Raising Standards of Teaching Through Effective Professional Development

Barbara Middleton MBE, NLE, Director of ShiNE TSA, Executive Headteacher Shiremoor Primary School and Backworth Primary School

Case Study: Providing Excellent Continued Professional Development for Primary School Teachers

Sharing guidance and best practice as to how to develop and deliver excellent CPD tailored for primary school teachers

1Detailing the range of training and CPD opportunities on offer for all staff across local primary schools

2Embedding a culture of research and evidence-based teaching into professional development programmes that understands pupil learning

3Working in partnership to facilitate teacher development opportunities that prepare teachers for future leadership and long-term careers in primary education

4

GuidanceStandard for teachers’ professional development

Sharing guidance and best practice as

to how to develop and deliver

excellent CPD tailored for primary

school teachers

1

Effective Primary Teaching Practice 2016: DEVELOPING EFFECTIVE TEACHING

Building a strong and effective

leadership pipeline is the single

biggest impact to school

improvement a headteacher can

make.

Effective schools:

1) Have strong leadership

2) Prioritise ongoing development of teachers and

teaching

3) Make the most of all their resources

4) Make clear choices about their priorities and

organisation

How do we do it?CPD takes place at ALL levels.

Every September we start with ourselves – Headteachers!

• Collaboration

• Connectivity

• Culture

2 Detailing the range of training and CPD opportunities on offer for all staff across local primary schools

Agenda

9am Welcome and plan for the year aheadJill Shaw and Barbara Middleton

9.15am What is a PPR and why do I need one?Tim Jones Headteacher Langley First School

9.30am Managing Effective Capability; the law and your school, Jill Donabie , Muckle LLP

10.15am break/networking

10.30am Data protection, data reviews and support in meeting new requirements Stephanie Coulson Muckle LLP

11.00am SEND Reviews from a headteacher’s perspective Diane Rogerson

11.30am Latest R&D: Effective Deployment of TAs, Thomas Martell EEF

12 noon Governor training and transforming your strategic leadership, NLG Janet Hunter and NLG Julia Millard

12.30pm lunch/networking

Professional development should have a focus on improving and evaluating pupil outcomes.• Collaborative meetings – we invite headteachers to termly meetings

to discuss school priorities, engage in some identified CPD and to

network. Feedback and attendance has improved dramatically since

we began holding the sessions in the local pub!

• Close the Gap training day for Heads and Deputies – we ran this

multiple times to enable the majority of leaders to attend.

• SEF – our Local Authority provide trainers where necessary at a cost.

• EYFS Data – we share the cost of delivery among the participants.

• Ofsted Talk-ins – hosted by each headteacher post Ofsted. Informal

and extremely insightful. Helps build relationships.

• School Leadership updates –headlines of the latest education policy

updates, what’s new in R&D, what’s on the political horizon, all in

rapid bitesize chunks to save time!

At the beginning of each term we ask Headteachers what support they need for staff in their own schools.

Then we ask the group who amongst ourselves can deliver some of this training or who do we think we should ‘buy’ in to deliver for us.

Then we share examples of CPD that has made significant impact.

Professional development should be underpinned by robust evidence and expertise.

Embedding a culture of research and evidence-based teaching into professional development programmes that understands pupil learning.

3

Professional development should include collaboration and expert challenge.

• This can sometimes be tricky. Not all schools want to share their data packs or reveal that they have issues.

• We try to be as upfront as possible and honest with those around the table to encourage them to do the same.

• We work hard to build trust and good working relationships.

• We insist that headteachers take ownership of the group priorities and agree to enable their staff to take part in the training.

Professional development must be prioritisedby school leadership

Working in partnership to facilitate teacher development opportunities that prepare teachers for future leadership and long-term careers in primary education

4

• Get buy-in first from headteachers

• Establish clear outcomes for teachers

• Establish clear pupil outcomes

• Transparent costs – be honest about how much delivery costs and agree to share it among you

• Agree dates and timings – there is nothing more frustrating than publishing dates a year in advance for teachers to not attend due to sports day/parents evenings/school trips