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Professional Review and Development 2002

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Professional Review and Development 2002

Context

This document sets out a framework for professional review and development and a checklist for the operation of local authority systems. The framework addresses the outcome for National Priority 2; "to support and develop the skills of teachers".

The national agreement A Teaching Profession for the 21st Century sets the contractual context for professional review and development. It requires that "teachers shall have an ongoing commitment to maintain their professional expertise through an agreed programme of continuing professional development". It states that "every teacher will have an annual Continuing Professional Development (CPD) plan agreed with her/his immediate manager and every teacher will be required to maintain an individual CPD record". In addition "teachers [will be] expected to meet the full commitment of an additional 35 hours per annum for CPD".

The agreement confirms that CPD activity should be "based on an assessment of individual need, taking account of school, local and national priorities". The list of headteacher duties in Annex B of the agreement includes a responsibility "to promote the continuing professional development of all staff and to ensure that all staff have an annual review of their development needs".

Introduction

The need for continuing development of knowledge and skills is well recognised in education. Rapid changes have taken place in the curriculum and in approaches to teaching and learning. Developments in technology, particularly information and communications technology and the constantly evolving role of schools in our society, together mean that a teacher's competences and knowledge need frequent review and development.

Professional review and development is the process whereby the development and training needs of all staff are identified and agreed in relation to their current practice, the requirements of the school or authority development plan, the wider and longer -term needs of the education service, and national priorities. The process also includes making suitable arrangements to meet professional development needs, so far as possible, within available resources. It is a means of supporting teachers by ensuring that they are thoroughly prepared for their duties, in particular for their key role in teaching and learning.

Professional review and development should involve all teachers in schools, including headteachers and senior managers. The framework makes references throughout to teachers, but this term should be interpreted as all-inclusive.

Professional review and development is one of a wide range of quality assurance strategies used in schools. As such, it is central to raising achievement and improving the effectiveness of teaching and learning. It offers a systematic approach to training and development, which leads to enhanced job satisfaction and better leadership and management of the teaching process. Successful professional review and development brings about practical improvements in the classroom and directly benefits pupils by raising the quality of their learning experience. It is therefore a crucial part of the quality improvement process which benefits the whole of the education service.

Professional review and development will be most effective if there is a generally supportive climate within schools and the following principles apply:

  • There is a professional commitment to building excellence at every stage of a teacher's career;
  • Arrangements are simple, with minimal bureaucracy;
  • The purpose is clear to all participants;
  • It starts with self-evaluation and involves on-going personal reflection;
  • It is integrated with existing arrangements for quality assurance;
  • It identifies and supports the professional needs of each teacher;
  • It balances individual and personal development priorities with those relating to the effective fulfilment of the school development plan;
  • Professional development is coherent and progressive;
  • It is undertaken with line managers; and
  • The process is evaluated effectively.

It follows from this that the review and development process must be a high quality experience which is supportive and responsive to teachers' needs. Teachers should be confident in a process that is easy to understand and operate. Professional review and development should be clearly integrated into the normal life and management of the school and result in minimum disruption for pupils.

Professional review offers an opportunity for recognising good performance and making clear to teachers that they are valued and appreciated. The process should have a positive impact on morale. It should encourage teachers to reflect on their good practice and to share this with colleagues.

As with other activities, there is a need for schools and local authorities to evaluate the outcomes of the professional review and development process to ensure that it is effective in improving teaching and learning. Evaluation may include considering how far identified professional needs have been met and the impact on effective teaching and learning.

Professional Review and Development Profile

All teachers should maintain a CPD Profile for the current year and for two previous years where this is appropriate.

diagram

A suggested format for the CPD Profile is included in the exemplars provided at the back of this booklet.

CPD Activities

The range of experiences which contribute to teacher development is very wide and includes activities that can be undertaken during the 35-hour week as well as those that contribute to the "additional contractual" 35 hours of CPD per annum (see Context on page 2). A CPD activity is anything that has progressed a teacher's existing skills or enhanced her or his professionalism.

The list that follows is intended to be illustrative rather than exhaustive:

  • activity related to achieving national standards (Standard for Full Registration, Standard for Chartered Teacher, Standard for Headship);
  • self-evaluation and personal reflection including preparation for the professional review and development meeting;
  • subject-based activities including involvement with professional bodies and associations;
  • attendance at in-service;
  • membership of school committees and task groups;
  • developing school, local authority and national policies;
  • visits to and from colleagues in other schools;
  • co-operative teaching;
  • lesson observation and analysis;
  • secondments;
  • professional reading and research;
  • mentoring/supporting colleagues;
  • curricular planning/development;
  • management and leadership development opportunities;
  • teacher placement;
  • working with others, including as part of inter-agency teams involving colleagues from social work, health service, etc and
  • working with parents/carers.

As part of the professional review and development process, the teacher and line manager should agree which activities will be considered as contributing to the additional contractual CPD requirement.