Highland CPD Framework
A Framework for Continuing Professional Development and Professional Review and Development for Teachers
Framework Document:
Implementation
Implementation
The authority welcomes the arrangements for Professional Review and Development and views the ten principles outlined in the PRD booklet, page 5, as a suitable framework for schools' own PRD policies. The principles are:
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.
Headteachers have a duty to promote the continuing professional development of all teaching staff and to ensure that all staff have an annual review of their development needs. The professional review and development process should be clearly integrated into the normal life and management of the school and result in minimum disruption for pupils.
All teachers are entitled to an annual meeting with their line manager to discuss their CPD profile. This annual professional review will be conducted in accordance with the guidance contained in “Professional Review and Development (2002)”, page 8, from SEED (see appendix II - The Process of Professional Review & Development). In most cases the reviewer will be the immediate line manager, where this is not possible, then the headteacher or the authority will, after consultation with the reviewee, designate a suitable reviewer who has appropriate knowledge of the reviewee's work.
Teachers are required by the national agreement to maintain an individual CPD Profile for professional purposes. The outline format for this CPD Profile is contained in appendix III – The CPD Profile. This format should be used to create the individual CPD Plan during the meeting and should then be updated throughout the year and maintained as a CPD record. All staff are required to maintain a CPD Profile for the current year and for two previous years where this is appropriate.
The CPD Profile is confidential to those participating in the annual review.
Teacher CPD is the wide range of experiences that contribute to teacher development and should be recognised as any activity that has been undertaken to progress, assist or enhance a teacher’s professionalism. The list of activities given on page 7 of “Professional Review and Development 2002” (see appendix IV – CPD Activities) exemplifies the diverse nature of activities, on the job training and small-scale, school-based projects that constitute professional development but do not involve enrolment on a course or attendance at inset. Such activities should lie at the heart of CPD and form the core of an individual’s CPD programme. Teachers should take as broad a view of professional development as possible.
The CPD Profile should be used to record all CPD activities including those not explicitly identified in the annual review.
All staff have a commitment to pursue CPD through the five annual closure days and the additional thirty-five hours for CPD purposes. In addition, many staff may be involved in significant CPD programmes and in SQH, Chartered Teacher, and DPSE (SEN) etc. on a voluntary basis. While these programmes are essentially distinct from a teachers' contractual commitments, there are circumstances in which the development objectives agreed through the individual's annual professional review may be met, to a greater or lesser extent, by these voluntary programmes. In agreeing how much these voluntary activities contribute to the additional thirty-five hours CPD, it should be borne in mind that professional review and development is the process whereby the development and training needs of 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 annual professional review and the appropriate preparation time are part of the additional thirty-five hours CPD time and arrangements should be made to hold the annual review at a mutually agreed time and place conducive to the discussion of the CPD Profile.
During the annual professional review the reviewer and reviewee should record agreed development objectives and appropriate CPD activities. Appendix V - The CPD Profile (completed exemplar) gives an example of a completed CPD profile.
Following the annual professional review, reviewers should collate any CPD issues which require whole-school or authority attention and forward these to the school's staff development co-ordinator. Appendix VI - Collating School CPD Needs gives an example of a template for this purpose.