Earlier in the year I posted about the CPD programme at the school. As we draw closer to the end of the academic year, I thought I would share some of the feedback and where we plan to go next. The current CPD programme can be found below:

As with any change, there were concerns that the curent programme would be a drain on staff time. The answer then, as it is now, is that it is our duty as a responsible employer to provide high-quality training to colleagues and we planned to do this by:

  • Providing training that was specific to our context and led by current and recently retired staff; of staff providing training (which
  • Working with Dragonfly Training to fill in the knowledge/confidence ‘gaps';
  • Provide ‘executive coaching’ to all staff;
  • Draw different members of the school community to become workshop leaders at #TLAB14.

The sessions (with refreshments provided – an important point!) ran over the course of the year. After each twilight course, I sent out a feedback form via Survey Monkey asking colleagues to rate the sessions on a ‘useful scale’ and provide additional contextual information (the scale is below):

  • Very Useful;
  • Quite Useful;
  • Unsure;
  • Not Very.

Overall, there was an 83% approval for the CPD programme (combining the ‘Useful/Quite Useful” categories). 12% was rated as not useful and 5% were unsure. On the ‘Not Useful’ figures, most of these came from one session where the presenter had a different idea to what we wanted. As for the ‘Unsure’ figure, I saw no reason to be alarmed. One reason behind this approach is a rejection of the simple ’cause and (perceived) effect’ of CPD provision. This is neatly summed up in Steven Johnson’s book ‘Where Good Ideas Come From’ and the notion of ‘Slow Hunches’. In it, Johnson argues that there are many ‘hunches’ yet they come together through ‘liquid networks’ such as the web, cities and complete ideas. In this sense, if we as a school can help nourish this sense of ambiguity through mutual conservations/observations/further sessions, then it will work. The NTEN is interested in evaluating the impact of CPD and I look forward to see how they handle the idea of ‘slow hunches’ in their research. 

NTEN also forms part of our programme next year. The first inset day and the first two twilight sessions in the first half of the Autumn (Michaelmas) term are given over to Lesson Study. This planning time will allow staff to prepare lessons within departments together and then observe the learning that has occured as a result of the joint planning. The potential ‘friction’ for this is reduced because it fits within our already existing mutual observation programme and it is the only twilight session on offer during the first half of term.

As was the case this year, staff are expected to attend four internal sessions. The other two sessions will be within our ‘pathways':

  • Head of Department (HoD);
  • Deputy Head of Department;
  • Head of House (HoH);
  • Deputy Head of House;
  • NQT/GTP
  • General.

The programme as a whole has also been adjusted to cover ‘NQT to Retiree’ including sessions on financial planning for retiring members of staff and more linked sessions so single CPD activities will be eliminated. We have also augmented the ‘pathways’ by including a number of externally provided and validated courses such as Prince2 Project Management, the Independent Schools Qualification in Academic Management (ISQAM) run by HMC/GSA and the IoE for HoDs and the Emerging Leaders’ Programme run by Ashridge Business School as part of the Astra Learning Alliance for HoHs and aspiring leaders.

The one area where last year’s programme was deficient was the focus on subject knowledge. This will partly be addressed by the introduction of ‘masterclasses’ where academics will be invited to come and provide a short lecture/seminars for subject departments.  Having already asked for areas to cover I will be contacting HE providers over the next few weeks and asking them to suggest academics we can work with to introduce the latest research/new developments in their fields. For anyone planning CPD in their school, this is relatively easy to set up. University researchers now have to show ‘impact’ for the Research Excellence Framework (20% of the grading is based on this) and working with schools is an easy way to demonstrate this.

Of course, #TLAB15 will also form part of the CPD programme and so will the ‘CPD of the week’ emails and providing books for staff members to read.

With our new ‘grid’ appraisal process now in place and a new CPD booking/logging system to be released shortly, it should be a very interesting year for professional development at Berkhamsted.

 

Share Button