginative approaches linked to the remodelling agenda.
|
Where appropriate, the school employs trained in-house staff to release staff. Innovative and imaginative solutions are explored such as the use of IT suites for independent pupil learning or timetabled CPD sessions.
|
|
Allocation of funding is done centrally by the leadership team. Teachers may bid for funds to support CPD.
|
Funding allocations are held and managed centrally by the CPD leader with some delegated funds to teams.
|
CPD leader has the overview of all allocations available to support professional learning from a range of sources, and delegates allocation as appropriate.
|
|
The school relies heavily on selected external courses and expertise to offer professional development.
|
Staff are encouraged to contribute to the development of others. External expertise tends to focus on National Strategies and courses.
|
The CPD Leader has an overview of the contributions that staff can make to the learning of others. When external expertise is selected it is explicitly linked to school based classroom practice.
|
|
The CPD leader holds all information about the costs of CPD.
|
Some team leaders are aware of the costs of CPD activity.
|
All staff are aware of the real costs of CPD opportunities. “Value for money” is built into the school’s evaluation processes.
|
