Professional Development Manual

Professional
Development
Manual
Second Edition

SCHOOL MANAGEMENT SOLUTIONS SERIES
School Team Development Manual
A Practical Guide to Developing and Managing an Effective Team
by David Trethowan
Public Relations & Marketing for Schools
Practical Strategies for Success
by Tim Devlin
School Development Manual
A Practical Guide to School Improvement
by Bernard Crix and Alan Ladbrooke
School Audit Manual for Primary Schools
A Practical Guide to Self-evaluation
School Audit Manual for Secondary Schools & Colleges
A Practical Guide to Self-evaluation
Managing Better with Governors
A Practical Guide to Working Together for School Success
by Joan Sallis
Maximising the Effectiveness of Recruitment and Selection
A Practical Guide to Effective Staff Recruitment
by Christine Thomas
Middle Management in Schools Manual
A Practical Guide to Combining Management and Teaching Roles
by Vic Shuttleworth
Curriculm Management and Assessment Manual (second edition)
A Practical Guide to Managing, Monitoring and Target Setting
by Martin Garwood and Mike Dowden
Managing School Test and Assessment Data Manual
Evaluating Performance Data to Plan School Improvements in Primary Schools
by Theresa Mullane

Professional
Development
Manual
A Practical Guide to
Planning and Evaluating
Successful Staff Development
Second Edition
SONIA BLANDFORD

PEARSON EDUCATION LIMITED
Head Office:
Edinburgh Gate
Harlow CM20 2JE
Tel: +44 (0)1279 623623
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Website: www.educationminds.com
First published in Great Britain 2003
© Pearson Education Limited 2003
The right of Sonia Blandford to be identified as author
of this work has been asserted by her in accordance
with the Copyright, Designs and Patents Act 1988.
ISBN 0 273 66350 X
First edition published 1998 (ISBN 0 273 63549 2)
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Acknowledgements viii
List of abbreviations ix
Introduction xi
Executive summary xvi
SECTION 1 · DEFINING PROFESSIONAL DEVELOPMENT 1
1 Introduction to professional development 4
2 Why professional development? 8
3 What is professional development? 11
4 Leadership and management 15
Executive summary 17
Workshop materials 18
1.1 Management and leadership 19
1.2 Practitioners 20
1.3 Managers and practitioners 21
SECTION 2 · LINKING SCHOOL AND PROFESSIONAL DEVELOPMENT 23
5 The school development plan 27
6 The professional development policy 29
7 School development and staff development 32
8 Management and leadership 36
2.1 Preparing a school development plan 40
2.2 Guidance on policy development 41
2.3 Checklist for successful professional development 43
SECTION 3 · PERFORMANCE MANAGEMENT 45
9 Why performance management? 48
10 Government policy: threshold 50
11 The purpose of performance management 52
12 The review process 55
3.1 Guidance on producing a Professional Development Record 65
3.2 Job description 67
Professional Development Manual (Second Edition) by Sonia Blandford v
Published by Pearson Education © Pearson Education Limited 2003
Contents

3.3 Self-review prompt sheet 71
3.4 Data collection – classroom observation 72
3.5 Debriefing: feedback 73
3.6 Interview 74
3.7 Review statement: progress report 76
3.8 Target setting 77
3.9 Professional Development Record 79
SECTION 4 · CO-ORDINATING PROFESSIONAL DEVELOPMENT 83
13 Co-ordinating professional development: the context 86
14 Co-ordinating professional development: the role 88
15 Co-ordinating professional development: the process 91
16 Action plans 97
4.1 Action plans 100
SECTION 5 · DEVELOPMENT OPPORTUNITIES IN SCHOOL 105
17 Career entry profile/induction 109
18 Mentoring 113
19 Self-development 116
20 Developing teams 121
21 Identification of need 123
22 Job exchange/job shadowing 125
23 New opportunities funding: ICT training 127
24 Management development 129
5.1 Induction of newly qualified teachers 134
5.2 Developing teams 136
5.3 Positive reasons for working as a team 138
SECTION 6 · WHOLE-SCHOOL IN-SERVICE EDUCATION FOR TEACHERS 141
25 Planning INSET 144
26 Using a consultant 148
27 Monitoring INSET 150
28 INSET and performance management 152
6.1 INSET programme – managers and leaders 157
6.2 Management value statements 158
6.3 Management and learning 160
Contents
vi Professional Development Manual (Second Edition) by Sonia Blandford

6.4 Classroom management and learning 163
6.5 A questionnaire for teachers 165
SECTION 7 · A FRAMEWORK FOR PROFESSIONAL DEVELOPMENT 167
29 National standards for teachers 170
30 The General Teaching Council 176
31 Investors in People 179
SECTION 8 · ACCREDITATION AND RESEARCH 183
32 Qualified Teacher Status 188
33 Masters and doctorates in education 192
34 Research: Best Practice Research Scholarships 195
8.1 The research process 200
8.2 Time management 201
8.3 Research checklist 202
SECTION 9 · PLANNING AND RESOURCES 203
35 Planning 206
36 Resources 213
9.1 Nine-stage process 218
9.2 Teachers as a resource 220
SECTION 10 · MONITORING, EVALUATION AND REVIEW 223
37 Monitoring professional development 226
38 Evaluation 229
39 Review 232
40 Measuring impact 233
10.1 Evaluating practice 240
10.2 Establishing agreement on good practice 241
10.3 Evaluation of teaching and learning 242
Bibliography 243
Index 249
Contents
Professional Development Manual (Second Edition) by Sonia Blandford vii

viii Professional Development Manual (Second Edition) by Sonia Blandford
The approach to the writing of this manual was to gather a team of interested and valued
practitioners; it would not have been written without their expertise, encouragement and
time. I wish to express my thanks to Judith Rawlings, primary practitioner and MA student
(Oxford Brookes University); Brenda Williams, former first school deputy headteacher; Ruth
Goddard, Deputy Headteacher, Highworth Combined School, Buckinghamshire; Denise
Dew-Hughes, researcher, Oxford Brookes University; Hakan Sari, Senior Lecturer (Turkey)
and EdD student, Oxford Brookes University; and Linet Arthur, Senior Lecturer, Oxford
Centre for Education Management and Services, Oxford Brookes University.
In developing the second edition I have also welcomed the professional expertise and
advice given by Hugh Lawlor, Visiting Professor, Canterbury Christ Church University
College; Kit Field, Head of Continuing Professional Development, Canterbury Christ
Church University College; Susan Roberts, practitioner and lecturer; Peter Dorman, lecturer;
Mervyn Bethell, practitioner; and Simon Hughes, lecturer, Canterbury Christ Church
University College.
Special thanks go to Charles Eldridge for word processing the material presented here.
Acknowledgements

Professional Development Manual (Second Edition) by Sonia Blandford ix
ACAS Advisory, Conciliation and Arbitration Service
ARR Assessment, recording and reporting
AST Advanced skills teacher
BA(QTS) Bachelor of Education (Qualified Teacher Status)
BEd Bachelor of Education
CBI Confederation of British Industry
CEO Chief Education Officer
CPD Continuing professional development
DfEE Department for Education and Employment
DfES Department for Education and Skills
DTI Department of Trade and Industry
EdD Doctor of Education
EDPs Educational development plans
ERA Education Reform Act
ESRC Economic and Social Research Council
GEST Grants for Education, Support and Training
GTC General Teaching Council
HEADLAMP Headteachers’ Leadership and Management Programme
HEI Higher education institution
ICT Information, communication and technology
IIP Investors in People
INSET In-service education and training
IPM Institute of Personnel Management
IT Information technology
ITE Initial Teacher Education
ITT Initial Teacher Training
KS Key Stage
Abbreviations

LEA Local Education Authority
LMS Local management of schools
MA Master of Arts
NASSP National Association of Secondary School Principals
NEAC National Educational Assessment Centre
NFER National Foundation for Education Research
NOF New Opportunities Fund
NPBEA National Policy Board for Education Administration
NPQH National Professional Qualification for Headship
NPQSH National Professional Qualification for Serving Headteachers
NPQSL National Professional Qualification for Subject Leaders
NQTs Newly qualified teachers
NTTP National Training Task Force
NVP National Vocational Qualification
Ofsted Office for Standards in Education
PDP Professional development profile
PGCE Postgraduate Certificate of Education
PhD Doctor of Philosophy
PTD Professional training days
QTS Qualified Teacher Status
SDP School development plan
SEN Special educational needs
SENCOs Special educational needs co-ordinators
SRB Single regeneration budget
TEC Training and Enterprise Council
TTA Teacher Training Agency
Abbreviations
x Professional Development Manual (Second Edition) by Sonia Blandford

Professional Development Manual (Second Edition) by Sonia Blandford xi
PROFESSIONAL DEVELOPMENT
The professional development of practitioners is at the centre of the government’s drive to raise
standards in schools. A quick glance at the Department for Education and Skills (DfES) website
(www.dfes.gov.uk) will leave the reader in no doubt as to the importance of the professional
development in schools. Schools, as learning organisations, have a commitment to the
development of their community. In preparing this manual, the aim is to provide a manageable
and accessible guide to the theory and practice of professional development in schools.
WHO IS THE MANUAL FOR?
The manual is compiled for the community of learners:
q headteachers
q senior managers and leaders
q pastoral and curriculum leaders
q governors
q teachers
q learning support assistants
q technicians and administrators.
WHAT DOES THE MANUAL DO?
This manual provides practitioners and managers with guidance and advice on how to plan
and evaluate successful staff development in schools. Set within the context of the learning
organisation, the manual is written and designed in an accessible style and presents
practical solutions.
The manual is both a guide and resource, providing solutions to real problems. Worked
examples are given in response to theoretical and practical issues. The reader will also find
definitions and descriptions of new initiatives and government legislation.
The manual aims to provide the reader with:
q knowledge and understanding of professional development, theory and practice
q a recommended course of action that will deliver results.
The manual is divided into ten sections, which include:
q a framework for practice based on current theories and legislation
Introduction

q practical guidance, including case studies
q checklists for practitioners, subject and department/year teams, key stage teams and
whole-school management
q executive summaries
q workshop materials.
Each section of the manual will help you to:
q identify your role in the learning community through an understanding of professional
development and access to further information to guide your professional growth
q develop a personal professional development plan that suits your own professional
learning style
q identify a location and context for professional development through knowledge,
understanding and self-management and planning
q measure the impact of professional development on professional practice.
THE POLITICAL CONTEXT OF CPD
A clear and pragmatic description of continuing professional development (CPD) is provided
in one of the study units for the National Professional Qualification for Headship (NPQH).
Effective CPD is a planned process of continuous development throughout an individual’s
career. It is the systematic and progressive improvement of people’s job-related competencies and
a means of engaging them in the process of meeting individual and organisation objectives. The
hallmark of a strategic approach is the degree to which the school effectively integrates an
individual’s learning objectives with school improvement objectives, in order to achieve pupil
performance targets, and to satisfy the professional and personal aspirations of staff.
Source: DfEE (2001a)
USING THE MANUAL
The aim of the manual is to provide the reader with the means of ensuring that schools are
places of learning and development for staff, both teaching and non-teaching. The manual
provides practical advice on how to implement appropriate strategies to meet the
professional development needs of all staff.
The manual will give examples of policies and practices that can be transferred to your
school. You may wish to skim through the manual quickly to get an overview. Each section
will need to be read as appropriate to individual and school development needs. Advice in
the manual is supplemented by a range of activities that might prove useful. Figure i
illustrates how the manual leads the reader from the principles of the learning community
to identifying institutional and individual needs encompassing self-development.
xii Professional Development Manual (Second Edition) by Sonia Blandford
Introduction

Professional Development Manual (Second Edition) by Sonia Blandford xiii
Introduction
Professional development Section 1
The learning
community
Policy: school and professional
development
Section 2
Insitutional and
individual needs
Performance management Section 3
Self-development
Co-ordinating practice Section 4
Management and
opportunities
Development opportunities
Section 5
Section 6
External agencies Section 7
Government
initiatives
Teachers as researchers Section 8
Award-bearing
courses
Planning and resources Section 9
The planning
process
Monitoring , evaluation and
review
Section 10
Fig. i Using the manual

SUMMARY OF EACH SECTION
Section 1: Defining professional development
This section introduces the reader to the purpose and context of professional development.
There is an explanation of the stages of development in a teacher’s career and an introduction
to the types of professional development available to all staff employed in schools.
Section 2: Linking school and professional development
In-service education and training (INSET) should link professional development to school
development. This section describes school development planning, staff development planning,
the role of middle management/team leadership and the linking together of school and staff
development. Worked examples are given of training staff to participate in school development
planning, a department/subject development plan and a school development plan.
Section 3: Performance management
Performance management is central to staff and school development. If a school is to
improve, individual development targets need to be met. This section includes the purpose
of performance management and the process. Much of this section is based on worked
examples of creating a job description, classroom observation, giving feedback, interviews
and statements, and target setting. Case studies are also presented.
Section 4: Co-ordinating professional development
The role of the professional/staff development co-ordinator is critical in the management of
staff development. Few schools have the funds for such a post. In practice the co-ordinator
will be an overcommitted senior manager/deputy headteacher with many other roles and
responsibilities. This section introduces the role and process of managing staff
development. The importance of learning styles is examined and suggestions made as to
how professional development can meet individual and institutional needs.
Section 5: Development opportunities in school
Schools are organisations with many and varied training opportunities. This section
introduces you to induction, mentoring, self-development, teams, in-house courses, job
exchange, management development and consultancy. The induction of newly qualified
teachers, whole-school INSET materials, developing teams and positive reasons for working
as a team are presented as the concluding workshop.
Section 6: Whole-school in-service education for teachers
In-service education and training days require planning; this section provides guidance on
subject-based and whole-school training, management and monitoring. Worked examples
are given of programmes, management, learning and communication.
xiv Professional Development Manual (Second Edition) by Sonia Blandford
Introduction

Section 7: A framework for professional development
Recent initiatives for the professional development of teachers include Investors in People,
The General Teaching Council and the National Standards for teachers. Each is detailed in
this section.
Section 8: Accreditation and research
A range of training opportunities is provided by higher education institutions. This section
introduces the reader to accreditation through award-bearing courses from initial teacher
training to doctorate, encompassing school, LEA and HEI partnerships. There follows an
introduction to the government’s Best Practice Research Scholarship initiative. The section
concludes with detailed advice on how to approach personal study and research.
Section 9: Planning and resources
As shown throughout this manual, effective staff development requires planning and
resourcing. This section brings the manual to a working conclusion by taking you through
the planning process, encompassing participation and decision making, and strategic and
operational planning. Website addresses are listed to provide you with easy access to funding.
Section 10: Monitoring, evaluation and review
The final elements in planning professional development are monitoring, evaluation and
review. Staff development will only be successful with effective monitoring, evaluation and
review procedures. This section describes the process of monitoring and evaluating practice.
The workshop provides worked examples of whole-school INSET on information to help
evaluation and establish agreement on good practice.
Professional Development Manual (Second Edition) by Sonia Blandford xv
Introduction
Checklist
Manual Structure
The framework for practice introduces the reader to background information for each of the
key elements in planning and evaluating professional development in schools. This enables
you to consider how management issues relate to your school before looking at practical
guidance. Examples of good practice are presented in several ways: lists and diagrams,
guiding you through each issue; case studies, detailing actual practice in schools; and
questions for you to consider as you reflect on the content of each section.
Checklists are provided to assist practice, detailing what is required for effective professional
development. As a reminder of the key ideas presented in each chapter, executive
summaries are provided.
The final component of each section presents workshop materials. In order that theory
becomes practice, the manual includes worked examples that can be adapted to both primary
and secondary schools.

xvi Professional Development Manual (Second Edition) by Sonia Blandford
This section has provided an introduction to professional development and how to use this
manual. Key points to consider are:
q management and planning
q development and resourcing.
By placing teachers at the centre, this manual will show that teachers’ professional learning
is enhanced when:
q it is perceived as having direct and practical benefit to themselves and their work in the
classroom
Creative activity could be described as a type of learning process where teacher and pupil
are located in the same individual.
Source: Arthur Koestler
q it acknowledges teachers’ capacity to be self-critical
Don’t accept that others know you better than yourself. Source: Sonia Friedman
q it gives the opportunity to reflect on and confront their thinking and practices
An educational system isn’t worth a great deal if it teaches young people how to make a
living but doesn’t teach them how to make a life.
Source: Unknown
q it is actively supported by headteacher and colleagues
q the outcomes are related to:
– improved skills in curriculum and management
– a review of attitude towards self and others
– the development of positive and effective collegial relationships
– career development.
The role of the staff development co-ordinator is central to the success of professional
development in schools. This manual is an introduction with worked examples. You will
need to select from it what is applicable to your team and your school.
Executive summary
The following section defines professional development in the context of current practice.

1 Introduction to professional development 4
2 Why professional development? 8
3 What is professional development? 11
4 Leadership and management 15
Professional Development Manual (Second Edition) by Sonia Blandford 1
Section 1
DEFINING PROFESSIONAL
DEVELOPMENT

Schools are learning organisations, aware of the changing culture and environment,
internal and external. School governors and managers are responsible for leading,
managing and developing members of the community of learning, recognising that a
learning organisation will make use of the skills and talents of all its people.
Checklists provide readers with the means to monitor and evaluate their own practice. The
section concludes with an executive summary detailing the main points and key issues.
Practical advice is given on management of staff development in schools.
This section contains guidance on:
q introduction to professional development
q why professional development?
q what is professional development?
q management.

As professionals, teachers view the school in which they work as a place of learning and
development. For all members of the school community learning and development are
central to the process of schooling. While it is axiomatic that schools provide learning
and development opportunities for pupils, schools should also provide a learning
environment for all staff – teaching and non-teaching. The expertise and experience of
teachers and support staff are a school’s most valuable resource. School governors and
managers need to take a greater responsibility for the training and development of the
staff in their community. Figure 1.1 illustrates the emergence of professional
development in schools.
Senior managers, teaching staff and support staff have a responsibility to members of the
learning community; they also have a responsibility to each other. Members of the school
community should consider themselves as belonging to learning organisations. Staff feel
valued when their governors and managers assist them in their training and development.
There is an interesting and crucial shift by the DfES, GTC and the National College for School
Leadership to look now at professional learning communities. A research project is being
commissioned to look at how schools create and sustain such communities. The report on the
project will be available in the summer, 2004, and will focus on:
q the characteristics of ‘effective professional learning communities’ and what these look like in
different kinds of schools/settings
q the key enabling and inhibiting factors – at local, institutional and department/team levels –
which seem to be implicated in the initial creation, the ongoing management and the longer-
term validity of these communities
q innovative and effective practice in managing human and financial resources to create time
and opportunity for professional learning and development to optimise its impact
q generating models which serve as credible exemplars of ‘professional learning communities’
q informing leadership programmes about creating and sustaining ‘professional communities’.
Professional development and learning for teachers and other adults will include
continuous/embedded learning, as well as specific courses.
Source: McCall and Lawlor (2002b, p. 133)
4 Professional Development Manual (Second Edition) by Sonia Blandford
Chapter 1
INTRODUCTION TO PROFESSIONAL
DEVELOPMENT

Within the framework of continuing professional development (CPD), self-development and
staff development are prerequisites for effective and improving management, teaching and
schools. Equally, a precondition and an outcome of effective CPD policies is a culture that
encourages reflection and development. A teacher’s experience in school should not be restricted
to the classroom and staffroom. However, the prospect of further changes should be noted.
There is an increasing number of development opportunities for staff in school. Within a
learning organisation, practitioners and managers should have knowledge of the range of
internal and external programmes available.
DEFINITION
The terminology associated with professional development in schools requires explanation.
The majority of teachers and support staff will associate professional development with in-
service education and training (INSET).
Introduction to professional development · 1
School/LEA based training1970s
Higher education institutions – awards
GEST – higher education institutions/LEA/school1980s
INSET days
GEST
HEIs Training and Enterprise Councils
Teacher Training Agency
1990s
National Standards for Teachers
The Standards Fund
Investors in People
Performance management
CPD policy (DfEE/DfES)
2000s
Fig. 1.1 The emergence of professional development for teachers

In-service education and training is defined as: ‘Planned activities practised both within
and outside schools primarily to develop the professional knowledge, skills, attitudes and
performance of professional staff in schools’ (Hall and Oldroyd, 1990a).
In-service education and training is therefore a ‘catch-all’ term encompassing continuing
professional development and training opportunities. In practice, the majority of teachers’
only experience of INSET is that of the compulsory training days managed by either LEA
advisory teams or senior managers in schools. Professional development opportunities are
many and varied, as shown in this manual. As McCall and Lawlor (2002b, p. 146) indicate,
there are significant differences between a learning environment and learning organisation:
Learning environment
(Troubleshooting focus)
q Staff not motivated
q Staff lack some important, necessary skills
q Help staff to do their job better
q Increase openness between senior and middle managers to enhance professional relationships
q Improvement in staff/student self-esteem
q Seek better evenness in management strategies between consultation, negotiation and
prescription.
Learning organisation
(Success focus)
q Staff see openness to learning as important for them as well as students
q See school development as a cyclical, on-going process of organisational learning
q Protect, as far as possible, professional development work being interrupted by other
issues/events
q Examine effectiveness of the school as a learning organisation, including review of
preferred/alternative learning styles
q Ensure free flow of information from courses, inspection, research and self-evaluation.
MANAGEMENT
The key to the successful management of professional development is planning and
evaluating. Good practice requires sound policies and procedures. If staff are to develop
knowledge, understanding, skills and abilities related to their craft, schools require effective
management. Professional development should emphasise the professional competencies of
the successful teacher as follows:
Section 1 · Defining professional development

Knowledge and understanding:
1. Knowledge of children and their learning
2. Subject knowledge
3. Knowledge of the curriculum
4. Knowledge of the teacher’s role
Skills:
1. Subject application
2. Classroom methodology
3. Class management
4. Assessment and recording
Source: Hall and Oldroyd (1990a)
Teaching and non-teaching staff require guidance on what is available to assist them in the
development of their professional practice. The staff development co-ordinator/professional
development co-ordinator has a responsibility for the management of internal and external
activities. Effective communication is essential if all staff are to benefit. Knowledge and
understanding of performance management and performance review targets is also relevant.
Professional development needs to be clear and useful. Ask the question: ‘What does it bring, in
the best instances, to professional practice’?
Introduction to professional development · 1

Estelle Morris, Secretary for State for Education and Skills (DfES, 2002), stated:
It’s [CPD] actually core to the standards agenda. It’s actually the essence of what we mean by
improving the station of the profession, by giving teachers more standing in the community and
amongst other professions, and without professional development we can’t possibly get what we
all want to achieve, which is better teaching and more effective learning in the classroom, so in
terms of where its place is in the big picture, in the big education strategy, it’s core to everything
that’s been done and it’s core to everything that’s going to go on in the future.
The need for professional development is rooted in the changing role of education
practitioners. The culture of schools is also changing. Rapid changes to the curriculum and
the devolution of management responsibilities from LEAs to schools have led to a shift in
management and leadership styles affecting schools as organisations, as follows:
Teachers are involved in:
q day-to-day management of teaching, learning and resources; collaboration on clearly
defined tasks, monitoring and evaluation
q participation by representation in working groups set up by the senior management team
to discuss specific tasks or directives from governing agencies or school policy groups.
Teacher life long learning in the form of continuing professional development (CPD) is
increasingly regarded as an important means of contributing to the creation of more effective
schools, and as integral to learning organisations.
Source: O’Brien and MacBeath (1999)
Chapter 2
WHY PROFESSIONAL
DEVELOPMENT?
From: To:
fixed roles flexible roles
individual responsibility shared responsibility
autocratic collaborative
control release
power empowerment

Professional development will lead to school improvement. A self-developing school will have
(Earley, 1994):
q an emphasis on development of the individual within the organisational context
q more individuals undergoing professional development
q professional development not isolated from other developments
q professional development related to the context of the school
q professional development about both individual and organisational needs.
Professional development opportunities are the result of collaboration, participation and
negotiation. A practitioner’s professional career should be viewed as a continuum with a
right to support at any and every point within it. Such an approach, wider than simply
succession planning for senior management posts, requires a detailed analysis of the needs
and aspirations of the profession in order to meet them as fully as possible.
Professional development experiences perform four major functions. They:
1 enhance the personal and professional lives of teachers
2 provide a remedy for ineffective teaching
3 set the groundwork for implementing school aims
4 introduce changes.
Why professional development? · 2
Checklist
What is the purpose of professional development?
The purpose of professional development can be summarised as the development of
knowledge, understanding, skills and abilities that will enable staff to:
q develop and adapt their range of practice
q reflect on their experience, research and colleagues’ practice in order to meet pupil needs,
collectively and individually
q contribute to the professional life of the school
q interact with the school community and external agencies as professional practitioners
q keep in touch with current educational thinking in order to maintain and develop good
practice
q consider educational policy, in particular how to raise standards
q have a wider understanding of society, in particular information, communication and
technology (ICT).

Checklist
Why professional development?
Professional development will:
q enhance and improve professional knowledge and understanding, skills and abilities
q improve each teacher’s ability to teach and, therefore, their pupils’ opportunity to learn
q clarify professional beliefs and values.
Source: Earley (1994)

Earley and Fletcher-Campbell (1989, p. 87) state: ‘The developer must be developed’.
Professional development is the development of teachers and support staff to enhance their
knowledge and understanding, and their skills and abilities to improve the quality of
teaching and learning. In practice, development is a term encompassing any experience or
process that helps to bring out an individual’s full potential. Development embraces both
individual and school improvement. The government and the teachers’ representative
body, the General Teaching Council (GTC), state that CPD is to:
q develop a shared understanding in the profession about what professional development and
learning should include
q influence national policy and funding
q raise teachers’ expectations both on entry to the profession and of professional learning
communities
q enable teachers to reflect on how they can and do contribute to the professional, collective
knowledge about teaching and learning
q provide the basis for widening opportunities for accreditation and recruitment
q provide support for school leaders in making time and support available
Source: GTC (2002a)
As a manager and practitioner you should aim to improve the quality of your own practice
and that of your staff. You will be responsible for achieving targets and will only succeed if
the people who work with you are competent. Therefore you should offer the members of
your school and team sufficient training and development. Figure 1.2 illustrates the range of
professional development processes available to schools. Many of these activities are
described in this manual. The diagram will assist the reader in determining the next suitable
type of professional development, as it provides a clear indication of the possibilities for
individual and whole-school development. Schools should be learning organisations.
Chapter 3
WHAT IS PROFESSIONAL
DEVELOPMENT?

For the practitioner, staff development will include personal development, team development
and school development. In addition to developing individual skills, staff development has a
wider importance in:
q promoting shared values
q implementing change
q promoting equal opportunities.
In general, managers, leaders and practitioners have a shared responsibility to see that
individuals develop new skills. It is critical to note that staff development should not mean
an additional activity. Staff development should be integral to school development.
Professional development builds on initial teacher training (ITT) and induction, including
the education, development and training opportunities that are present throughout a
teacher’s career. Figure 1.3 illustrates the stages of a teacher’s career in the context of the
Teacher Training Agency National Standards (see Section 7) and Department for Education
and Skills framework for professional development in schools (DfES, 2001b).
Self-development
Knowledge-
based
self-
instruction
Individual
action
learning
• Simulation
• Demonstration
• Presentation
• Reading
• Team building
• Action-leaning
sets
• Action research
• Peer coaching
• Peer consultency
• Mentoring
• Staff appraisal
• Expert
coaching
• Expert
consultancy
• Secondment
• Job rotation
• Job exchange
• Visits
• Shadowing
• Study group
• Quality circles
• Buzz groups
• Discussion
groups
• Feedback
CO-OPERATING
ADVISING
Peer-supportedDevelopment for
performance
Development of
performance
Expert-led
Type A
Professional
education and training
Type B
Professional
support
Fig. 1.2 Professional development in schools
Source: Manchester LEA (1986)

What is professional development? · 3
Leadership Programme for Serving Headteachers
Serving headteachers
Headteacher Leadership and Management Programme
Headteacher (induction)
National Professional Qualification for Headship
Aspiring headteacher
Deputy headteacher
Senior manager/leader
Whole school responsibility
Middle management/leadership
National Professional Qualification for Subject Leaders
Aspiring subject leader/
THRESHOLD
Newly qualified teacher
Qualified teacher status
Initial teacher training
THRESHOLD
Upper pay spine
Advanced
Skills
Teacher
Fig. 1.3 Stages of a teacher’s career framework – National Standards for Teachers/
professional development

As Fig. 1.3 indicates, the stages of a teacher’s career can be considered in terms of leadership
and teaching opportunities. The reader should recognise the need for all staff to participate in
training and development. The choice of the individual to pursue either a leadership or
teaching career should not exclude them from participation in training and development.
Professional development encompasses practitioner, training, education and support activities
experienced by teachers, middle managers and senior managers (Bolam, 1993).
Practitioner development
School-based development; self-development, induction, mentoring, observation, job
shadowing and team teaching (see Section 5)
Professional education
Award-bearing courses managed and taught at higher education institutions, focusing on the
relationship between educational theory and practice, and leading to higher education
accreditation and professional qualifications (see Section 8)
Professional training
Conferences, courses and workshops that emphasise practical information and skills, managed
and delivered by local education authorities, school external consultants or trainers from
higher education institutions; such courses may lead to accreditation towards national
standards or academic awards (see Section 8)
Professional support
The responsibility of colleagues in school, through the process of fulfilling contractual
conditions of service, e.g. recruitment and selection procedures encompassing job descriptions,
promotion, career development, performance management, mentoring, team building,
redeployment and equal opportunities (see Section 5)
Source: adapted from Bolam (1993)
Checklist
What is professional development?
Professional development involves:
q working with staff to identify professional needs
q planning, organising and facilitating programmes that improve staff effectiveness and are
consistent with institutional goals and needs
q supervising individuals and groups
q providing feedback on performance
q providing a remedy for ineffective teaching
q participating in recruitment and development activities
q initiating self-development.

In practice, the responsibility for developing staff is shared. The school as a whole has a
responsibility to develop policies and provide resources for staff development. Depending
on the size of the school, a middle or senior manager may have responsibility for staff
development (see Section 4). Maintained schools will also have the support and guidance
of the LEA officers who are trained to provide courses which managers can purchase for
their staff. Independently funded schools can purchase these services as required. In
accordance with policy, CPD is now systems-led.
Changes have led to a corporate bureaucracy and increase in accountability measures. These
in turn have resulted in the identification of new skills and understanding demanded of
teachers. The GTC (2002a) summarises that there is a need to provide teachers with the skills
to collect and analyse assessment data, to develop a capacity to act on findings and in short
to improve teachers’ ability to ‘think’ like researchers.
Source: Bolam (2000)
As professionals, teachers should view the place in which they work as a place of self-
learning. Self-development and staff development are prerequisites for effective
management and effective schools. To this end, individual teachers need to take active
control of their own professional development. It is a manager’s responsibility to
establish structures and systems for the review and development of each of their staff.
Professional development should be dependent on individual enthusiasm, not compulsion.
Teachers and support staff should recognise for themselves the need to keep up to date,
maintain good practice, network and so on. Learning on the job is as important as
attending courses and needs to be recognised as such. Resources (staff and financial) need
to be allocated and directed to meet individual and school needs. Appraisal and inspection
should be integral to the identification and planning of professional development.
Senior and middle leaders have part of the responsibility for staff development. Managers will
know their staff’s work, experience and aspirations. As a player manager, a teacher is uniquely
placed to assist a colleague’s development. A manager can assist staff in their development in
several ways:
q as a role model – staff will adopt your practices and attitudes
q by giving specific guidance/training
Chapter 4
LEADERSHIP AND MANAGEMENT

q by encouraging reflection
q through sensitive delegation
q by promoting development opportunities
q by acting as ‘gate-keeper’ for information and various opportunities as they arise.

This section has provided an introduction to professional development in schools. Key
points to consider are:
q Professional practice has changed; practitioners are now involved in management
activities
q Professional development will lead to school improvement
q Professional development involves professional education, training and professional
support
q There are stages of development in a teacher’s career that are set within the context of
the National Standards Framework for professional development
q Management teams have a critical role in the professional development of their staff
In the next section: linking school development and professional development.
Executive summary

1.1 Management and leadership 19
1.2 Practitioners 20
1.3 Managers and practitioners 21
Workshop materials

Workshop 1.1
MANAGEMENT AND LEADERSHIP
Managers and leaders to complete and reflect on the following:
q Collate all teachers’ strengths and weaknesses, whatever their stage of development
q Recommend development activities including roles within learning groups that reflect
needs, aspirations and preferred learning styles
q Where appropriate, facilitate group learning
q Respect individual teachers’ rights with respect to confidentiality and anonymity.
Section 1 · Workshop materials
Strengths Weaknesses
Development activities (1) Development activities (2)

Workshop 1.2
PRACTITIONERS
Practitioners are to collaborate with their managers in response to:
q teacher involvement in the planning of personal professional development
q the implementation of and experimentation with new practices
q the ownership of the evaluation of new processes implemented in classrooms
q the measurement of the impact of new teaching approaches.
Teacher involvement (e.g. observation, planning)
1
2
3
4
5
Impact on practice – change set against above
1
2
3
4
5

Workshop 1.3
MANAGERS AND PRACTITIONERS
Managers and practitioners are to implement:
q arrangement of a timeline to facilitate each teacher’s professional learning and
development
q support for teachers by steering them towards appropriate and relevant professional
learning activities
q follow-up procedures that consider the impact of new practices through the discussion
of evaluation evidence.
Timeline Follow-up
Term 1
1 1
2 2
3 3
4 4
5 5
Term 2
1 1
2 2
3 3
4 4
5 5
Term 3
1 1
2 2
3 3
4 4
5 5
Source: adapted from Field (2002, p.13)

5 The school development plan 27
6 The professional development policy 29
7 School development and staff development 32
8 Management and leadership 36
Section 2
LINKING SCHOOL AND
PROFESSIONAL DEVELOPMENT

When planning an in-service programme, any school should consider its own needs as an
institution and the aspirations of all who work within it. On many occasions, those two
elements will overlap. Sensible managers and team leaders will understand that this can lead to
tensions between individual and institutional development needs. Differences in priorities need
to be accommodated. As Moon (2000) explains, the working context defines the nature of
professional learning, and all interactions and discussions are inevitably lodged in the work base.
If the development, implementation, monitoring and evaluation of school effectiveness are
to be successful, staff need to be trained. Collaboration in school promotes discussion. If
teachers are to ‘break out of their private world’ (Putnam and Borko, 2000) the school must
be seen as a primary base for CPD. The school has the physical, technological and human
resources to make it the richest of learning environments. Therefore, professional
development and school development should be determined and planned together. In the
context of the drive to raise standards, senior managers and leaders have become
increasingly aware of the tensions that exist between individual and whole-school needs.
Continuing professional development for teachers has been ignored until recently in the
context of school development. Policy makers, managers and team leaders now recognise
the need to support individual development if a school is to improve.
Senior and middle managers need to consider staff development when setting targets for
school development. Participation in staff development is critical to both individual and
school success. A professional development policy should both reflect the aims of the
school strategic and development plan and meet individual needs.
This section also provides guidance on preparing school development policies, which are
critical elements in the successful management of staff development in schools.
This section will assist practitioners, managers and leaders in linking school development to
professional development with guidance on:
q writing a school development plan
q professional development policy
q planning staff development
q leading a learning organisation
q middle management in a learning organisation.

All schools are required to have a school development plan (SDP). Each SDP will be unique
according to institutional needs and the local context. The SDP provides a framework for
strategic planning in which staff can identify long- and short-term objectives, which should
guide practitioners. A school development plan should relate clearly to the strategic plan –
the school vision or mission. A strategic plan will focus on whole-school long-term issues.
A school development plan will focus on short- and medium-term targets that will be
achieved within a year and contribute to the fulfilment of strategic aims.
The format for SDPs will:
q demonstrate involvement
q provide a focus for action
q provide a means of presenting the plan
q provide a link to staff development
q provide a means of assessing progress.
Figure 2.1 illustrates the framework for a school development plan. This is applicable to
both primary and secondary schools. Professional development is shown as feeding into
and from the core purpose, relating to both pupils and staff.
Professional development is presented in outline and includes:
q performance management
q induction
q initial teacher training
q newly qualified teachers
q learning and teaching styles.
This example indicates the importance of professional development in relation to teaching.
Staff would feel valued players in the implementation of the core purpose. Further phases in
the development of the plan would be target setting and allocation of resources.
Chapter 5
THE SCHOOL DEVELOPMENT PLAN

Funding is available for school and staff development from the following agencies:
q Department for Education and Skills – Best Practice Research Scholarships
q local education authorities – Standards Fund
q Teacher Training Agency – National Standards Fund
q Training and Enterprise Council – Investors in People standard.
Section 2 · Linking school and professional development
Professional development,
INSET and appraisal group
INSET
Performance management
Induction
NQT and ITT
Continuing professional
development
Learning and teaching styles
CORE PURPOSE
To ensure that the school is a
caring environment, where there are
opportunities for achievement
for students and staff
Recruitment, marketing
and continuing education
group
Year 2 to 3, 6 to 7
11 to 12
Marketing, publicity
Continuing education
Parents
Assessment and national
curriculum group
Record of achievement
Assessment
Standards of achievement
NC KS1
NC KS2
NC KS3
NC KS4
Ethos, discipline and
environment group
Site, environment,
accommodation
Quality of access
Pupils’ experience
Welcoming school
Success
Ethos
Fig. 2.1 Framework: school development plan
Further information on the location and management of resources can be found in Section 9.

A professional development policy should reflect a school management team’s desire to
value and support its staff. It is self-evident that staff development needs to be placed at the
centre of school improvement and effectiveness. An effective and improving school will
have clear policies relating to the management of learning, people and resources. Each
school should have a professional development policy that defines aims and describes how
these will be implemented.
Isaac (1995) cites the Management Charter Initiative (MCI) Standards as a framework for
practice in schools:
Manage policy: q Review, develop and present school aims, policies and objectives
q Develop supportive relationships with pupils, staff, parents,
governors and the community
Manage learning: q Review, develop and implement means for supporting pupils’
learning
Manage people: q Recruit and select teaching and non-teaching staff
q Develop teams, individuals and self to enhance performance
q Plan, allocate and evaluate work carried out by teams,
individuals and self
q Create, maintain and enhance effective working relationships
Manage resources: q Secure effective resource allocation
q Monitor and control use of resources.
Source: MCI (1995), quoted in Isaac (1995)
Chapter 6
THE PROFESSIONAL
DEVELOPMENT POLICY

A professional development policy will include details of:
q staff performance management targets related to school development targets
q individual needs, as identified by the performance review process
q training opportunities through
– in-school activities
– whole-school INSET
– local education authority courses
– national initiatives
– accreditation and award-bearing courses
q resources available from
– within the school
– funding agencies
– external bids.
Once targets have been identified, each school has to plan, implement and evaluate a
programme for CPD as described in Sections 9 and 10. A professional development policy
will include statements that encompass the following:
q The ultimate aim of CPD within a learning organisation is to improve the quality of
learning and teaching. The immediate aim is to improve the performance of those with
school management and teaching responsibilities
q The CPD programme balances the needs of the individual with the institutional
developmental needs of the school
q The school will have some systematic diagnostic process for individual needs, e.g.
appraisal, and for the school’s needs, e.g. self-evaluation in relation to the school
development plan
q Sets of needs to be balanced are:
– needs of headteachers, senior staff and teachers
– needs arising from school development plans
– needs of the LEA – subject and management
– needs of LEA policy
– needs of government policy.
The model starts with the roles of the school, as stated in the mission, vision statements
and aims. The General Teaching Council (1993) produced guidance on statements that
could be found in a professional development policy, as shown in the following checklist.

The professional development policy · 6
Checklist
What is a staff development policy?
Staff development policy should be: q broad
q differentiated
q relevant
q balanced.
Staff should be trained to deliver: q subjects
q elements of learning
q areas of experience.
Staff should have the opportunity to develop skills in: q communication
q observation
q study
q problem solving
q literacy
q numeracy.
Staff should have an understanding of: q equal opportunities
q economic awareness
q health education
q environmental education
q information technology.
Staff should have the opportunity to develop: q teaching styles
q learning styles
q team work
q resource management
q collaborative working.
Source: General Teaching Council (1993)

A guiding model for a professional development school that relates to the institutional
development plan and review is shown in Fig. 2.2. The model illustrates the need for
teaching and non-teaching staff to have a range of knowledge and understanding, skills
and abilities to meet the needs of their pupils. Each area details what is required for staff
development, subjects, teaching and learning styles, elements of learning attitudes and
areas of experience. The model also indicates the need for training and development to be
relevant, balanced, broad, differentiated and reflected in the institutional development
plan. The model is comprehensive and applicable to both primary and secondary schools.
As shown, personal and professional development are directly related to school
development. Too much emphasis on meeting school needs may deskill and demotivate
teachers and support staff, and lead to staff wastage.
Specifically, leaders and managers should reflect on what choices are available within the
context of professional development, identifying:
q what is required to improve performance
q how this will be done
q when this will be done.
Chapter 7
SCHOOL DEVELOPMENT AND
STAFF DEVELOPMENT
Checklist
Preparing a staff development policy
Activities important to establishing an environment favourable to CPD are:
q the establishment of a positive professional development attitude by all members of the
community of learners and acceptance of the idea of professional development throughout
working life, i.e. lifelong learning
q instilling the need for continuous learning into new practitioners during their initial
professional education and, ideally, establishing a synthesis of initial and continuing education
q enabling practitioners to learn effectively, i.e. by applying the knowledge of cognitive
psychologists to the needs of the practitioner and professional development. Adult learning is
about learning to learn rather than simply being taught
q providing expert support and guidance on professional development issues for all parties, and
especially for practitioners.

Figure 2.3 illustrates the relationship between school and professional development. Each
process begins with an audit of practice and need, through the school auditing
procedures and performance management. Targets are then set, based on identified
needs. This leads to policies, planning and resourcing. Documents that are a record of
policies, procedures and practices, the school development plan, and CPD/INSET
programmes are then compiled. Action plans (see Workshop 4.1) provide the detail,
identifying what needs to be done, by whom and when. The cycle is completed with
monitoring, evaluation and review.
School development and staff development · 7
Subjects
Areas of experience Elements of learning
Maths
Science
English
RE
Technology
Modern languages
History
Geography
Music
Art
Equal opportunities
Careers education
Economic awareness
World of work
Information technology
Health education
Environmental education
Groupings
Teacher styles
Learning styles
Collaborative working
Individual needs
Resources
Team teaching
Knowledge
Attitudes
SkillsConcepts
Communication
Observation
Study skills
Problem solving
Physical and practical
Creative and imaginative
Numerical
Personal and social
Aesthetic and creative
Geographical
Historical and environmental
Linguistic and literacy
Mathamatical, scientific and
technological
Personal, social and
spiritual
BALANCEDRELEVANT
Management of change
Special needs
Pupil assessment
Teacher training
Parental involvement
Progression and continuityCoherence and balance
DIFFERENTIATEDBROAD
Institutional reviewProfessional development Institutional development plan
Fig. 2.2 Model for professional development within the context of school development
Source: London Borough of Hounslow Local Education Authority

Figure 2.3 indicates that school development will not happen without the professional
development of the individual and school as a community of learners. Recognition of this
principle in practice is critical to the management of an effective and improving school.
A self-developing school will have targets that provide adequate time, resources and follow-up
support for staff development. These will include:
q an emphasis on development of the individual within its own organisational context
q more individuals undergoing professional development
q professional development not isolated from other developments
q professional development related to the context of the school
q professional development about both individual and organisational needs
q professional development opportunities as the result of collaboration, participation and
negotiation.
The model shown in Fig. 2.4 is based on American practice (NPBEA, 1993) and illustrates the
process of school development planning which applies to both primary and secondary schools.
Action plan
Professional development
needs (individual/whole-school)
School development
needs
AppraisalAudit
Targets
Policy, planning and resourcing
CPD programme
INSET
School development
plan
Monitor/evaluate/review
Fig. 2.3 The relationship between school and professional development

The model starts with the roles of the school, as stated in the mission, vision statements
and aims. The school development plan (SDP) encompasses a supporting professional
development policy that includes the performance management process. The model
indicates how staff development responds to government, LEA and school goals in order to
improve the curriculum, teaching and learning. Critically, staff development is shown to
provide for personal and professional growth and to remedy unsatisfactory performance.
As an operational plan the model highlights the importance of setting objectives, assigning
responsibilities, enlisting participation, providing incentives, and allocating resources to the
need to schedule/plan professional development activities.
The model concludes with a section on implementation, impact on practice and the need
to monitor and evaluate, revise and adapt as detailed in Section 10.
An example of good practice is given in Workshop 2.3 at the end of this section. Readers
should consider how applicable the plan is to their own context. The strength of this example
is the relationship between staff and school development. Senior managers have recognised
the importance of professional development in the raising of standards in their school.
School development and staff development · 7
SCHOOL ROLE
Mission/vision/aims
SCHOOL DEVELOPMENT PLAN
Suppporting policy appraisal
STAFF DEVELOPMENT
Functions
Respond to government,
LEA, schools goals
Improve curriculum,
teaching and learning
Provide for personal/
professional growth
Remedy unsatisfactory
performance
Operational plan
Set objective
Assign responsibilities
Enlist participation
Provide incentives
Allocate resources
Schedule activities/
programme/INSET
IMPLEMENTATION
INSET
Practice – classroom/school
Monitor and evaluate
Revise and adapt
Fig. 2.4 Planning staff development

School and staff development should also encompass the development of managers and
leaders in primary and secondary schools. Within the context of department, year group,
key stage and pastoral team development, professional development opportunities and
needs should be identified.
A middle manager and leader has responsibility for their team’s development, as shown in
Fig. 2.5. The figure illustrates how the team leaders’ ability to identify and communicate
team needs and development opportunities will influence school development. The process
of planning for key stage, year, subject or department teams is itself developmental. Such
initiatives will provide middle managers and leaders with the opportunity to develop
planning, team-building and management skills.
A team development plan should include:
q aims and values
q schemes of work
q policy documents
q teaching and learning
q assessment and reporting
q special educational needs
q equal opportunities
q differentiation
q resources.
All staff should participate in:
q goal setting and needs identification
q policy making
q planning of programmes
q preparation and approval of programme budgets
q implementing
q evaluating.
Chapter 8
MANAGEMENT AND LEADERSHIP

Figure 2.5 illustrates the relationship between subject teams, the school development plan
and professional development programmes. Strategic planning is therefore central to the
process of managing.
Strategic planning in all schools will occur annually through the school development plan.
The value of a school development plan as an operational tool will rest with the senior
management team (SMT). Middle managers, as West-Burnham (1994) indicates, will have
greater involvement at the operational level.
Management and leadership · 8
SCHOOL DEVELOPMENT PLAN
Head of department/
pastoral team
Senior management team
Team meeting
Draft team document
Final team document
Governors'
sub-committee
All team leaders
Full
governing body
All departments/
teams
FIVE-YEAR PLAN
Fig. 2.5 Team development plan

This section has introduced you to the principles, procedures and practice linking school
development and professional development.
Key points to consider are:
q The tension that exists between school and individual requirements.
q The format for the school development plan.
q What is a professional development policy?
q How should school development and staff development be linked?
q The role of managers and leaders.
q What is good practice?
Executive summary
Performance management is defined and explained in the next section.

2.1 Preparing a school development plan 40
2.2 Guidance on policy development 41
2.3 Checklist for successful professional development 43
Workshop materials

Workshop 2.1
PREPARING A SCHOOL DEVELOPMENT PLAN
This exercise focuses on a whole-school approach to school development planning. It
would take place during an INSET day and should be facilitated by an external consultant
(LEA/HEI) with expertise in planning. The outcome should be shared aims leading to
common practices.
School development plan – raising achievement
Aims: To examine aims
To examine teaching and learning styles/differentiation
To identify areas of weakness in resourcing
Time: 1 hour
Stage 1 (10 mins)
Brainstorm the context in which you are working (size of team/school/local authority).
Consider all factors inside and beyond the school, and write these up on a flipchart
Stage 2 (20 mins)
Divide into two groups. Look at the school aims. Write up on a flipchart what the aims
should be. How can you implement these aims?
Stage 3 (10 mins)
Share your ideas with your team/department
Stage 4 (20 mins)
Discuss strategies for raising achievement through planning/completing tasks/teaching and
learning styles. List them

Workshop 2.2
GUIDANCE ON POLICY DEVELOPMENT
AIM – Raising achievement: improving standards of teaching and learning
Objectives:
q All subject departments will have placed differentiation at the head of their priorities,
and plans for developing differentiation will have been fully funded as priorities in
the budget Y/N
q The organisation of teaching groups in Year 8 will have been discussed and any
changes implemented in the school timetable Y/N
q A policy statement on equal opportunities will have been written and disseminated
and will be reflected in practice Y/N
q Assessment and reporting will have been reviewed to establish a system that shows
progress, incorporates target setting and is motivating for pupils of all abilities Y/N
q A whole-school policy on language across the curriculum will be developed, tied in
with the partnership project to raise reading standards at all ages and levels of ability Y/N
q The curriculum at Key Stage 4 will have been reviewed and any plans to introduce
vocational courses implemented Y/N
q The curriculum in the Sixth Form will have been reviewed and any plans to extend
curriculum 2000 courses will be implemented Y/N
q IT facilities in the school will be upgraded in the library, and made more accessible
to pupils by extending opening hours, thus facilitating study support Y/N
q A rolling programme of updating and extending the stock of the library
(books and IT) will begin. Y/N
AIM – Raising achievement: improving standards of behaviour
Objectives:
q The Good Behaviour Policy will be published and become the basis of practice for
all staff Y/N
q Training in positive discipline strategies will be made available to a range of staff and
disseminated Y/N
q Anti-bullying work will continue, advised by a group composed of parents, pupils
and staff Y/N
q Display areas will be created throughout the school and pupils’ work and records of
activities put on exhibition to make corridors reflect the life and ethos of the school Y/N
q Building and redecoration work will focus on improving the physical conditions for
pupils in the school: cloakroom spaces converted into attractive social areas,
lavatories and changing rooms refurbished and redecorated. The school council will
be able to recommend spending up to £1000 on the fabric of the building Y/N
q Arrangements for home/school transport will be overhauled, with the emphasis on
higher standards of behaviour on the buses and in the bus park Y/N
q A professional counselling service will be made available to pupils. Y/N

Workshop 2.2 (continued)
AIM – Raising achievement: improving school management and continuing staff
development
Objectives:
q A new and wider forum for discussion of the curriculum will have been established Y/N
q Opportunities for new responsibilities will have been offered at middle management
level within the school for fixed periods, to retain flexibility Y/N
q Members of the senior management team will have been linked to all subjects to
provide a clear line of communication, monitor standards and offer support Y/N
q All staff will have completed their first cycle of performance review and time to meet
will have been made available Y/N
q A revised pattern of meetings will be introduced, increasing the number of ‘task
groups’ and increasing the number of whole-staff, subject and year team meetings Y/N
q Management training courses for all interested teaching and support staff will have
been arranged Y/N
q The standards set by Investors in People (IIP) will be used as a benchmark for the
development of in-service training, planning and communication: the school should
be ready for IIP assessment. Y/N

Workshop 2.3
CHECKLIST FOR SUCCESSFUL PROFESSIONAL DEVELOPMENT
According to the DfEE (2001a), successful professional development involves:
q a focus upon specific teaching and learning problems
q opportunities for teachers to reflect or what they know and do already
q opportunities for teachers to understand the rationale behind new ideas and approaches;
to see theory demonstrated in practice; to be exposed to new expertise
q sustained opportunities to experiment with new ideas and approaches, so that teachers
can work out their implications for their own subject, pupils, school and community
q opportunities for teachers to put their own interpretation on new strategies and ideas to
work, building on their existing knowledge and skills
q coaching and feedback on teachers’ professional practice over a period of weeks and
months; this is a particularly important element, and can be decisive in determining
whether changes in practice survive.
Use the above as a checklist – is your school a learning organisation developing the skills
of a community of learners?

9 Why performance management? 48
10 Government policy: threshold 50
11 The purpose of performance management 52
12 The review process 55
Section 3
PERFORMANCE MANAGEMENT

Performance management is now central to professional development. The practice of teaching
is to be developed by the community of learners that reflects a commitment to schools as a
learning organisation. As Taylor (1986) explains, the development of teachers is complex:
Several things are obvious from the start. Teaching is an art, not a technology. Detailed study
and analysis, however careful, cannot generate comprehensive and situationally specific
procedural rules which teachers can learn and then apply in order consistently to obtain a
desired outcome. There is no single route to classroom effectiveness. Teachers know this. It is
one of the reasons that makes them wary of proposals for evaluation and performance review
which do not recognise the complexity of the teaching–learning relationship. It is here that
detailed studies in the ethnographic tradition of how teachers work have been so valuable.
Taylor’s words are as applicable today as they were twenty years ago. They are a challenge to
managers, team leaders and practitioners to engage in performance management in a
professional and meaningful way. A more recent interpretation by the Hay Group (2000) states:
The models, however, are not ‘one size fits all’… Teachers achieve results in a variety of ways.
This means that in any one group or cluster of characteristics described in the models, to be
effective a teacher may need to demonstrate only some of the characteristics. The models
therefore recognise that teachers are individuals, and the models provide practical, down-to-
earth tools to use in real situations, rather than describing performance in ideal terms.
This section will help you to:
q develop an understanding of performance management
q increase your knowledge of government policy
q consider advice on the performance review process
q reflect on past and future developments.

The professional context means that CPD is tied into performance management procedures
and linked to school improvement as expressed in the school development plan (Pollard,
2002). This relationship provides the tension between the individual’s needs and those of
the school as an institution. Striking the balance is dependent on the situation.
Performance management is the formal procedure for ensuring that the staff, a school’s
greatest resource, is used to best effect to improve the quality of pupils’ learning and the
education that the school provides.
Through performance management, by developing knowledge and skills in a focused way,
staff are encouraged and enabled to meet the needs of their class/subject/department and
the school, and to fulfil their own potential and aspirations. If performance management is
effective, teachers will:
q find it helpful and will welcome the recognition of their achievements as well as
constructive criticism
q welcome the opportunity to consider their professional development
q appreciate the emphasis on teaching and learning.
Where best practice exists, professionals work together and, from their knowledge of the pupils
in their care, decide what can be achieved and how best to achieve it, as illustrated in Fig. 3.1.
Chapter 9
WHY PERFORMANCE
MANAGEMENT?
SCHOOL
PERFORMANCE
REVIEW
SCHOOLSPUPILS
TEACHERS
Fig. 3.1 Performance review and school effectiveness

Tomlinson (2002) explains:
Policy is being driven by three concerns: The quality of teaching and learning in every
classroom; the capacity of schools for self-generated continuous improvement, and the
insistent theme of challenge and support with intervention in inverse proportion to success at
every level.
… The best schools will be supported to lead the next wave of educational reform with new
styles of partnerships. The main strategies are wide ranging:
q Three year innovation projects
q New models for delivering LEA services
q New employment flexibilities available for heads to use
q New roles for professionals working alongside teachers
q Schools providing a wider range of services including delivering some LEA services
q An expansion of the academy programme
q New external partners to support schools in long term difficulty and special measures
q The power to remove problem governing bodies
q Shifting attention towards a wider range of weak schools
q A reduction in barriers to schools working in partnership
q The best schools having more freedom to innovate, betters schools having greater freedom to
expand
q A more flexible and coherent 14–19 curriculum including elements that are more work based.
Why performance management · 9

The threshold process sits within the government’s framework for teachers’ professional
development. Beyond Qualified Teacher Status and induction, this process marks a significant
stage in practitioners’ career progression. The impact of this process has yet to be measured;
case studies at the end of this section illustrate individual experiences of the process.
BACKGROUND
Performance threshold assessment is part of a framework of national standards from
Qualified Teacher Status (QTS) and induction to headship that provides a focus for teachers’
career and professional development. Threshold assessment works alongside performance
management arrangements and information from performance reviews – including
information from classroom observation – which will increasingly provide an important
part of the evidence to support threshold applications. Information from earlier appraisal
systems may also be relevant.
Performance management is about continuous improvements through reflective practice and
meeting teachers’ development needs. The governing body will decide how to spend its budget
on the performance points over four pay scales; Main, Upper, AST and Leadership. The
performance management policy and school salary policy will need to be aligned and clarify
who makes pay decisions.
Source: Tomlinson (2002)
THRESHOLD STANDARDS
The following information is based on DfES, Guidance on the Threshold Process in 2002
(Round 3) in England (DfES, 2002a). To cross the threshold, teachers must demonstrate that
they have met all eight of these national standards of effective teaching. The standards are
grouped into five areas, which relate directly or indirectly to teaching and learning:
q knowledge and understanding (1 standard)
q teaching and assessment (3 standards)
q pupil progress (1 standard)
Chapter 10
GOVERNMENT POLICY: THRESHOLD

q wider professional effectiveness (2 standards)
q professional characteristics (1 standard).
The threshold standards embody the high professional expectations appropriate for
experienced teachers. A teacher who is able to demonstrate effectiveness in each of these
standards will be effective overall. This is summarised by the DfES (2002a) as follows:
Effective teachers enable pupils to make good progress as a result of their teaching. In order
to achieve this, teachers need to have good knowledge of the subjects they teach and a clear
understanding of the educational initiatives and developments that impact on them and
their pupils. They keep up to date in this knowledge and understanding and apply it in their
planning of pupils’ lessons, in their teaching strategies and in the assessments they make
of their pupils’ attainment. To facilitate all of this, effective teachers take appropriate
responsibility for their professional development and use the outcomes to further improve
their teaching and the progress their pupils make. Beyond, as well as within the classroom,
effective teachers make an active contribution to achieving the school’s aims and their
actions reflect policies that have been agreed. They demonstrate those professional
characteristics that have been identified as contributing to effective practice – in particular
those relating to high aspirations and expectations for their pupils; to inspiring trust
and confidence in pupils and colleagues and to working collaboratively for the good of the
pupils and the school. They are constantly striving to improve their practice.
The document states that teachers applying to cross the threshold will be assessed against
these national standards. The assessment will be based on evidence of performance with a
principal focus on teaching in the classroom.
In order to meet thresholds requirements, teachers are encouraged to build an evaluative
record of practice for several years, which will reflect:
q the learned ability to reflect and assess self-competence
q the resolve to work to self-imposed targets
q the intellectual rigour to make appropriate decisions
q the willingness to accept and act upon well-founded advice
q the readiness to learn from mistakes
q the determination to seek success
q the acceptance of personal responsibility
q the skills, knowledge and understanding to fulfil expectations
q the resourcefulness to accept responsibility for self-improvement
q the ability to be self-motivating
q the maintenance of standards appropriate to the profession.
From the above, teachers are expected to take more and more responsibility for their own
professional development and to be able to improve their own teaching by evaluating it,
learning from the effective practice of others and from evidence.
Government policy: threshold · 10

The purpose of performance management is to motivate and develop individuals. A
reviewer is involved in identifying a colleague’s strengths and weaknesses, and the setting
of targets that are attainable. Review is an audit or an evaluation leading to performance-
related rewards or sanctions, and staff development opportunities.
The primary purpose of the review process is performance enhancement. An outcome of the
review process should be an action plan that identifies specific targets and training needs. In
sum, performance management and review should improve the quality of education for pupils,
through assisting teachers to realise their potential and to carry out their duties more effectively.
A working definition of performance review is: one professional holding themself accountable
to themself in the presence of another professional. Review improves the management of
teaching and learning within the classroom by helping staff and headteachers identify ways
of enhancing professional skills and performance and supporting them in the identification
of achievable targets.
Chapter 11
THE PURPOSE OF PERFORMANCE
MANAGEMENT
Checklist
What is the purpose of performance review?
The purpose of performance review is:
q to raise standards through target setting that enhances teacher and headteacher
performance, and to improve provision for pupils, teachers and headteachers
q to link the review cycle to:
– LEA education development plans
– school management procedures
– OFSTED – action plan
– annual reviews and development plans
– individual development plans
– induction and assessment
q to plan the professional development of headteachers and teachers within the national
and LEA framework: INSET (Standards Fund), Teacher Training Agency (national standards)
and DfES initiatives.

Performance review should assist in planning the professional development of staff
individually and collectively within the framework set by the school development plan with
reference to their role and function within the school. This would enhance the overall
management of the school and provide an opportunity to consider the effective management
of change. Performance review should also support the promotion of equal opportunities.
To this end a staff performance and management review scheme should be a process that is
open and based on the mutual understanding by all staff of its context, purpose,
procedures, criteria and outcomes. The process and procedures adopted should be fair and
equitable and should be seen to be so, both in general and by respecting equal
opportunities, particularly in relation to gender and race.
The process and procedures supporting performance review should also be acceptable to all
staff, headteachers, governors and LEA personnel. All should benefit from participation in
the scheme. There should be the opportunity for objective judgements to be made
concerning the management of the institution.
At all times the scheme should aim to avoid unnecessary bureaucracy and time-consuming
administration by the maximisation of available resources and the use of data from a range
of sources. It should be integral to the institution’s development strategy and attempt to
balance the demands of professional development and public accountability.
A rigorous system of review is one that raises standards, key elements of which are:
q trust
q training
q resourcing
q time
q support
q commitment.
For performance management to have any meaning it should be seen to inform the
institutional development process. To this end, institutions should aim to have in place a
co-ordinated procedure for ensuring that:
q mechanisms exist for collating professional development needs identified through
individual reviews
q there is co-ordination of training needs and related development opportunities
q there are contingency plans for coping with those whose performance is perceived as
poor for a variety of reasons, e.g. stress, lack of skills.
ISSUES
Care should be taken in the initial presentation of performance management to
practitioners. Trust should be developed through a process of consultation with all
participants as to the design of the scheme. A clear statement of aims should be made, as
The purpose of performance management · 11

well as of the means of achieving them. Effective training and professional development
should be provided to support the scheme, including the use of professional development
training days for all participants.
Since the introduction of teacher/headteacher performance review, many practical issues
have emerged that a manager needs to consider when implementing performance review.
Specifically, training for appraisers needs to be near the point of implementation and
greater emphasis is needed on higher-order skills training. There is also a need for an
evolving pattern of guidance and documentation by the LEA. Critically, priority should be
afforded to performance review in the context of the OFSTED inspection system, linking
individual targets to school development. Guidelines are required on linking performance
review to school development planning and school improvement.
Section 3 · Performance management
Issues arising from practice are:
Resources Time and human
Funding to support process and outcomes
Who appraises whom Who selects/allocates reviewers
Involvement of governors
Support to reviewers’ team
Timing Duration of review cycle
Frequency Recommended only one review interview per day
Consistency Monitoring (school-based)
Monitoring (LEA-based)
Records/reports Ownership
Duration
Accessibility and confidentiality (LEA, governors)
Outcomes Follow-up
Additional support system
Appeals School system
LEA system

Performance management needs to be set in the context of other initiatives to raise
standards in schools. Local education authorities have a particular involvement with
schools that are running into real difficulty, but will consult with all schools in the setting
of targets as they draw up their educational development plans (EDPs).
As performance review becomes an annual process, there will be an opportunity to agree
targets with teachers in the light of targets set by the school in the development plan,
which will itself be influenced by key points for action in OFSTED reports and benchmark
information from national data collected by OFSTED and the LEA’s EDPs.
Chapter 12
THE REVIEW PROCESS
Checklist
Performance review – what is required?
The management of performance review requires:
q implementation plan for performance review scheme
– statement of aims of scheme
– organisation of scheme
– timetable/duration of cycle/frequency
– documentation of scheme
– personnel
– resources
q school development plan
– process/cycle
– availability/accessibility
q job description
q equal opportunities
– awareness of staff issues
q staff development policy
q professional development
– co-ordination
– resources.

The developing work of the TTA on professional standards may also lead to agreements
about appropriate targets for particular points in a teacher’s career. It is important that any
changes to appraisal systems cut down rather than increase bureaucracy and have the
improvement of pupils’ performance as a constant focus.
McCall and Lawlor (2002b) have developed a comprehensive checklist for performance
management (PM).
Checklist
Performance management – key roles for department heads and team leaders
Strategic/planning:
q examine suitability of organisational structure for achieving PM objectives
q develop sense of purpose and dovetail with school’s mission statement and SDP
q facilitate decision making on how best to use team’s skills
q examine potential areas for role conflict and clarify key roles and responsibilities
q organise performance reviews
q negotiate and set professional development objectives
q agree team response to those objectives that can be shared
q agree joint working practices.
Support:
q lead by example
q emphasise interdependence of individual, team and school development
q establish a forum where views and advice on teaching and learning can be explored
regularly, openly and frankly
q provide stimulus and challenge about individual and collective professional practice
q encourage dissemination of good practice
q engage regularly in debate about how staff can work together
q involve individuals in planning and identifying their development needs and opportunities
q set these in context of overall career plan – not just PM and threshold assessment.
Monitoring and evaluation:
q produce subject, departmental or key stage policy on assessment, marking, recording and
reporting – in line with school guidelines
q discuss/provide clear information on how teaching, learning and general professional work
will be reviewed and evaluated
q use established criteria to help with review and evaluation – e.g. national standards;
research on teacher effectiveness; relevant inspection/self-evaluation indicators
q set targets for each teacher
q encourage self-review

After management issues have been considered, the process of review involves the following:
Initial meeting
q the purpose
q date, time and venue for performance review interview
q date, time and focus of classroom observation
q objectives of the interview
q data collection/instruments to be used
q what information is to be collected
q who is to be approached
q information to be available to appraisee prior to the interview.
Staff self-performance review
q use of prompt sheet to support self-reflection on performance/role.
Classroom observation
q total of 1 hour on two or more occasions
q specific focus: details of class/group work being carried out, teacher plans and preparation
q questioning techniques
q agreed methodology/format.
Debriefing following observation
q relevant data used to inform discussion, ‘teaching analysis’ within two weeks.
Collection of any other relevant data
q pupil-related, non-teaching duties
q curriculum-based
q carried out within half a term
q relevant to past year’s work
q opportunity for feedback from areas of additional responsibility
q data compiled during action research.
The review process · 12
q focus feedback on strengths and what must be done to improve practice
q agree next work schedule and incorporate into professional development plan.
As team leader what do I do well? What do I need to improve?
Key words/phrases: appreciate, be objective, build rapport, challenge, clarify, coach, collect
evidence, decide/write targets, demonstrate effective leadership style(s), fit for purpose,
negotiate, plan, reflective listening, resource management, team building, time management,
work with others.
Source: McCall and Lawlor (2002b, pp. 43–4)

Review interview
q clear agenda
q comfortable environment
q uninterrupted
q adequate time
q sharing documents prior to meeting
q consideration of job description
q review of work
q identification of successes, areas of development
q identification of constraints
q identification of expectations
q professional development needs
q identification of targets
q only one interview per day
q atmosphere of confidentiality and trust
q nature of previous relationships
q high priority by both parties and others.
Preparation of a statement
q recording main points – achievements, success and good practice
q deficiencies, weaknesses and suggestions for dealing with them
q requests for help and support
q suggestions for professional development
q comments about matters affecting individual’s work.
Agreed targets
q should be stated clearly
q should take the form of an action plan
q should be few in number
q should be challenging but attainable
q should be monitored and reviewed
q targets connected to: classroom strategies, school performance, career/professional
development.
Review should cover the full range of professional duties, including temporary
responsibilities. The basis of performance review should be the individual teacher’s job
description, which should reflect the balance between work in the classroom and other
duties. Figure 3.2 illustrates the review process.

TARGETS
In the performance review meeting the teacher and the team leader agree three or four
targets for the teacher for the coming year. These should be linked to whole-school targets
and department/subject targets. There may also be targets linked to areas of responsibility
and personal professional development (see Table 3.1).
Initial meeting between appraiser(s) and appraisees
Self-review
Classroom task/observation
Collection of the data
Review interview
Target setting
Production of appraisal statement
Follow-up discussions/meetings between reviewer and reviewed
Professional development activities
Formal review meetings
Additions to appraisal statement
Follow-up support/professional development
Fig. 3.2 The review process
Targets linked to Training
Planned by Delivered through
Whole school SMT INSET days
CPD co-ordinator Staff meetings
Conferences
Subject or department Subject leader or head Department meetings
of department Conferences
Area of responsibility CPD co-ordinator Range of activities
Personal professional CPD co-ordinator Range of activities
development
Table 3.1 Linking targets
Source: Lillyman (2002)

The following case studies of performance-related progress illustrate the process in
practice.
Checklist
What are the outcomes of a performance review scheme?
The outcomes of a performance review scheme for members of staff should be:
q raising standards
q better understanding of the job
q improved feedback and recognition
q opportunity to review regularly professional development needs
q increased accuracy of references
q greater awareness of career development factors and opportunities
q support for work-related issues
q greater job satisfaction.
For the institution:
q raising standards
q institutional aims and staff aims co-ordinated
q priorities clarified and determined
q staff clarity about roles and responsibilities
q professional development of management
q institutional needs met through target setting
q improved communication
q greater exchange of ideas
q a more supportive environment.
Performance-related progress
In our school, in recent years we have not had appraisal, but have done performance
management instead. There was initially no intention that it would in any way be linked to
pay, but instead would be a record of good practice for staff so that they had a record of their
achievements. With the establishment of the threshold and the levels beyond it, my head felt
it would be a useful form of good practice and would provide the evidence for staff to pass
through the threshold and beyond.
Case study 12.1

I had my performance management review in August. As I teach mainly exam classes we
looked at any available results. The A Level results were as expected (one A and four Bs) and
the head asked me how I had tracked the progress of the group. I was able to explain that I
had done an analysis of the Year 12 results, (as I always do) and from that had been able to
‘guesstimate’ their final result. As we had not entered pupils for the new exam before and
only had one specimen paper to use, it was very difficult to judge exactly how they would
do. The synoptic paper in particular was the great unknown.
We also looked at the AS results for 2002 and agreed that pleasing as they were (four As and
two Cs) it was worrying that some students were doing so well, because I know that one girl
in particular is not very academic and I do not want her to have a false idea of how well she
will do at A2.
The GCSE results at this stage had not been published and the head decided he did not need
to look at last year’s although I had the relevant data. We also talked about performance
related target grades and how they had been set for Year 10, all of whom do GCSE RS.
Finally my head asked about how I supported the staff in the department. I explained how I
sometimes move people out of groups to help them, how I will mark work they are unclear
about and how we plan assignments together. I have set up the assignment for the present
Year 11 although I won’t be at school by the time they do it.
I also copied all my A Level notes and files and left them with colleagues, so that they will be
able to teach their part of the A Level without any problem.
Source: Head of Department, Comprehensive School
Target setting
Peter is an excellent teacher – conscientious, hardworking, has good discipline, prepares
lessons well and marks books with care and regularly. As he is basically a model of good
practice I needed to find something that would ‘stretch’ him. Last year I set targets for Peter
that would enable him to improve his experience in school generally. One was that he had
to teach some Sixth Form RE. He taught the general RE for the Sixth Form and although it
was a success he didn’t enjoy doing it because there is quite a lot of hassle attached to the
organisation (or lack of it, over which we have no control). He said he didn’t wish to teach
it this year.
I set him a target of teaching some A Level alongside me because I felt that after five years of
teaching he should do this. He was not keen but agreed.
At the previous performance management meeting, we agreed he would target specific
pupils with a view to improving their likely performance at GCSE. We reviewed their
progress and agreed that he had been successful. We also said that he should attend a GCSE
Case study 12.2

The workshop materials presented at the end of this section provide further guidance and
advice on preparing for performance review.
training day. It has not yet been possible for him to do this because school would only let
one of us go and he felt it should be me. (I gave him the option of going.) He will fulfil this
target next year.
Source: Head of Department, Rural Comprehensive School

This section has introduced the process of performance review. Key points to consider are:
q Performance review is central to school effectiveness
q The purpose of performance review is to raise standards through planned individual
development
q Performance review should enhance school development
q Target setting is required if performance review is to be developmental
q Performance review will lead to positive outcomes for individuals and their schools.
Executive summary
The following section will focus on the important task of co-ordinating professional
development in school.

3.1 Guidance on producing a Professional Development Record 65
3.2 Job description 67
3.2 Self-review prompt sheet 71
3.4 Data collection – classroom observation 72
3.5 Debriefing: feedback 73
3.6 Interview 74
3.7 Review statement: progress report 76
3.8 Target setting 77
3.9 Professional Development Record 79
Workshop materials

The workshop materials for this section provide you with worked examples of good
practice and guidance for the review process. Workshops 3.1–8 require little introduction;
each example includes statements and lists applicable to primary and secondary schools.
Workshop 3.1
GUIDANCE ON PRODUCING A PROFESSIONAL
DEVELOPMENT RECORD
What is a Professional Development Record?
A Professional Development Record (PDR) is a confidential and voluntary collection of
material that records and reflects your work. It is a way of using past experiences and
present activities to demonstrate and reflect on skills learnt, to identify future learning
needs and priorities, and to inform and plan prospective development. It provides a
mechanism, together with your performance review, for thinking about your practice in a
planned and systematic way. A Professional Development Record links across all the
Department’s Continuing Professional Development (CDP) initiatives including the
Teachers’ Standards Framework, which provides a ‘starting point’ for teachers to
recognise the diverse skills they have already and may require at different stages in their
career. The Framework enables teachers to plan training and development to make the
best use of their talents within the teaching profession and to stimulate the development
of a learning community. The Professional Development Record builds on existing good
practice in the profession that ranges from career entry profiles to individual school and
management development logs.
The first part of a Professional Development Record contains evidence of ‘achievements’
such as certificates, qualifications, relevant courses attended, posts held and particular
responsibilities. The second part is a ‘developmental PDR’ section where you can:
q record your experience, skills and attributes
q record your learning and development
q reflect on your teaching and learning
q analyse your strengths and areas for further development
q set learning priorities and plan your future.
Why have a Professional Development Record?
To prepare evidence for:
q a job interview
q a threshold or Advanced Skills Teacher (AST) application, etc.
q a performance review meeting
q possible accreditation of learning

To plan for your career by:
q recording your career history
q collecting evidence of your current achievements
q showing skills and/or improvement in areas such as team building, working together,
motivating people, self-confidence
q reflecting on your progress and learning as a teacher
To plan your training and development by:
q reflecting on your teaching and learning
q analysing your strengths with a colleague or mentor
q identifying and targeting learning and development opportunities having used the
Teachers’ Standards Framework planning for qualifications.
Source: DfES (2001b)

Workshop 3.2
JOB DESCRIPTION
Generating job descriptions
Central to an effective scheme for staff review is the preparation of job descriptions. Job
descriptions should:
q be jointly discussed
q cover all aspects of the individual’s work
q state precisely to whom the individual is accountable
q be broken down into areas of specific responsibility
q be open-ended and support development.
To be of value, a job description should include:
q appropriate personal specifications (e.g. qualifications/experience)
q job title
q a statement of the primary function of the job that is clear but brief as to the overall role
of the job holder
q a statement of line responsibility, which clearly specifies to whom the job holder is
responsible and for whom the job holder is responsible
q a detailed statement of the main duties, which could be broken down into subsections
and which may be used as a checklist to ascertain if the job holder is performing the job
satisfactorily.
Writing job specifications
When undertaking a job analysis, the following checklist will help:
Checklist
Job analysis
1 Key words:
q What is done?
q When is it done?
q Why is it done?
q Where is it done?
q How is it done?
(Answers should include teaching and managerial details.)

2 Responsibilities:
q responsibility for others – pupils and teachers
q responsibility for resources
q responsibility for budgets.
3 Working relationships:
q relationships with superiors
q relationships with colleagues
q relationships with other departments and agencies
q relationships with pupils
q relationships with parents
q relationships with team members.
4 Job requirements:
q skills and experience
q education and training
q health
q motivation and social skills
q personal qualities.
5 Working conditions:
q the school
q the department/team
q social conditions
q funding and pay.
6 Check-up:
q check with the job holder
q check with their manager.

From the job analysis, a job description can be written. This should describe the job, what
the job holder is responsible for and what they will be required to do. An example of what
to include is given below:
An example of current practice, which describes a middle management post in a primary or
secondary school, is shown on the next page.
Checklist
Job description
Job title: Middle manager/team leader
Grade:
Responsible to: Headteacher
A Summary of main responsibilities and activities
q subject area
q examination/pastoral
q age range
q ability range
q special needs
q budgets
q inspection.
B Specific responsibilities
q staff
q materials
q resources.
C Working conditions
q school/LEA
q room.

Job description for head of department/team leader
1 Leadership of a team of teachers, including supervision of newly qualified teachers
(NQTs) and student teachers, subject to agreement with deputy headteacher
2 To ensure that the team of teachers meets regularly according to the school
calendar and is made aware of the school’s policies
3 To ensure that the syllabus and schemes of work are being followed by members
of the subject team and that agreed school standards of work and behaviour are
adhered to
4 To become familiar with the work being done by team members, to visit
classrooms where practicable, to check pupils’ work regularly and to ensure that
homework is being set in accordance with the published homework timetable and
is regularly marked
5 To be the first person approached in cases of indiscipline within the classroom and
to support staff in dealing with difficult pupils
6 To monitor the presence of staff at the times and places prescribed and to check
that there is a punctual start to lessons
7 To be responsible for the allocation of pupils to sets where appropriate and to
allocate classes to teachers, ensuring that colleagues have the opportunity to
teach a cross-section of ages and abilities, where appropriate
8 To be responsible for the submission of lists of candidates for examination,
together with estimated grades
9 In consultation with the senior management team to arrange timetables, aid the
supervision of students and take an active part in ensuring that NQTs are carefully
supervised during their first months of service
10 To be responsible for the spending of capitation in consultation with their team and
to keep a stock book as required by the headteacher
11 To ensure that details of all learning resources are available to the whole team, and
to account for apparatus, equipment and stock in their charge
12 To supervise pupils’ assessments and school reports prepared by members of the
subject team
13 To participate in the selection and performance review of teachers
14 To liaise with other subject areas, especially in respect of pupils with special needs,
and thus support the co-ordination of topics delivered in more than one department,
as well as encouraging others in cross-curricular work where appropriate
15 To ensure that representatives are allocated to and attend working groups as
necessary
16 To represent the team at relevant meetings, and at other times when so requested.

Workshop 3.3
SELF-REVIEW PROMPT SHEET
The following prompt sheet enables you to detail the effectiveness of your teaching. The
key is to be honest when completing the form. Discuss the outcomes with a colleague.
Self-review prompt sheet
Date:
Lesson:
Lesson plan (include all details):
Targets: Record of time taken:
Comment/analysis:
Action points:

Workshop 3.4
DATA COLLECTION – CLASSROOM OBSERVATION
Another key component in the review process is classroom observation. During the
observation it is important for the reviewer to concentrate on the prearranged aspects of
the lesson (i.e. the agreed focus). They should record observations accurately, record data
systematically and maintain the agreed relationship with pupils/teacher. It is important that
the reviewer is objective, defers judgement as appropriate and gives an immediate
response to the practitioner and thanks them on leaving the lesson. This is followed by a
feedback session, which should take place as soon after the observation as possible, in a
quiet and informal atmosphere.
Checklist
Key questions – observation Yes /No
Have you:
q concentrated on the prearranged aspects of the lesson
(i.e. the agreed focus)?
q recorded observations accurately?
q recorded data systematically?
q maintained the agreed relationship with pupils/teachers?
q been objective and deferred judgement?
q given an immediate response and thanks on leaving the lesson?

Workshop 3.5
DEBRIEFING: FEEDBACK
The feedback session should:
q take place as soon after the observation as possible
q be in a quiet and informal atmosphere.
The appraiser should:
q allow the teacher to present an account and analysis whilst engaging in active listening
and avoiding interruptions
q then present the collected data and discuss their implications with the appraisee
q encourage the teacher to identify areas for development and possible targets
q conclude with an agreed written statement of the action to be taken.
Figure 3.3 illustrates the Jo-Hari Window, in which the ‘panes’ within the frame represent all
that is known about us, either by ourselves or by others. Self-awareness is increased when
we are successful in penetrating the ‘blind’ area but also when, through sharing more of
ourselves with others, we begin to reduce the ‘hidden’ area and thereby appreciate the
greater potential in our own lives. To increase awareness of ourselves we need to pursue
experiences that:
q provide opportunities for disclosure
q provide opportunities to receive feedback on our own behaviour.
Unknown area
You don't know and
others don't know
Hidden area
You know but
others do not
Blind area
You don't know
but others do
Public area
You know and
others know
Feedback
Disclosure
Fig. 3.3 The Jo-Hari window

Workshop 3.6
INTERVIEW
The reviewer will need to be trained to develop the key skills of interviewing, which are:
listening, questioning, analysing, summarising and reflecting, clarifying, giving and receiving
feedback, problem solving and target setting.
The review interview should:
q involve detailed consideration of the job description of the teacher
q review the appraisee’s work, including successes and areas of development, with
reference to the data collected and the classroom observation
q identify and discuss professional development needs
q discuss career development as appropriate
q discuss the appraisee’s role in and contribution to the policies and management of the
school
q identify any constraints that prevent the appraisee from fulfilling their role and function
q identify targets for future action and development
q clarify the points to be made in the performance review statement.
The kind of information required largely determines the type of questions selected in the
performance review process. For example:
Open to encourage another person to explore matters of importance to them
Reflective to encourage someone to explain their feelings or attitudes on an issue
Hypothetical to encourage someone to step outside their current position, mental set
or attitude and consider a matter from another standpoint
Closed to gather very specific facts or obtain yes/no answers
Probing to keep the person on the same topic but explore it in more depth.

Checklist
What are the key skills of interviewing?
The key skills of interviewing include:
q listening
q questioning
q analysing
q summarising and reflecting
q clarifying
q giving and receiving feedback
q problem solving
q target setting
Checklist
What are the key skills of active listening?
The key skills of active listening are:
Establishing the right conditions: Getting the practitioner to talk:
q environment q invite
q proximity q encourage
q orientation q question
q posture q silence.
q gesture
q eye contact.
Reflecting: Following:
q Conveying to the practitioner q paraphrase
that they are understood q summarise

Workshop 3.7
REVIEW STATEMENT: PROGRESS REPORT
The review should allow the teacher to present an account and analysis whilst engaging in
active listening and avoiding interruptions, then present the collected data and discuss their
implications with the practitioner, encourage the teacher to identify areas for development
and conclude with an agreed written statement of the action to be taken.
Review statement: progress report
Strengths Weaknesses
1 1
2 2
3 3
4 4
5 5
Areas for development Action
1 1
2 2
3 3
4 4
5 5

Workshop 3.8
TARGET SETTING
Target setting is a critical part of the performance review process. A target is a statement of intent
agreed by two or more people which refers to a desired state of affairs to be achieved in the
future. In most circumstances it will concern a change resulting in an improvement of some kind.
Therefore targets should:
q aim to facilitate the teacher’s own professional development
q be agreed in the context of the school’s development plan and organisational goals
q be feasible and realistic in the light of available resources
q include some agreed performance that will help to illustrate the extent to which the target
is being achieved
q be few in number
q include some indication of the support the appraisee will require/receive in order to achieve
the target (the appraiser should accept responsibility for ensuring that support is provided)
q be reviewed in the follow-up meetings and modified as necessary.
Checklist
How to present agreed targets
Agreed targets should be:
q stated clearly
q linked to an action plan
q few in number
q challenging but attainable
q monitored and reviewed
q connected to: raising standards, classroom/management strategies, school
performance, and career/professional development.
Checklist
Setting targets
q Set realistic quantitative targets
q Set appropriate targets that are designed to improve the quality of pupils’ learning
q Devise strategies to achieve them
q Allocate responsibility
q Ensure that everyone is committed to playing their part
q State the criteria against which you will judge your success.

Checklist
A guide to target setting
S – Specific
M – Manageable
A – Appropriate
R – Realistic
T – Time-constrained
I – Informative
E – Evaluated
S – Stimulating
Source: Turkman (1965)

Workshop 3.9
PROFESSIONAL DEVELOPMENT RECORD
Make appointment for post activity review: _____________________
PROFESSIONAL DEVELOPMENT TRAINING RECORD
Name _______________________________________________
PRE ACTIVITY PLANNING (to be discussed with the team leader)
1)Aspect of the job affected:
Class teaching in ____________________________________________
Management responsibility for ________________________________
Other ______________________________________________________
2)Professional development activity planned (e.g. course, work shadowing, INSET
day, obtaining additional qualifications)
Date __________________________ Duration ____________________
Venue _________________________ Led/run by __________________
3 What do you expect to learn from this activity? (What knowledge, skills or
understanding do you hope to acquire?)
4)Do you want any support during this activity?
Cover ______________________________________________________
Preparation/examination time _________________________________
Resources __________________________________________________
Other _______________________________________________________
5)What impact do you hope that this learning activity will have on your work?

Make appointment for final review:
POST TRAINING REVIEW (To be discussed with the team leader)
6)If you attended a course:
Was it helpful? Very/quite/not very/totally unhelpful
Was it well presented? Very/quite/poorly/very poorly
Was it well organised? Very/quite/poorly/very poorly
Would you recommend this course Yes/no
to others?
Was the venue appropriate? Yes/no
(Convenient, comfortable, good food,
well equipped?) Give details if you wish:
7)Have your expectations of this activity been met?
Was it an effective way of learning?
8)What are the key things that you learned from this activity?
i) _____________________________________________________
ii) _____________________________________________________
iii) ____________________________________________________
9)What impact will this learning have on your practice? What will you do differently?
10) How will you measure your success?
11) Do you need any support to achieve this?

Source: Lillyman (2002)
FINAL REVIEW
Date ________________________________________________________
With whom __________________________________________________
12) How successful have you been in achieving your targets as set out in sections 9 and
10 above?
13) How useful was this professional development activity in helping you to achieve this?

13 Co-ordinating professional development: the context 86
14 Co-ordinating professional development: the role 88
15 Co-ordinating professional development: the process 91
16 Action plans 97
Section 4
CO-ORDINATING PROFESSIONAL
DEVELOPMENT

The role of the professional development co-ordinator in primary and secondary schools
has changed as a consequence of government policy and legislation. The emphasis on
professional practice requires a developmental approach. This section focuses on the
elements in co-ordinating professional development, which are based on the key principles
underpinning the government’s guidelines for continuing professional development,
including:
q equality of opportunity
q teachers’ ownership of their development
q learning for good practice.
This section provides guidance for professional development co-ordinators on:
q understanding the professional development context
q understanding the role of a professional development co-ordinator
q how to manage the professional development process
q considering learning styles
q measuring impact on practice
q preparing action plans.

Effective and improving schools require the effective management of continuing
professional development (CPD). In practice professional development co-ordinators have
limited training and, therefore, limited expertise in the guidance of their colleagues.
Professional development of any kind needs to make a contribution to the individual and
through that contribution to impact on the life and work of the school and students’
effectiveness as learners. It will only do this if the individuals involved can transfer their past
experience into the future and see themselves performing in a ‘new situation’ with the confidence
and zeal they have used to surmount previous professional challenges. Each individual will also
need to feel that the ‘culture’ of their school and that of the staff team(s) to which they belong is
a positive one; that is, an inclination to use individual and collective professional development
to review practice, confirm strengths and improve on any shortcomings.
Source: McCall and Lawlor (2002b, pp. 129–30)
The ongoing professional development of individuals is not only good for the motivation
of teachers but can itself help institutional development. It is seen by educationalists (Craft,
1996; Day 1993, 1999; Fullan and Hargreaves, 1992) as the key to successful school
development. A staff development co-ordinator will have other management roles and
responsibilities within the school. They are responsible for finding out the development
needs of individuals and enabling them to be met. This has to be achieved within the
context of the overall development plan of the school and within the boundaries of limited
budgets (Rawlings, 1998). In order to do this the staff development co-ordinator must have
knowledge about, and input into, many areas of school life, including:
q school development planning
q OFSTED preparation and follow-up
q professional development planning
q performance management
q management of the standards budget
q knowledge of whole-school budgetary planning
q knowledge of bids/funding
q financial management
Chapter 13
DEVELOPMENT: THE CONTEXT

q mentoring staff and students
q induction of new staff and NQTs
q co-ordinating INSET
q monitoring/evaluation
q professional tutors.
This involvement will allow the co-ordinator to have an overview of the development
needs of the school as a whole and the individuals within it (as shown in Section 3). The
co-ordinator can therefore plan for appropriate development and prioritise needs. They
must fully understand the criteria of internal and external funds to match individual
development needs to available finances and to be able to advise staff accordingly. They
will need a good grasp of all aspects of financial management, including making forecasts
and bids, administering the budget and evaluating effectiveness (Blandford, 1997b).
Co-ordinating professional development: the context · 13

In practice, the effectiveness of continuing professional development in schools will
depend on the management of:
q information available for all staff concerning continuing professional development
programmes, INSET, the Standards Fund, and the Teacher Training Agency national
standards for teachers
q planning – collaboration between multi-agencies in consultation with their teams
q evaluation of all courses with regard to teachers’ needs in relation to pupils’ needs and
the school
q resources – utilisation of experts from LEA agencies, schools, higher education
institutions, teacher training agencies and other consultants
q networking – the need for management and teachers to consult with teams and INSET
providers
q an assessment of providers based on their potential to offer value for money.
The majority of schools currently allocate the management of professional development
programmes and funds either to a deputy headteacher or to an aspiring deputy headteacher
(Rawlings, 1998). In the majority of primary schools, it is the responsibility of an already
overcommitted headteacher. Evidence from a review of OFSTED reports (Levacic and
Glover, 1995) suggested that those responsible for planning professional development in
schools need to follow a planning approach (see Section 9), linking priorities for
expenditure more closely to school aims (see Section 2).
In their early professional years and throughout their careers, individual teachers, assisted
and guided by management teams responsible for their employment and the support of
their development, should seek to develop:
q their ability to recognise the diverse talents and capabilities of their pupils as individuals
q their ability to identify and provide for the special learning needs, strengths and
difficulties of all pupils
q their ability to evaluate, assess and report on their pupils’ learning and to take account of
that learning in adjusting their expectations
q their ability to provide for the social, moral, spiritual and cultural development of their pupils
Chapter 14
DEVELOPMENT: THE ROLE

q their own personal characteristics of awareness, imagination and enterprise
q their own professional knowledge, skills, strategies, techniques, beliefs and values
q effective working relationships with their teaching and support colleagues, the parents of
their pupils, the governors of their school and members of related external agencies
q knowledge and practice of their administrative, pastoral and legal responsibilities.
The task of co-ordinating professional development is extensive and requires more than one
co-ordinator. Before organising the co-ordinator’s role, it is necessary to consider the purpose of
the role, which will differ between those for individual teachers and the whole school:
Teacher
q to improve the level of performance in relation to relevant national standards
q to provide understanding of the job and its implications
q to notify all participants of the purpose of the institution and appreciate the teacher’s
contribution
q to enhance professional career development
q to identify support for individual teacher’s activities
q to increase motivation and job satisfaction.
School
q to raise standards of learning and teaching
q to co-ordinate the efforts of individuals to whole-school priorities
q to provide clarity and agreement in terms of individual inputs
q to improve communication systems and understanding of how teaching and learning take place
q to provide increased opportunities for exchange of ideas and dissemination of good practice.
Source: adapted from Field (2002, p. 15)
Co-ordinating professional development: the role · 14
Checklist
Key elements
For all of the above to be achieved, all staff will be involved in undertaking learning and
development and supporting the learning and development of others. This involves the
co-ordinator identifying personnel who can:
q undertake reviews
q challenge assumptions
q share outcomes of professional development activities
q negotiate and agree professional development targets
q offer support in terms of resources and access to identified opportunities.

PERSONAL QUALITIES
To appreciate the developmental needs of both institution and individual, the co-ordinator
requires considerable knowledge and expertise and a clear vision of the future. Hall and
Oldroyd (1990a) identified eight roles applicable to the position of staff development co-
ordinator:
q counsellor
q motivator
q innovator
q mentor
q monitor
q evaluator
q administrator
q facilitator.
The co-ordinator must also be effective as a manager and a leader. This requires highly
developed personal skills (Rawlings, 1998).
Section 4 · Co-ordinating professional development
Checklist
What are the professional qualities of a staff development co-ordinator?
The co-ordinator needs:
q insight as to where the institution is and where it is going in the future
q an appreciation of the relationship between individual development and institutional
development
q an ability to ascertain the perceived and unperceived needs of individual staff
q an ability to understand what motivates staff
q a high degree of financial expertise and budgetary management
q knowledge to suggest appropriate courses of action
q sensitivity and the ability to listen
q accessibility and approachability.

Ideally, the co-ordinator will have received training for the role before taking it on; often
co-ordinators do not receive adequate training. The most pressing need identified by
co-ordinators is for training in financial and budgetary management, especially the
integration of budgetary and development planning. Other areas identified for training
were evaluation skills and techniques, collating or formulating the SDP, time management
skills and skills relating to the role of counsellor, motivator and mentor (Rawlings, 1998).
A key task for the staff development co-ordinator is to establish priorities (Wallace, 1989).
As a manager, the co-ordinator will need to take decisions involving making judgements
about matters identified in the following checklist.
Chapter 15
DEVELOPMENT: THE PROCESS
Checklist
What are the key tasks of the staff development co-ordinator?
In schools the role of the staff development co-ordinator will include some or all of the
following tasks:
q to oversee the cycle of staff development and keep it on course
q where necessary to facilitate and support the staff development group and liaise between
the group and the headteacher (if the headteacher is not a member of the group)
q to communicate information to staff
q to become experienced in the management of staff development and encourage
appropriate management techniques and attitudes
q to assist in the identification of needs and the placing of these in order of priority
q to facilitate and, where necessary, administer interviews, questionnaires and other paperwork
q to design, or help others to design, courses; to organise and run school-based courses
q to liaise with the LEA staff development advisers, the INSET co-ordinator and the cluster
providers, and to represent the school at meetings with outside agencies
q to ensure that the school derives maximum benefit from every course by stimulating and
overseeing the dissemination of information and by ‘cascading’ it down
q to design and implement the evaluation of staff development and INSET
q to maintain a record of courses attended and of staff expertise for use in future courses or
‘self-help’ groups.

A key role for the staff development co-ordinator is to establish priorities (Wallace, 1989).
As a manager, the co-ordinator will need to take decisions involving making judgements
about matters identified in the following checklist.
ISSUES
Adey and Jones (1997) identified several issues of concern to staff development co-ordinators:
q lack of status
q not being fully involved/informed in the process of planning/budgetary strategy
q lack of time
q lack of information from appraisal
q inadequate knowledge and skills, particularly regarding finance and budgeting, and
planning and evaluation
q lack of understanding on the part of middle managers about the process of professional
development.
These issues must be addressed if staff development co-ordinators are to fulfil their potential
in facilitating both individual and school development (Rawlings, 1998). Unfortunately, as
the MORI Survey of Continuing Professional Development (TTA, 1995) confirmed, staff
development is not being given the status it requires. The government is currently
promoting training in its initiatives to raise standards (OFSTED, 1996a; DfEE, 1997b).
Checklist
Staff development priorities
The staff development co-ordinator must judge:
q who should be involved in making these decisions
q who should be consulted about the decisions
q how an appropriate balance can be struck between needs at individual group and whole-
school levels
q the priority to be given to needs arising from national, LEA and school policies
q the priority to be given to individual personal interests, career aspirations and concern to
improve the performance of present tasks
q the likely resources required to meet needs such as supply cover, staff training days and
school budgets
q the capacity of staff to cope with additional pressures arising from the proposals
q the possible impact on the children of their teachers being absent on INSET activities
q how priorities are to be communicated to staff and, as appropriate, relevant people in the
school cluster or pyramid, the LEA INSET co-ordination, LEA advisers and advisory teachers.

SOLUTIONS
A change of perception on the part of senior and middle managers is required if staff
development is to become central to all that happens in school. If such a change were to
take place, co-ordinators would be considered integral to the school planning process and
appraisal. The problem of lack of time must be considered seriously. This can be alleviated
if specific time is planned for liaison rather than odd moments grabbed at lunch-time or
after school. The problem can also be solved by giving the role to a person without other
major commitments, which is difficult within the primary phase. A specific job description
would clarify the duties involved in the post. Help with administration would also free
time for more important aspects of the role. Training and support could be made available
if schools and central government were genuinely committed to professional development.
A whole-school commitment to ongoing continuous development would ensure that all
members of staff were aware of its importance. These problems are not insurmountable,
given more widespread appreciation of the benefits staff development brings to all
concerned. But if they are not tackled, staff development will continue to remain a side
issue and fail to reach its potential to bring about change (Rawlings, 1998).
IMPLEMENTING SCHOOL AIMS
Many opportunities for development of both individual and institution exist. How they are
utilised will depend on the skills of those managing the development process. The role is
often shared between the headteacher, other members of the senior management team and
an identified member of staff (often the deputy). If the role is to be shared there is a need
for openness and good communication between all those involved. Without this, the
pressing needs of the school often take precedence over the needs of individuals. The staff
development co-ordinator can prevent this happening, provided that they have sufficient
information about all aspects of school development and adequate knowledge about the
needs of every individual within the school (Rawlings, 1998).
Co-ordinating professional development: the process · 15
Checklist
Key conditions
To support professional development, certain conditions are required.
q Time for face-to-face contact must made when participants are not interrupted. All
participants should have sufficient time to cover all eventualities
q Locations should be selected to avoid disruption and interruptions. The teacher should feel
comfortable and non-threatened
q All participants must be prepared. The leader should ensure relevant stimuli for discussion
and allow enough time for evidence to be collected and presented by the teacher:
– explore matters of importance and relevance in advance
– examine various action plans
– begin to draw preliminary conclusions for the review evidence.

STAFF DEVELOPMENT AUDIT
Sufficient time for informal discussion with staff, and regular opportunities for staff to state
their needs formally through the use of development interviews and/or assessment forms, is
essential. Release time and money for cover must be available to enable the co-ordinator to
liaise adequately with staff. Fullan and Hargreaves (1992) point out that members of staff at
different stages in their life cycle and career have different needs. These differing needs must be
known, for otherwise informed decisions about staff and school development cannot be made.
Formal interviews and the appraisal process can help in this respect as they imply commitment
to staff development on the part of the senior management team. The contents of such
discussions will need to be regularly monitored and evaluated if they are to influence future
development. The co-ordinator needs time to collate the information gleaned from staff and
consider the opportunities for individual development within the overall plans of the school.
Time is also needed to evaluate the effectiveness of the development that does take place.
Professional development planning should reflect the needs of the institution and of the
individuals within it. An informed staff development co-ordinator can use development
opportunities for the benefit of both individuals and the school. The co-ordinator is particularly
useful here because they will understand what is possible, given the limitations of the school
itself (Rawlings, 1998).
CHOICE OF COURSES
To gain the most from limited budgets and opportunities, professional development has to be
co-ordinated not only sensitively and realistically, but also creatively. Not everyone can do
every course they want, because of limited availability and resources. The co-ordinator can,
however, help staff realise their potential by other means, as shown in Section 5.
Internal development, according to Craft (1996), can often be more successful than external
courses because it meets the needs of particular individuals in a particular school. The
co-ordinator must have an appreciation of all forms of school-based development and also be
familiar with the range of available external courses in order to encourage staff appropriately.
Bids for development initiatives must be made, application forms sent off for appropriate courses
and the necessary supply cover arranged (Rawlings, 1998), as shown in Sections 8 and 9.
ENCOURAGEMENT
A range of activities can help the development of individuals and, if implemented across the
school, can help the development of the school itself. The role of the co-ordinator is to suggest
and facilitate such development. This may involve organising supply cover, but such activities
do not have to be expensive, as teachers who are committed to a course of action can often
organise themselves to enable it to happen. They do, however, need encouragement and
permission to do so. Many possibilities for development, such as the above, depend on the
general culture of the institution and the nature of its management. The development of
individuals need not depend on expensive external courses, but does depend on other

opportunities being recognised, suggested and utilised. It is in this capacity that the staff
development co-ordinator, working with senior management, can make a difference to the lives
and careers of individuals as well as help the school as a whole to develop (Rawlings, 1998).
LEARNING STYLES
Members of the school community will be committed to lifelong learning and the learning
organisation. Teachers and support staff will have knowledge and understanding of the
processes of teaching and learning. Many will have higher education qualifications (see
Section 8) or will be considering further study. The staff development co-ordinator and
members of the senior management team will be aware of this expertise.
Senior managers should also be aware of the differing styles of learning that exist. There are four
recognised categories of learner: activists, reflectors, theorists and pragmatists. Co-ordinators
should know and understand their colleagues’ needs and respond accordingly. The following,
based on Honey and Mumford (1982), defines adults’ preferred learning styles and the type of
course that would be appropriate to meet the needs of each category of learner.
Co-ordinating professional development: the process · 15
Activists learn best from constant exposure to new experiences. They like to involve
themselves in immediate experiences and tend to act first and consider the consequences
later. They enjoy new challenges but are soon bored with implementation and consolidation.
They will experiment with new techniques, using all their senses: they like to talk things
over, but dislike research and logical thought. They use intuition, see the whole picture and
all the alternatives and prefer working out alternatives to deciding on action plans.
Course structure: Interactive, high-profile activities and new challenges but not listening to
lectures, theory or too much detail, e.g. role-play exercises.
Reflectors learn best from activities that allow them space to ponder over experiences and
assimilate information before making a considered judgement. They tend to be cautious and
spend time listening and observing.
Course structure: Opportunities to observe, listen, review or research without time pressure or
pressure to perform, e.g. flexitime study.
Theorists learn best from activities that allow them to integrate observations into logically
sound theories. They like to assimilate information in a tidy way. They are good at analysis
and are comfortable using theories and models to explain and understand things. They like
detail, planning and reason but dislike intuition and risk and are wary of working with others.
Course structure: Complex theory with time to question, but not unstructured situations, that
lack concept, depth or validation, e.g. a seminar with other theorists.
Pragmatists learn best from activities that have clear practical value and that can be tested out in
action. They tend to dislike open-ended discussions. They make plans, want results, work well
alone and like to solve problems in their own way without giving much attention to other ideas.
Course structure: Practical, experiential courses led by someone with respected experience in
the field on subjects which really matter, e.g. a course involving simulation and coaching to
solve a real-life problem.

Some people combine learning styles. Teams will certainly be composed of a
combination. Each type of learner has the tendency to undervalue the skills of others,
and this needs to be recognised by managers and team members. Co-ordinators and
senior managers should consider:
q What might be difficult learning situations for each type of learner?
q How much influence does context have?
q How might you develop a more balanced learning style?
In addition to the above, Field (2002, p. 6) explains that individuals have responsibility for how
they learn:
Any professional development directed towards changing personal behaviour and
responsiveness requires the individual to take responsibility for his or her own learning …
q The degree of match between the experience and the learner’s existing ideas
q The status of the learner gives to the learning process
q The learner’s ‘feelings’ about the value of the activity used to mediate the learning
q The learner’s respect for the people he or she is asked to learn alongside
q The learner’s level of ‘need’ about wanting to achieve worthwhile outcomes for others
q The emotional and intellectual satisfaction the learner gets from their educational institution
and the roles and responsibilities they hold within it
q How far the learner is motivated by intrinsic and extrinsic rewards to succeed further.

Once the staff development programme is implemented, the next key step is to ensure that
there is appropriate follow-up action. Hall and Oldroyd (1990a) believe that an action plan
is a useful tool for achieving this. An action plan is the link between training and follow-
up. It is the implementation process that links new learning to practice in the school and
classroom. If members of staff develop detailed plans in which senior managers show little
interest, they will become frustrated, and time and effort will have been wasted.
A good action plan needs to give detailed consideration not only to the innovation
intended, but also to the strategy that will be employed to implement it. The process of
planning is often more important than the plan. In terms of the innovation itself, the
action plan might address the questions given in the following checklist.
Chapter 16
ACTION PLANS
Checklist
Action plans – key questions
q Who will benefit from the change: pupil/students, myself, colleagues, others?
q What will the costs be for those affected?
q Is the change envisaged easy to communicate to those concerned and will they see its
purpose?
q Will it be possible to adapt what is intended to suit specific circumstances?
q Will additional or new resources be required?
In terms of the strategy for applying the change, these questions might help to focus an
action plan:
q Who will need to know about what I am hoping to achieve?
q Whose support will be needed?
q Can I give other key people a sense of ownership of the change and so win their support?
q Will I need to negotiate with other people before the change is introduced?
q How shall I get feedback about progress?

This section has shown that effective and improving schools require the effective
management of professional development. Key points to consider are:
q The staff development co-ordinator will have other roles and responsibilities within the
school
q The co-ordinator must have access to appraisal and school development targets
q A staff development co-ordinator will be a counsellor, motivator, innovator, mentor,
monitor, evaluator, administrator and facilitator
q The co-ordinator will audit needs, identify priorities, plan a selection of courses, produce
action plans, and monitor and evaluate practice
q Co-ordinators should understand their staff’s preferred learning styles and plan
professional development activities accordingly
q Action plans are required for professional development activities.
Executive summary
The following section focuses on development opportunities in schools.

4.1 Action plans 100
Workshop materials

Workshop 4.1
ACTION PLANS
The following exercise (Heale et al., 1993) could be used with the whole school during a
training day. The aim of the exercise is to produce a whole-school action plan for evaluating
practice. This could be facilitated by a member of staff with expertise in this area.
Purpose: To produce a whole-school action plan through which each member of staff
commits themself to evaluating practice
Materials: Flipchart and pens
Grouping: In small schools this exercise can be done by the whole staff. In larger primaries,
groups should be organised according to key stages. In secondary schools, groups should
be organised according to departments or faculties
Time: 45 minutes
Headings for the whole-school plan are suggested as follows (Model A for primary schools,
Model B for secondary schools) and will need to be written up on the master flipchart.
Section/department/faculty/year/subject/key stage plans allow for different models to suit
circumstances and personnel.

ACTION PLAN: MODEL A
This school proposes to adopt the following model for evaluation:
Teacher Supported Proposed Proposed Date
by purpose focus

ACTION PLAN: MODEL B
This section/faculty/dept proposes to adopt the following model for evaluation:
Teacher Supported Proposed Proposed Date
by purpose focus

Having completed the plan, staff should respond to the following.
The whole-school action plan for evaluating practice can be produced based on the above
example/responses.
Action planning: evaluating practice
The model for classroom observation with which I would like to work is:
The purpose I would choose is:
The focus that I would find helpful is:
The method of support that I would choose is:
I would like to begin the process (state when):

17 Career entry profile/induction 109
18 Mentoring 113
19 Self-development 116
20 Developing teams 121
21 Identification of need 123
22 Job exchange/job shadowing 125
23 New opportunities funding: ICT training 127
24 Management development 129
Section 5
DEVELOPMENT OPPORTUNITIES
IN SCHOOL

Effective schools are learning organisations, where teachers and pupils alike progress from
year to year. Research studies indicate that schools and the day-to-day life of teachers
provide many learning opportunities. Reflecting on and enquiring into classroom activity
constitutes a positive learning experience. Experimentation and evaluation are also best
conducted in real-life situations.
Other ways in which teachers can learn include the presentation and sharing of practices
and events with fellow professionals outside the classroom. The transformation (continuous
improvement) of practice demands that teachers combine new approaches learnt outside
the classroom with skills of learning on the job. These are features that contribute towards
a school being effective.
School improvement is an outcome of creating a learning organisation. Recognising that
development involves on-the-job activities is critical to all practitioners. When considering how
to identify suitable training, it would be useful to think about what areas of expertise are available
within the school, LEA or partner higher education institutions (HEIs). Trainers need to have up-
to-date, relevant experience, as practitioners want experts who ‘can do’ rather than ‘can tell’.
Professional colleagues are often the most under-utilised resource in schools (Earley, 1994).
Before engaging external providers of professional development, consider the range of in-
house activities. This section will describe such activities. The list, while comprehensive, is
by no means complete; your staff will have their own ideas! A staff development audit, as
suggested in Section 4, may provide you with the expertise you require for your
professional development programme.
This section will provide guidance on the following professional development activities
and will include the following:
q induction
q mentoring
q self-development, a sharing of expertise
q team development – identifying an area of development, sharing advice, problem solving
q ‘in-house’ courses – identifying and utilising expertise
q job exchange: working in a different environment, job rotation, encouraging
colleagues to share classes, and job shadowing
q visiting other schools/management development.

Teaching is an increasingly challenging career, and induction for newly qualified teachers
or newly appointed staff is vital if teachers are to fulfil their roles professionally (Shaw et
al., 1995). In any profession, the transition from training to the workplace generates certain
tensions; employees need to know that the contributions they make are valued, and
employers need to ensure that their staff have the appropriate training.
CAREER ENTRY PROFILE
The Career Entry Profile (CEP) was introduced as a pilot in 1998 and then as a requirement
from 1999 as part of the assessment system for students completing the Postgraduate
Certificate of Education (PGCE). The document is completed in a partnership between the
student, the university (or college) department of education and the staff of the school
within which the student has gained most of their practical experience. The Teacher
Training Agency (TTA) requires the student to outline four strengths of teaching during the
PGCE year and four areas for further development in their first year of teaching. The
document is used as part of the basis for professional development as a newly qualified
teacher (NQT) in the school.
Professional tutors responsible for students in training in the schools are making increasing
use of the drafting stage of the CEP during the training period, and of review during the
induction period, as a structure on which to pin professional development. Above all,
students are being supported by school staff in the completion of worthwhile documents
closely integrated with the development of teaching skills.
INDUCTION
Effective induction ensures that newly qualified teachers and any teacher new to the school
feel supported and confident, ready to join an effective team, and willing to contribute to
their own and the school’s development. Effective induction helps each NQT to maintain
and to build on the standards of teaching that they have attained in meeting the Standards
for the Award of Qualified Teacher Status (QTS). The Induction Standards provide a
framework for this development. They are the criteria against which NQTs are assessed at
Chapter 17
CAREER ENTRY PROFILE/
INDUCTION

the end of the induction period; and they also represent an entitlement, in that schools
must provide NQTs with the opportunity to meet, and to show that they are meeting, the
Standards. The Induction Standards are therefore important, not only to NQTs, but also to
everyone involved in the monitoring, support and assessment of NQTs in schools, LEAs
and HEIs.
The government has stated that the requirements for satisfactory completion of the
induction period, taken as a whole, must support NQTs as they build on their previous
achievements. They should therefore represent a coherent progression from the level of
practice expected of a trainee teacher when meeting the Standards for the Award of QTS.
In part, progression is monitored by requiring an NQT to continue to meet the QTS
Standards consistently during their first three terms as a fully qualified teacher. There are
many important aspects of a teacher’s practice to which the Induction Standards do not
specifically refer because, in these areas, the majority of teachers will be sufficiently
challenged by consolidating the skills and understanding that they developed during their
initial training.
The Induction Standards themselves therefore focus on specific areas where the expected
progression from QTS goes beyond this consolidation. They aim to do this by:
q requiring NQTs to take the initiative, or to work independently, in areas where, during
initial training, it was assumed that they would have the support of an experienced teacher
q focusing on aspects of professional practice that can be better developed during
employment as a qualified teacher, and over a longer period of teaching than is available
to most trainee teachers during their initial training.
The Standards are only one aspect of the statutory induction arrangement, but they are an
important one. They need clearly to set out the progress that is expected of NQTs during their
first year as fully qualified teachers, in order to provide NQTs, and those who are working with
them, with a framework for planning professional development. They also provide the criteria
against which NQTs’ progress is monitored.
Section 5 · Development opportunities in school
Checklist
What is needed for effective induction?
Effective induction needs to be planned but flexible. The following actions should be taken:
q Appoint a mentor
q Identify the training, development and personal needs of the new appointees
q Negotiate with your new colleague the most appropriate personal and professional support
q Develop a climate of mutual support
q Create an environment that is open; respect the needs of others
q Promote job shadowing and observation, laying the foundations for reflective practice.

INDUCTION: NEW APPOINTMENTS
When a new member of staff joins your team/school, identify (in advance) what they will
need to know; see the following checklist.
The new appointee will require further documentation, as in the next checklist.
Career entry profile/induction · 17
Further guidance on the induction of newly qualified teachers (NQTs) is given in Workshop
5.1 at the end of this section.
q Ensure that the newly appointed member of staff can identify with their team
q Ensure that the new appointee will:
– know their role
– know their managers
– know their team.
q Consider external factors:
– accommodation
– transport
– social needs.
q Ensure that support and professional guidance are relevant
q Plan a central induction programme to enable newcomers to meet and discuss their
strengths and weaknesses; this programme may begin in the term before the member of
staff takes up their post
q Provide access to external support networks, subject organisations, support groups and LEA
advisers.
Checklist
New appointee information
q Job description
q Their position in the team/school
q School’s aims (SDP)
q Department’s aims (DDP)
q Relevant documentation, including staff handbook
q Reporting and assessment procedures
q Members of his/her team – introduce colleagues
q School policies
q Identities of vulnerable pupils.

Relevant information and documentation should be prepared by the manager in advance
of the interview to enable the new appointee to take away relevant information. The
manager should then arrange times when the appointee can visit the school and
department to meet new colleagues and pupils. A period of induction would provide
support for a new colleague, as would a mentor. This should be planned carefully and
reflect the needs of the appointee and the school.
Figure 5.1 illustrates the range of induction activities available to a new appointee. Senior
management and school development co-ordinators should ensure that new staff have
access to all support mechanisms and relevant information.
The professional development co-ordinator has an important role to play in the induction
of NQTs and new staff, both of whom have specific development needs. These needs must
be identified and the appropriate induction process planned. Release time for staff involved
and the money for any supply cover should be available. The staff development
co-ordinator can work within this to encourage staff to become involved in the induction
programme, actively promoting the development of individuals. They can also ensure the
participation of members of staff who have identified such areas for development through
the process of appraisal and in development interviews (Rawlings, 1998).
Checklist
New appointee documentation
q Contract (including start date and time)
q Staff handbook
q Health and safety details
q Timetable
q Staff lists
q Room lists
q Class lists
q Reports/assessments
q Schemes of work/lesson plans.
New
appointee
School induction
programme
Mentor
LEA induction
programme
Team development:
subject/ key stage/year group
Fig. 5.1 Areas of support for newly appointed staff

Mentoring is a term that is used in several different contexts in education (Ormston and
Shaw, 1993). It generally means the positive support offered by staff with some experience
to staff with less experience of the school. This experience can extend over a wide range of
activities, or be specific to one activity.
Teachers may engage in a number of mentoring relationships:
q mentoring of newly qualified teachers joining their teams
q mentoring of colleagues to support them in their new role
q as a mentee, either of a middle manager/leader or senior manager/leader in preparation
for a current or future post.
Mentoring roles will differ according to need. For example, career needs call for vocational
roles, which include: educating through enhancing the mentee’s skills and intellectual
development, helping to develop a set of educational values, consulting to help the mentee
to clarify goals and ways of implementing them, helping to establish a set of personal and
professional standards, and networking and sponsoring by providing opportunities for the
mentee to meet other professionals.
Support needs, on the other hand, call for interpersonal roles, which include: sharing and
role modelling, and allowing the mentee to gain an insight into how the mentor works in a
professional capacity. A mentor should also encourage a mentee in order to build their self-
confidence, recognising success. A mentor is also a counsellor who listens but does not tell
the mentee what to do. Not all mentors will fulfil all the roles above, but the greater
number of roles, the richer the relationship.
Chapter 18
MENTORING
Checklist
The role of the mentor
q Vocational roles help the newly qualified teacher, new appointee, middle manager or new
headteacher to adjust to changes in their career pattern and in advancing within the
profession
q Interpersonal roles enable the mentee to clarify a sense of identity and to develop a greater
sense of competence and self-esteem.

Mentors are likely to have a number of roles within the school and they need to decide whom
to mentor in the context of their other tasks and responsibilities. Mentoring is time consuming.
Mentees should select their mentor on the basis of professional needs, present and/or future.
It is important to understand that mentoring is a continuous staff development activity
which, once the system is established, takes place during normal school life. Mentors need
to know and understand the essential elements of a mentoring relationship.
Mentoring is a positive mechanism for developing management skills for both the mentor
and mentee. As a process, mentoring should move through the stages shown in Fig. 5.2.
The stages of mentoring will involve a period of induction for the mentor and mentee. This
comprises educating, role modelling, consulting, networking and counselling. During this
stage, both mentor and mentee need to ensure that they are the most appropriate people
for the role. Interpersonal skills are essential for effective mentoring.
Active mentoring will involve further negotiations between mentor and mentee. The
framework for the development of the relationship will need to be agreed. Changes may
occur as the balance of the relationship moves from dominant/subordinate positions to a
relationship with greater equality.
Ultimately the relationship will change to that of a friend or peer. If specific targets have
been set, once these are reached a sense of becoming an equal is readily acknowledged. If
the relationship is less ordered there may be a difficulty in recognising the true meaning of
the process. At no time should a sense of hierarchy dominate the relationship.
In sum, mentoring is a process whereby you can pass on to someone else your knowledge
and understanding, skills and abilities. As a method of developing the knowledge and
understanding, skills and abilities of teachers, it has proven qualities.
Checklist
What are the essentials of mentoring?
The essentials of mentoring are:
q a recognised procedure, formal or informal
q a clear understanding of the procedure and the roles of mentor and mentee
q trust and a rapport between both parties
q the credibility and genuineness of the mentor as perceived by the mentee
q confidentiality and discretion
q a relationship based on the mentee’s perception of their own needs
q a suitable range of skills used by the mentor: counselling, listening, sensitive questioning,
analysis and handing back responsibilities
q an appropriate attitude by both parties, for example the ability of the mentor to challenge
the mentee, and the self-motivation of the mentee to take action when necessary
In addition, teachers should be aware of equal opportunity issues that need to be addressed
in the selection and training of mentors.

There are some possible drawbacks to mentoring. Mentors may:
q pass on bad habits
q not be qualified/able to impart their knowledge of their job
q lack the patience required
q be reluctant to pass on their skills
q be too closely involved to see their job from another person’s perspective.
Mentoring · 18
INDUCTION
ACTIVE MENTORING
MOVING FORWARD
NEGOTIATING
Involving:
educating
role modelling
consulting
networking
counselling
Becoming a:
friend
peer
Fig. 5.2 Stages of mentoring
Checklist
How to create a mentor scheme
q Make all staff and governors aware of the scheme. This limits:
– animosity from teachers who are not on the mentor programme
– antagonism of middle management if teachers in their department/teams sometimes
have mentors elsewhere in the school
– anxiety of governors who may see it as a system for ‘favourites’.
q Nominate a senior (trained) member of staff to manage the scheme and to train members
in skills such as coaching, guidance and counselling
q Select teachers and mentors. Both should be volunteers, but some selection may be
necessary. Teachers should be assertive, positive and willing to work hard and to learn.
Mentors should be professionally expert, empathetic and have good interpersonal skills.
They coach, encourage self-assessment, teach skills, encourage project work and innovation,
argue and discuss
q Pair up mentors with suitable teachers to maximise benefit. Draw the department head or
manager into the process
q Assess the success of the scheme, weighing the development of the teachers against the
problems experienced. Ensure that mentors gain in credit, in experience and in possible
career prospects.

Self-development is systematic; we never stop learning and developing. The art of self-
evaluation is to be continually learning. Senge (1990, p. 142) makes it clear:
People with a high level of personal mastery live in a continual learning mode. They never
‘arrive’. People with a high level of personal mastery are acutely aware of their ignorance,
their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only
for those who do not see that the journey is the reward.
The culture of the teaching profession is changing, reflecting the changing society in which
we live, with its proliferation of cultures, beliefs and values. Effective teaching and learning
in schools are based on shared beliefs and values. The school community works towards a
common goal, reaching for and achieving targets. In practice, teachers need to relate their
actions to their beliefs and values. If the two do not equate, teachers should consider their
position in the school in relation to pupils’ needs. Schools should be places in which
success is celebrated, the ‘blame culture’ prevalent in the 1980s replaced by the ‘caring
culture’ of the 1990s and beyond. How does this happen? Do teachers willingly participate
in the change process, or are they passive in their response to the dominant ideology of the
day? Whilst these are matters of sociological debate, self-evaluation and effective self-
development should influence practice in a positive way. A starting point for this process
could inform practitioners about their individual aspirations in terms of their career.
A fundamental issue will be the individual’s ability to recognise where they are in relation
to where they would like to be. As Senge indicated, the most successful among us will
never reach their destiny.
Self-evaluation of professional competence is more than an assessment of traditional
conformity or technical accountability. It is assessed in terms of moral and prudent
answerability for practical judgements actually made within the context of existing
educational institutions (Carr and Kemmis, 1986, p. 31).
Theory and knowledge can transform a teacher’s beliefs and values. In the process of self-
reflection, interaction with educational theory may not dictate practice, but it may transform
the outlook of the practitioner. Providing individuals with new concepts is a means not
merely of offering them a new way of thinking, but also of offering them the possibility of
becoming more aware of their thoughts and actions. The full task of self-reflection and
Chapter 19
SELF-DEVELOPMENT

evaluation requires teachers to collaborate in decision making that will transform their
situation. The process of self-evaluation encompasses the interaction of the teacher with the
school. Teachers should consider whether they are in the right school for them.
Isaac (1995) commented: ‘Developing yourself … depends on the extent to which you
recognise issues from your reflection, and learn to change your behaviour.’
Self-development · 19
Checklist
What is career planning?
Key questions:
q What do I value?
q What is my present situation?
q Where would I like my career to lead?
q How might I get there?
q What help is available?
Personal qualities needed:
q ability to self-manage
q clear personal values
q clear personal objectives
q an emphasis on continuing personal growth
q effective problem-solving skills
q the capacity to be creative and innovative.
A means of developing the skills required for self-evaluation is to consider the range of
knowledge that exists regarding educational practice:
q common-sense knowledge about practice that is simply assumption or opinion, for
example the view that students need discipline
q folk-wisdom of teachers, like the view that pupils get restless on windy days
q skill knowledge used by teachers: how to line pupils up, or how to prevent pupils speaking
while instructions about a task are being given
q contextual knowledge: the background knowledge about this class, this community or
pupil, against which aspirations are measured
q professional knowledge about teaching strategies and curriculum
q educational theory: ideas about the development of individuals, or about the role of
education in society
q social and moral theories and general philosophical outlooks: about how people can and
should interact, the uses of knowledge in society, or about truth and justice.
Source: adapted from Carr and Kemmis (1986, p. 3i)

PRACTICE
A practice-based approach to self-evaluation is shown in Fig. 5.3. In this example questions
relate to the practitioner making sense of themselves in a range of situations:
Team work: Relationships with:
– listening – parents
– attitude – colleagues
– flexibility. – pupils.
Knowledge of: Preparation of:
– current publications – lessons
– equal opportunity issues – monitoring procedures
– learning styles. – assessment.
The teacher's self-evaluation
How often do I listen
attentively to anyone who
considers it important to
speak to me?
What opportunities do I
provide for the children to
learn through first-hand
experience?
How effective am I as a
member of the school team
working towards common
ends?
How positive am I in
promoting a warm, caring,
good-humoured
environment?
What are my attitudes
towards my supervisory
obligations?
How adaptable am I to the
changing needs of the
children and
circumstances?
How well do I match the
work to the children's
abilities?
How much do I value
parents' help, options and
views?
How fully do I participate
in staff discussions, formal
and informal?
How do I combat racism
and sexism?
How effective is my
system of monitoring the
children's progress?
How well do I prepare
for each lesson?
How do I ensure that all
children have equal
opportunities?
How conducive to
learning is the atmosphere
in my classroom?
How prepared am I to:
Attend courses to improve
my professional
competence?
Read current publications?
Disseminate my
knowledge and skills to
colleagues?
How loyal am I to my
school?
How often do I give
adequate praise and thanks
to the children and all
colleagues?
Fig. 5.3 A model for the teacher’s self-evaluation
Source: Manchester LEA (1986)

As a process, self-evaluation should inform practice day to day, lesson to lesson. An
effective teacher will be effective in their evaluation of themselves. In practice, self-
development will involve making sense of ourselves in situations.
Look at Fig. 5.3 and ask, where am I in this process?
Self-development involves learning and understanding where you are within your job and
career. Practitioners should, as stated, have a clear view of what their job is about: the
relationship between teaching, leadership and management, SDP and so on. Practitioners
should also have an understanding of their position in relation to those they manage. For a
practitioner, self-development can be difficult. Practitioners face many demands, including:
q government demands: to deliver the curriculum, to register pupils, parents’ evenings
q senior management demands: implementation – action of school policy
q colleagues’ demands: requests for assistance, information or help from others at a similar
level or within your team
q pupils’ demands: to inform and liaise
q parents’ and governors’ demands
q externally imposed demands: social services, police, agencies that work for and with
young people
q system-imposed demands: LMS, LEA, budgets, meetings and social functions, which
cannot be ignored.
In addition, there will be other demands such as family, friends, hobbies and social
commitments. It is important to understand that teachers and support staff need a balance
between their professional and personal lives.
Self-development · 19
Checklist
Self-development – key issues for consideration
q Relationship with self (self-evaluation)
q Ability to develop
q Level of empowerment – status, value
q Choices available
q Opportunity for individualistic activities.

Support from colleagues is critical to self-development. The next chapter focuses on the
important area of professional development in schools: teams.
Checklist
Self-development – where to begin
As a starting-point, practitioners could begin with the factors influencing self-development:
q use of environment q lesson organisation
q environment for learning q promotion of learning
q resource development and management q flexibility
q classroom control q subject competence
q teaching performance q pastoral competence
q rapport with pupils q professional approach.
Source: Day (1993a)

Effective team leadership will produce effective teams and an effective school. A team
leader has to be able to work in an open and honest manner. As professionals, teachers
should value effective teamwork; schools depend on it. Effective teams will enable
professional development to occur as a matter of course. Staff will feel able to participate in
a developing school, thus enabling personal growth and professional development. Respect
is critical to this process, as is a recognised system of operating as a team. For a team to be
effective, members must:
q know their role
q know their team
q know their managers.
The process of managing a team is also dependent on the task. A positive model of effective
school teams is shown in the following checklist.
Chapter 20
DEVELOPING TEAMS
Checklist
Characteristics of effective teams
q Clear objectives and goals – according to task
q Openness and confrontation – dependent on effective communication and interpersonal
relationships
q Support and trust – requiring active listening and understanding
q Co-operation and conflict – working together, sharing and developing ideas in a democratic
and creative manner
q Sound procedures – enabling everyone to contribute to decision making
q Appropriate leadership – knowing and understanding team members, their beliefs and values.
q Regular review – monitoring and evaluating in a rigorous manner
q Individual development – enabling individuals to develop strengths, involving appraisal and
staff development
q Sound inter-group relations – a commitment to teaching pupils through openness and trust.

There are practical exercises on team development in Workshops 5.2 and 5.3 at the end of
this section.
Checklist
Characteristics of effective teams
q Information is readily available to all concerned
q Policies and learning activities for pupils are clearly linked together
q It is easy for participants to see the relevance of their work to the overall process of
providing an education to meet pupils’ needs
q Participants gain satisfaction and develop commitment as they are able to participate in a
way that is relevant to them
q Most of the operations involved already exist in the school – policies, plans, budgets and
evaluations
q The team provides a clear method for accountability
q Openness of information is guaranteed
q Teams co-operate to benefit each other rather than to compete for resources
q The overall process is clear and easily understood
q There is in-built flexibility within programmes to respond immediately to new or emerging
pupil needs.

The term ‘teacher-led development’ is used to refer to strategic action initiated and
sustained by teachers with the express purpose of improving teaching and learning.
IDENTIFICATION OF NEED
The identification of need is the starting point for any in-house training; this begins with
the analysis of training needs. A gap analysis reveals what is happening in school and what
is intended to happen. For example, there might be a gap between:
q performance indicators and target performance indicators
q the evidence of the school review and the school development plan
q the school’s results and planned results
q the knowledge and skill possessed by staff and the knowledge and skill shown by job
analysis or skills analysis to be required
q performance management of individuals and the target performance.
Chapter 21
IDENTIFICATION OF NEED
Checklist
Identification of personal training needs
Teachers may use a combination of means to assess their own training needs, for example:
q recording and analysing daily activities
q seeking the observations and comments of colleagues
q asking a senior manager to appraise a particular aspect of performance
q considering likely career paths and identifying the skills gap
q keeping a personal diary of management experiences.

Checklist
How to identify training needs
The stages in identification of training needs are:
q from the school development plan, planned and forecast intake numbers, national
curriculum requirements and contraction or expansion plans: extract the implications for
staffing and skills
q from a study of current operating problems and shortfalls: identify those that could be
rectified by training
q from job analysis and skills analysis: identify the training needs of teaching and non-
teaching staff
q from co-ordinated feedback from appraisal of staff: identify the training needs of
individuals or teams
q from an assessment of the likely succession changes in the school: identify the succession
training needs.

There are many opportunities for staff to develop knowledge and understanding, skills and
abilities in school. The notion of job exchanges may appear to be difficult to grasp in the
subject-based environment of national-curriculum-driven schools. However, as a means of
developing staff a job exchange can provide high-impact training opportunities. The key is
preparation and planning.
When job exchanges are difficult to organise, other opportunities may be possible. Staff
may be able to:
q seek opportunities to learn without the need to manufacture special experiences
q learn to try different behaviours to achieve familiar tasks
q ask others to observe and feedback on their style and actions
q observe and analyse the management behaviour of others
q ask colleagues for their experience, advice and coaching
q decide specifically the experience to be acquired and seek opportunities to practise it
q set up a self-directed project, possibly planned and observed by a colleague
q seek out and volunteer for additional responsibilities or secondments that fall in line
with development needs.
Chapter 22
JOB EXCHANGE/JOB SHADOWING
Checklist
Job exchange
To begin:
q compile information on learning needs
q be aware of favoured learning styles
q consider where learning and development opportunities exist in school
q set realistic targets for learning and development
q plan appropriate activities
q review achievement
q decide what additional experience is needed.

Job exchanges/self-directed projects will only be effective with the support of middle and
senior managers. Management also requires training.
Job shadowing is distinct from classroom observation (see Section 4) in the following ways:
q it takes place over a longer period
q the aim is to watch someone at work, rather than to collect feedback on specific aspects
of their work
q it is less structured, more open-ended and might be used to identify aspects of work for
more detailed observation.
Job shadowing could be for a half-day, a day or even for longer. It is perhaps as close as you
can get to seeing someone else’s job from their point of view. It can also give a realistic
experience of life at work, with all the unexpected interruptions and events. As such, it is
concerned with a holistic view. However, care needs to be taken to ensure that both
observer and appraisee are clear about what they expect from it.
Checklist
Job exchange – management support
Senior staff can help to encourage in-school training if they:
q encourage an environment conducive to on-site learning
q provide and organise learning opportunities
q offer feedback to teachers
q offer to provide observable behaviour as a positive model
q offer coaching in an agreed area of skill development
q undertake similar training themselves
q transform research or innovation into the form of projects offered as challenges to
individuals or teams.

The focus of New Opportunities Funding (NOF) has been to train teachers to make sound
decisions about when, when not, and how to use ICT effectively in teaching particular
subjects. The effectiveness of this type of training in schools can be illustrated by the
following case studies.
Chapter 23
NEW OPPORTUNITIES FUNDING:
ICT TRAINING
New opportunity initiative
West Borough County Primary School, Maidstone, Kent completed its Kent IT in Schools
(KITSch) NOF-funded ICT in Subject Teaching training in July 2001. Over the course of the
35-week programme 18 teaching staff engaged in six face-to-face training sessions and
utilised paper and web-based resources (at www.cant.ac.uk/kitsch) in order to develop their
use of ICT within subject teaching. When asked what impact she thought the KITSch
training had had upon the school, Diane Hawkins (ICT Co-ordinator) described an increase
in both teachers’ and pupils’ confidence in using ICT, and an increasing use of ICT by staff
for the purposes of planning and preparation.
Examples of work undertaken by teachers and pupils included the creation of geometric
shapes using SuperLogo, the use of a painting package to simulate pointillism artwork and
the design of posters and adverts using desktop publishing software. The school has also
created its own website (www.west-borough.kent.sch.uk). This displays many examples of
pupils’ work plus resources created by teachers for teachers, usefully linked to the QCA
Schemes of Work. Resources such as PowerPoint presentations created by both teachers and
pupils can be found here.
This well-designed and easy to navigate website has gained national interest, winning the
whole-site award in the Becta/Guardian UK Web Site Awards in 2002.
The teaching staff and pupils at West Borough County Primary School clearly make every
effort to utilise fully the power of ICT to support teaching and learning within the classroom.
This school has much to be proud of.
The support of the senior management team combined with the commitment of the teachers
and teaching assistants was a key factor in the success achieved within this school.
Case study 23.1

Teaching assistants
Teaching assistants (TAs) throughout Kent and beyond were given the opportunity to taken
part in the Kent IT in Schools (KITSch) NOF ICT in Subject Teaching Programme of Study.
Not only have all teaching assistants been able to gain benefit from using the paper-based
materials and online resources contained within the KITSch website – www.cant.ac.uk/kitsch
– they have also been able to use the dedicated online conferencing facilities to communicate
across a wide area specialist network that spans the UK. Through this mechanism they have
exchanged ideas, shared files, links and good practice and much more. Working
collaboratively has saved valuable time and increased their knowledge, skills and
understanding of the use of ICT in subject teaching as well as for administrative purposes.
Accreditation for Teaching Assistants includes: an Introduction to Supporting Teaching and
Learning using ICT (Level 1); and Supporting Teaching and Learning using ICT (Level 3),
which is now available through the Faculty of Education at Canterbury Christ Church
University College (CCCUC).
Case study 23.2
For further information go to: www.dfes.gov.uk/nof

Successful schools do not simply happen: they are successful because people make them so
and all such people have a stake in management. It is the task of management to create the
conditions that enable teachers and pupils to achieve effective learning. Management
development is the means of increasing the capacity of school management to undertake
this task. There is a range of management development activities (Wallace, 1986), which
are shown in the following checklist.
SKILLS TRAINING
Joyce and Showers (1980b) are leading educationalists in the field of professional
development. They distinguish between two aims for skills training – the ‘fine-tuning’ of
existing teaching skills and the learning of new ones.
In-house training will need to relate to practice, professional and personal development.
Joyce and Showers (1980b) identify four potential levels of impact:
Chapter 24
MANAGEMENT DEVELOPMENT
Checklist
Management development activities
Action-centred leadership Action learning Assertiveness training
Award-bearing courses Brainstorming Case studies
Coaching/counselling Consultancy Critical friendship
Development training Distance learning External training programmes
Intervisitation Job description Job enrichment
Job rotation Job swap Learning contract
Management review Networking Peer-assisted leadership
Performance appraisal Private study Quality circles
Self-development Short course

1 general awareness of the new skills
2 organised knowledge of the concepts and theory underlying the skills
3 learning of principles and skills ready for action
4 transfer and application of the new skills to the classroom and integration into the
teaching repertoire.
Having determined the areas of impact, Joyce and Showers define five principal training
methods or components:
1 presentation/description (e.g. via lecture/discussion) of new skills and underlying theory
2 modelling the new skills (e.g. via live demonstration or video)
3 practising the new skills in simulated and controlled conditions (e.g. with peers or with
small groups of children)
4 feedback on performance of new skills (e.g. using a structured system/instrument or
unstructured discussion) in simulated and/or real settings
5 teaching for application, transfer and integration via in-classroom and in-school
assistance from peers and from trainers.
Figure 5.4 illustrates the effectiveness of the process of professional development on specific
skills. Readers will note the impact of each training method on the effectiveness of
professional development, as indicated by ticks in the boxes.
D Application
on the job
C Learning of
new skills
B Organised knowledge
of underlying concepts
and theory
A General
awareness of
new skills
Level of
impact
Training
method/components
1 Presentation/description
(e.g. lecture) of new
skills

2 Modelling the new
skill (e.g. video)
3 Practice in simulated
settings
4 Feedback on
performance in
simulated or real settings

5 Coaching/assistance
on the job
Fig. 5.4 Impact of training methods on professional development
Source: Bolam (1993)

It can be concluded from the above that in order to achieve high impact in-house, courses
should encompass:
q awareness raising – identification of courses
q knowledge and understanding of information, concepts and skills
q experience and evaluation of performance – practice and feedback
q planning to improve and support performance, on the job – whole-school and action plan
q coaching/mentoring – support for and improved performance on the job.
Senior managers and professional development co-ordinators should consider these factors
if staff are to gain relevant experience from in-house professional development courses.
Management development · 24
More details on impact analysis can be found in Section 10.

This section has led you through a range of opportunities available to you in school. Key
q Professional colleagues are often the most under-utilised resource in school
q Induction for newly appointed staff is vital if teachers are to fulfil their roles
professionally
q Teachers may engage in a number of mentoring relationships; mentoring roles will differ
according to need, e.g. career or support
q Self-development is systematic, beginning with self-evaluation and leading to the
identification of available choices and self-development opportunities
q Teams exist in primary and secondary schools. For a team to be effective it is essential for
members to know their role, know their team, and know their managers
q There is a range of possibilities for in-house courses
q Job exchanges are possible in schools; the key is preparation and planning. Job
shadowing is also a good method of getting close to someone’s job
q Management teams also require training; a range of activities exists
q The effectiveness of courses is determined by the impact of training methods on
professional development.
Executive summary
The next section will further explore school-based training through whole-school INSET.

5.1 Induction of newly qualified teachers 134
5.2 Developing teams 136
5.3 Positive reasons for working as a team 138
Workshop materials

Workshop 5.1
INDUCTION OF NEWLY QUALIFIED TEACHERS
The National Union of Teachers (1993) issued guidance on good practice by schools and
LEAs in relation to induction. Use this as a checklist to assess your practice:
Schools and LEAs need to: YES/NO
q avoid placing NQTs in supply or peripatetic posts; or posts that present
unusual problems of discipline or require special teaching techniques
without special support
q establish guidance and training for those involved in interviewing and
appointing new teachers and for those assuming responsibilities as
professional tutors or mentors
q ensure that NQTs can demonstrate their proficiency in teaching classes of
a size normal for the school and subject in a post that is closely related to
the age group and subject for which they have been trained
q set up induction programmes that make differentiated provision, based on
an analysis of individual need, to support new teachers who come from a
wide variety of backgrounds and experience
q determine their respective responsibilities for the induction training each is
expected to provide, and its timing
q set up monitoring and evaluation procedures that can identify good
practice and make possible its dissemination.
Furthermore, schools and LEAs will need to: YES/NO
q pay particular attention to the impact of local management of schools
(LMS) on their relationships, so that there are no gaps in their
responsibilities for the appointment and induction of teachers
q maintain monitoring and reporting procedures that ensure that LEAs are
aware of and are able adequately to support all NQTs in schools
maintained by them
q agree what professional skills need to be acquired by newly qualified teachers
by the end of their first year of teaching to help each plan their support
q teacher training institutions can help by identifying clearly the skills possessed
by their students who have just been awarded qualified teacher status (QTS)
q look carefully at the provision of training for newly qualified teachers to
ensure that it is most efficiently and effectively provided.

Remember, induction should ideally be viewed as a whole-school responsibility. It is
important that school policies and joint aims and objectives are discussed at the earliest
opportunity with the new teacher. Written policies agreed on a whole-school basis, e.g. for
curriculum areas, should be made available to the new teacher. Schools are urged to discuss
their induction procedures with the whole staff at the earliest opportunity, so that these in turn
can be made known to the new teacher. Of particular importance is the need to agree on:
q who will be the teacher/tutor and their formal responsibilities in relation to the new
teacher and who will adopt the more informal ‘mentor/professional friend’ role if the two
are distinct
q what training this person requires
q the procedures for observing and evaluating the progress of the new teacher (these
should be made clear to the new teacher at the outset)
q the balance between written ‘evidence’ of progress and casual observation that will be
required
q procedures to be followed where difficulties are identified.
Inspectors and advisers in many LEAs have considerable experience of successful
induction schemes for new teachers. Their expertise and experience should underpin the
future development of induction programmes for newly qualified teachers.
More specifically, the following should be made available to an NQT: YES/NO
q the opportunity to visit the school to meet the headteacher, the head of
department where appropriate and fellow members of staff
q information from the school in the form of a staff handbook or similar
document giving useful facts about the school’s curriculum organisation
and management, staff structure, staff training and development policy,
discipline, extra-curricular activities, relationships with the local community,
and other relevant information
q adequate notice of the timetable to be taught
q all curricular documents, including statutory documents relating to the
National Curriculum, relevant to the subjects they will teach
q information about equipment and other resources available for use,
including information technology
q information about support and supervision provided by the school and, in
the case of LEA-maintained schools, any additional support provided by
the LEA.

Workshop 5.2
DEVELOPING TEAMS
The following exercise could be used with different teams within the school, e.g. year, key
stage, subject and department. It aims to review and examine team aims, their
implementation and resourcing needs. This exercise could form part of an INSET day or an
evening (twilight) session. The exercise could be facilitated by a senior member of staff or
middle manager with team-building experience.
Team development plan
Aims: To examine team aims
To examine teaching and learning styles/differentiation
To identify areas of weakness in resourcing
Time: 1 hour 30 mins
Stage 1 (5 mins)
Brainstorm the context in which you are working (size of primary school year group/key
stage/team/school/local authority). Consider all factors inside and beyond the school and
write these up on a flipchart
Stage 2 (15 mins)
Divide into two groups. Look at the school aims. How do the department/team aims reflect those
of the school? Write on a flipchart what the aims should be – how can you implement them?
Stage 3 (10 mins)
Share your ideas with your team/department
Stage 4 (10 mins)
Working individually, describe how you organise your teaching/tasks. Compare notes with a
colleague
Stage 5 (20 mins)
In your team/department, discuss successful strategies for raising achievement through
planning/completing tasks/teaching and learning styles. List, ready for presentation
Stage 6 (10 mins)
Review your working environment – complete the grid on p. 137
Stage 7 (10 mins)
Discuss in your team/department how to improve the school environment
Stage 8 (10 mins)
Reflect on the tasks completed today – how can you take responsibility for raising
achievement and improving the school? List, ready for presentation
Presentation in the main hall (or suitable room)

Workshop 5.2 (continued
YES/ NO
1 Are teaching/work areas close together?
2 Do rooms have adequate storage space?
3 Do all staff have access to an office and phone?
4 Is heating/lighting adequate?
5 Is the furniture satisfactory?
6 Can the furniture be moved easily?
7 Are there sufficient display areas?
8 Are displays of a high standard?
9 Are classrooms clean/attractive/inviting?
10 Is security adequate?
11 Are working areas carpeted?
12 Are there sufficient power points?
13 Is audio-visual equipment accessible?
14 Are blackboards/whiteboards in good condition?
15 Do the rooms need decorating?

Workshop 5.3
POSITIVE REASONS FOR WORKING AS A TEAM
This exercise (Armstrong et al.,1993) could be whole-school or team-based. It aims to
establish positive reasons for working as a team and could form part of an INSET day or an
evening session. The exercise could be facilitated by a senior member of staff or middle
manager with training experience.
Working as a team
Aims: To establish positive reasons for working as a team
To identify the qualities most needed to work successfully as a team
To establish strengths and weaknesses within school teams so that negative
attitudes can be marginalised
Time: 45 mins
Stage 1 (10 mins)
Working in pairs, brainstorm the advantages and disadvantages of working in teams.
Complete the following grid
Stage 2 (10 mins)
In pairs, select from the following the ten qualities you most appreciate in colleagues when
working in a team. List the qualities in rank order
Advantages Disadvantages

Stage 3 (10 mins)
Discuss your findings with the group
Stage 4 (15 mins)
Identify areas for development: list the strengths and weaknesses of teams at the school.
Qualities for team work Order
Loyalty to leader
Stubbornness
Determination
Ambition
Desire to be liked
Courage
Ability to work hard
Creativity and imagination
Sense of humour
Popularity
Punctuality
Confidence
Dependability
Desire to lead
Enthusiasm
Ability to initiate
Eagerness to try new things
Good organisation
Single-mindedness
Willingness to listen
Willingness to share
Social skills
Common sense
Intelligence
Patience

25 Planning INSET 144
26 Using a consultant 148
27 Monitoring INSET 150
28 INSET and performance management 152
Section 6
WHOLE-SCHOOL IN-SERVICE
EDUCATION FOR TEACHERS

In-service education and training (INSET) is most likely to have an impact if it is matched
to institutional curriculum needs. In the great majority of institutions where INSET has led
to change, INSET needs had been systematically identified and the expected outcomes of
training clearly identified. Training that is not part of an overall plan or strategy has a
limited effect on the institution as a whole.
INSET is a very important part of professional development. This section provides guidance
to ensure that:
q goals are identified in consultation with all staff
q the means to reach those goals are agreed both collectively and within teams or
departments and also with individuals as appropriate
q realistic targets in terms of time and resources are agreed
q the goals and means of reaching them are monitored and evaluated
q the goals are modified accordingly.

The training of staff is critical to the development of a school. Whole-school in-service
education for teachers was considered by the government to be a suitable mechanism to
implement development and, more specifically, change. Since the Education Reform Act
(1988), five days per academic year have been allocated to staff development in all schools.
The majority of this time has been utilised to accommodate whole-school INSET programmes.
The effectiveness of such training programmes in terms of impact on practice has been
limited (TTA, 1994). The limitations are due, in part, to lack of planning and management.
The identification of need is the starting point for any in-house training, and it begins with
the analysis of training needs. As stated earlier (p. 123), a gap analysis is needed between
what is happening in school and what is intended to happen. The gap is between:
q actual performance indicators and target performance indicators
q the evidence of the school review and the school development plan
q school actual results and planned results
q the knowledge and skill possessed by staff and the knowledge and skill shown by job
analysis or skills analysis to be required
q actual appraised performance of individuals and the target performance.
Professional competencies of the successful teacher are identifiable as :
q Knowledge and understanding:
1 knowledge of children and their learning
2 subject knowledge
3 knowledge of the curriculum
4 knowledge of the teacher’s role.
q Skills:
1 subject application
2 classroom methodology
3 class management
4 assessment and recording.
Chapter 25
PLANNING INSET

Planning for INSET will require several months of review and consultation. Staff should not
be expected to accommodate suggestions immediately. As professionals, teachers should
view the place in which they work as a place of learning. Within the framework of
continuing professional development, self-development and staff development are
prerequisites for effective management and effective schools. Equally, a precondition and
an outcome of effective continuing professional development policies is a culture that
encourages reflection and development.
INSET programmes should be planned by a team representing the views of all staff. An
example of a worked programme is given in Workshop 6.1 at the end of this section. Once
planned, the programme should be circulated and views sought from colleagues on
appropriate approaches to each element. The final details should reflect staff needs and
concerns. These should relate directly to pupil needs. INSET is only part of the process of
developing, implementing and reviewing change. It is not a panacea, but should be placed
in the context of practice. If change is needed, it should be considered within the priorities
of the school development plan. Planning for INSET will require several months of review
and consultation.
Teachers and support staff should be trained in a professional manner. The style, content
and relevance of INSET should be complemented by appropriate management. The
exemplars of good practice have shown the importance of teaching and learning styles in
training programmes.
Planning INSET · 25
Checklist
Criteria for effective INSET
q Recognition on the part of teachers of their training needs in relation to the objectives of
the school and the LEA
q Support of the headteacher and other staff
q A coherent school and LEA policy
q Precise targeting of provision
q Choice of appropriate form of INSET, whether school-based or externally based
q Fulfilment of appraisal targets
q Choice of appropriate length of course and mode of attendance
q Practical focus
q Appropriate expertise on the part of the higher education institutions offering INSET
q The appropriate follow-up in schools.
Source: GTC (1993, p. 11)

KEY ISSUES FOR CONSIDERATION
q A headteacher who considers that a ‘stand-and-deliver’ approach to training will
encourage staff participation could be considered naïve. Staff need an approach that is
supportive in order to feel confident that their contribution will be respected and valued.
Staff should be given the opportunity to reflect individually and in groups on the material
presented during training. Relevant information should be circulated in advance to enable
staff to consider their position in relation to important policies, procedures and practice.
q The presentation of the material should be varied and interesting. A lot of printed words
will generate little response from staff with busy professional lives. Relevant information
should be presented in a succinct, accessible style. Long lists or meaningless prose will not be
appreciated. Staff need to engage with key issues in an informed way. Staff need to know and
understand the essential points that relate to their practice in order to make a judgement.
q INSET should focus on issues that are relevant to the individual school and which will
lead to a confirmation or change of practice. Staff need to feel confident that they are
working with colleagues they trust if they are to be open about such an emotive subject.
INSET co-ordinators need to plan their groups with care, not allowing dominant
individuals who do not ‘have a problem’ to lead or intimidate others. All staff should be
committed to an open, honest approach to discussing individual and whole-school
problems. The use of case studies will enable staff to share concern about a particular
problem. All discussions should be solution-oriented.
q The frequency of INSET days, half-days or twilight sessions will also influence the quality
of the programme and subsequent outcomes. Isolated days that are scheduled in a random
manner throughout the year will not promote active, all-inclusive debates on policy,
procedure and practice. Time needs to be invested in building a positive, supportive
atmosphere among staff. Given the restrictions of the school day, whole days of training
followed by twilight sessions may provide the most appropriate structure. Senior managers
and INSET teams would have to consider this aspect of organisation in their planning.
q The venue is also important. It is sometimes beneficial to use an off-site venue to
generate the right atmosphere in which teachers can feel confident. When INSET is
school-based, the careful selection of rooms, chairs, tables and display equipment is
important. The room should be large enough to accommodate the group, without being
too large. Chairs should be comfortable – not at varying heights, or in rows. Tables
should be provided if staff are expected to write. Display equipment (video, overhead
projector and flipcharts) should be visible to all. Technical equipment should be checked
before the session. If staff require pens/pencils and paper, these should be available.
SUBJECT-BASED INSET
In the great majority of primary and secondary schools and in most areas of the
curriculum, teachers have sufficient command of the subjects they teach and adequate
pedagogical skills to teach them satisfactorily to the groups assigned to them. However,
Section 6 · Whole-school in-service education for teachers

there are some subjects where, in a minority of schools, teachers’ command is weak or
where there are serious weaknesses in key aspects of methodology, such as the
appropriateness of activities and the pace and challenge of lessons. Local circumstances and
national shortages mean that some schools are unable to provide specialist teaching for all
their pupils, so that some teachers are obliged to teach lessons in subjects in which they
lack adequate qualifications and/or experience. In primary schools, where all staff teach all
subjects, it is difficult for subject co-ordinators to provide sufficient guidance. There is often
a lack of confidence and knowledge. Additionally, many teachers are ill equipped to deal
with the need to teach basic literacy skills to pupils who have fallen behind their peers.
In all subjects, the knowledge required of teachers evolves continuously; in some,
maintaining a sufficient level of skill demands opportunities for practice beyond the
teaching situation. Changes in curriculum content also need to be understood and applied.
Rapid technological changes, particularly in IT, likewise demand that teachers keep abreast
of the possibilities these offer to improve the teaching of their subject. For all these reasons,
regular and systematic subject-specific staff development through in-service training, both
for specialists and for non-specialists, remains a major concern if schools are to maintain
and improve their effectiveness.
Planning INSET · 25

The DfEE (2001b) recognises the value of external provision, but places certain conditions
in the form of a Code of Practice for CPD providers. These conditions mirror many of the
characteristics of effective CPD identified in the previous chapter. They include:
q delivery of suitably skilled and experienced trainers
q materials of a high standard (content and presentation)
q differentiation to meet all participants’ needs
q a well-prepared venue
q content and processes informed by recent, relevant research/inspection evidence.
As O’Brien and MacBeath (1999, p. 76) suggest, consultants need to understand that:
q development must be in a supportive climate
q providers must understand the context
q development and change happen if people see an advantage
q teachers must be seen at different stages of career and personal development
q development is active, not passive.
Chapter 26
USING A CONSULTANT
Checklist
Why employ a consultant?
q When the specialised expertise of the consultant is not available in the school or LEA
q When those within the school who have the expertise to train others are overstretched by
other work
q When support is needed for an in-school training programme in planning, in delivery or
in using the consultant’s wide experience to compare the programme with others
q When the consultant has carried out a larger programme in the school of which training
forms a part.

Using a consultant · 26
Checklist
How to manage a consultant
q Is the consultant reliable? Check with previous clients, discuss achievements, ask to see
written references and feedback.
q What is the problem? The client must be clear exactly what it is that the consultant is
being asked to do. Expect the consultant to press this point until it is absolutely clear,
maybe helping to redefine the problem or to uncover any hidden agenda. Does the
consultant suit the problem?
q What results are expected? The consultant will be as anxious as the client to have a desired
goal or target state of affairs. Write up a brief form of job description or contract in which
the task is agreed.
q Manage the consultant – do not let the consultant manage the client work: meet
frequently, facilitate, make arrangements, make people available, learn from the way the
consultant operates.
q Give the consultant feedback during the consultancy and at the end. Feedback can help
the quality of performance, just as it can with employees. If there is to be a final report,
discuss it with the consultant before it is finally presented: it should contain no surprises if
the client has stayed in contact.
q Expect follow-through. Beware of consultants who produce recommendations but cannot
help to implement them. Consultants should be willing to face any technical or political
difficulties of implementation or to train staff in new skills. Expect as well a return visit
from the consultant to discuss the success of the consultancy.

In most schools, the monitoring of INSET and the evaluation of its effectiveness and
impact on classroom practice remain unsystematic (see Section 10). Even where these are
undertaken, few schools use the results to inform their future planning. Too little attention
is given to the impact such training has on classroom practice and on the raising of
standards, and arrangements for dissemination are generally unsatisfactory.
The Office for Standards in Education (OFSTED, 1996b) advises that schools need to consider:
q how to monitor INSET provision more closely and systematically
q how they might evaluate INSET, to determine its impact on improving subject teaching
and raising standards of pupils’ achievements
q giving greater attention to dissemination and to follow-up activity, to sustain the
momentum of training, to broaden expertise and to share good practice
q making IT an INSET priority: teachers should have sufficient familiarity with a range of
IT facilities and the skill to apply these to the teaching of their subject
q the INSET needs of teachers and support assistants concerning provision for pupils with
special educational needs, in order to help them deliver the teaching programmes
devised for individual pupils.
The following checklist relates subject-based INSET to classroom practice.
Chapter 27
MONITORING INSET
Checklist
How to evaluate the effectiveness of INSET
Where INSET is seen to be having positive effects, these include:
q a more confident grasp of subject knowledge
q a heightened awareness of different teaching methods
q a sharper approach to matching work to pupils’ needs
q more effective questioning techniques
q better curriculum documentation
q closer collaboration between special educational needs (SEN) support staff and class
teachers.

The characteristics of such INSET are:
q detailed planning and close match to identified need
q clear objectives agreed with participants
q clear relationship to classroom needs
q use of teachers’ prior knowledge and experiences
q adequate provision of follow-up activity
q a mutually supportive but self-critical staff, committed to the raising of standards
q support, encouragement and realistic expectations by senior management.
Monitoring INSET · 27

Whole-school in-service education for teachers should relate directly to the performance
management process. Teachers’ needs should be identified and targets set in the context of
the school development plan. It is important to identify these needs and, where possible,
plan whole-school INSET to accommodate training. This ensures that the performance
reviews are completed and that INSET is relevant. The following points should be
considered as factors leading to effective INSET related to performance management:
q training needs are identified at school level following reviews and the drawing up of the
school development plan
q the teachers whose needs are identified are the ones selected for training; there are no
substitutions; more than one teacher attends from each school
q heads/senior managers are fully aware of the purpose of the training and the expected
outcome
q the training forms part of a coherent programme and is not a ‘one-off’
q the training requires preparatory work by the teachers
q the training is sufficiently extensive to allow work in school before and between sessions,
to enable reflection and consolidation
q trainers are fully briefed
q training groups are comparatively homogeneous or the training is targeted to the
identified needs of the participants and sufficiently differentiated to take account of their
varying levels of expertise
q the range of provision includes on- and off-site courses, guided reading, classroom
support, support groups and distance-learning materials
q dissemination strategies are built into the course – participants are given the time to
disseminate what they have learnt and are encouraged to do so
q training is followed up by some form of support in school.
Chapter 28
INSET AND PERFORMANCE
MANAGEMENT

The following case study describes an INSET programme focusing on behaviour management.
INSET and performance management · 28
Demonstrating good practice
An example of good practice is a course that emanated from a collaborative approach to INSET
in a large suburban co-educational primary school and is also applicable to secondary schools.
Teachers had expressed concern over increasing problems with individual pupils and classroom
management. They felt that the existing discipline policy and procedures did not meet pupil
needs. As a consequence, teachers were highly stressed, and staff and pupil absenteeism was
prevalent. The headteacher, in consultation with LEA support agencies and his staff, devised a
course that focused on managing behaviour. The course programme was based on a series of
examples of good practice demonstrated on video, including:
q positive correction
q consequences
q prevention
q repair and rebuild.
The course ran during twilight sessions over a six-week period. The following statement
introduced the courses:
Behaviour management is an important area when considering raising expectations. Issues
about behaviour and discipline are in the frame each and every working day and new and
proven strategies are surely welcome to [all teachers].
Source: Priest (1997)
The value of this course was in its common-sense, jargon-free strategies of helping teachers
prepare for dealing with the situations that are likely to occur in the classroom:
q the child who refuses to leave the room
q the child who answers back
q the noisy classroom.
The examples were all the more convincing and absorbing because the presenter comes
across as a colleague, speaking from experience and explaining strategies that clearly work in
the classroom.
In the first of the examples, positive correction, the presenter states the painfully obvious
truth that most teachers under stress will correct a pupil from feelings of anger rather than in
a reasoned, calm and rational way. It is explained that behaviour management is an
emotional issue, but that there are more efficient and successful methods of correction than
resorting to intrusive and confrontational ways. Amongst the strategies discussed and
demonstrated in classroom settings are the following:
q tactical ignoring by teachers
q distraction and diversion
q cool-off time and rule reminders.
‘Take-up time’ is also defined; this gives a pupil enough time to do what the teacher asks
and enough time to allow both of them to save face.
Case study 28.1

Section 6 · Whole-school in-service education for teachers
The second example, consequences, deals with the emotive issue of bullying and how to deal
with a pupil who rushes out of the classroom. It highlights the importance of children being
helped to make connections between their behaviour and the result that has come about. It
also emphasises the importance of ‘certainty’ rather than ‘severity’, and by this stresses
crucially that there is always follow-up by the teacher after an incident, even if it is not
possible at the end of the lesson or day.
The third example, prevention, looks at how schools can maximise positive behaviour by
way of a structured framework and approach, used and agreed by all staff.
The final example, repair and rebuild, explores skills and strategies to encourage pupils to
respect the rights of others and to take responsibility for their own behaviour. This could be
linked with the Code of Practice (DfE, 1994). It also deals with how teachers can restore
strained relationships and break the cycle of attention-seeking and power games.
The examples were eminently suitable for staff discussion on behaviour management. If staff
could be encouraged to attend more INSET programmes in this area, the headteacher was
confident that the videos could form the basis for very worthwhile discussion as they provide
a visual, rather than written, stimulus that is a welcome and accessible source on the subject.

This section has focused on the planning, management and delivery of a whole-school
in-service education for teachers programme. Key points to consider are:
q INSET is a very important part of professional development that requires detailed
planning involving all staff
q Staff should recognise their training needs in relation to the objectives of the school and LEA
q Performance management should be linked to INSET
q INSET should be followed by action plans, monitoring evaluation and review.
Executive summary
Now that whole-school INSET has been examined, the next section presents details of
national initiatives: external agencies.

6.1 INSET programme – managers and leaders 157
6.2 Management value statements 158
6.3 Management and learning 160
6.4 Classroom management and learning 163
6.5 A questionnaire for teachers 165
Workshop materials

Workshop 6.1
INSET PROGRAMME – MANAGERS AND LEADERS
Workshop 6.1 presents a worked programme for senior management teams. Whole-school
in-service education should begin with an analysis of values and beliefs. This programme is
a worked example of middle and senior management development. It aims to take
participants through a variety of activities relating to leadership, management and
administration. The programme was designed and facilitated by a university-based
consultant. As a model, it is applicable to primary and secondary schools.
Friday 6.00 Welcome
6.15 Beliefs and values
6.45 Vision and mission
7.15 Teams
7.45 Dinner
Saturday 9.00 Classroom management learning
10.00 Targets
10.45 Break
11.00 Staff development
11.30 Communication
12.30 Lunch
1.15 Planning
2.15 Evaluation – health checks
3.15 The way forward? Roles and responsibilities
4.15 Summary and action plan

Workshop 6.2
MANAGEMENT VALUE STATEMENTS
Workshop 6.2 provides examples of proformas that can be completed by staff. A shared
understanding of colleagues’ values and beliefs will provide a starting point for
whole-school development. Where differences occur, these should be accepted and
respected. The following exercise can be used with the whole staff or small teams. The
aim is to determine values held by staff. Part 1 requires participants to state what they
value and what they do to reflect their values in practice. The referencing and comment
columns are for editorial and development work following Part 2 of the exercise.
Part 2 again asks participants to state what they value but asks for a behaviour statement,
e.g. how they relate to each other, or how they talk to their students. Again, referencing and
comments are required for editorial purposes and development. The facilitator would have
the task of coding and editing each response and guiding participants as to the
identification of shared values.
The facilitator should be someone external to the organisation, with expertise in management
processes.
This exercise could lead to a more specific exercise on school development planning:
vision/mission statements.
Part 1
Reference What we value What we do Comment

Part 2
Reference Value Behaviour statement Comment

Workshop 6.3
MANAGEMENT AND LEARNING
Workshop 6.3 provides a series of evaluative questions that enable practitioners to develop
a shared understanding of the relationship between management and learning.
This exercise can be completed individually or in groups as part of a team or whole-school
INSET session (day or twilight). The aim is to evaluate practice, focusing on the evaluation
of management issues and their impact on pupil learning.
The choice of facilitator would depend on the size of the group. Subject teams could be led
by their co-ordinator; whole-school staff could be led by a senior manager. It would be
useful if responses were shared among colleagues with the aim of improving practice.
Teachers may consider their role in terms of pupils, parents, school and community.
Questions relating to classroom management and learning could be structured in an
objective way (Brighouse, 1978):
Teacher with pupils Comment
q To what extent am I aware of, and do I take account of,
individual needs?
q Am I aware of pupils with particular problems?
q How do I deal with them?
q How do I respond to poor attendance?
q How do I respond to behavioural problems?
q How well do I know my pupils?
Teacher with parents Comment
q Do I know the parents?
q How effectively do I communicate with parents?
q Is there a shared understanding of how their child should
behave, and about attendance?
q Is the home situation stable or changing?
q How well do I know the family?
School and its environment Comment
q What is the general appearance of the school like – playground,
corridor, classroom, lavatories, playing fields?
q Who ensures that displays are of quality and reflect all pupils’
work?
q What is the manner in which pupils move around the school
between lessons, during breaks and at the start and end of
the day?
q How would the noise level be described?

School and its practice Comment
q What is the provision for pupils with behaviour problems?
q How are teaching and non-teaching staff supported when
dealing with discipline-related matters?
q What staff training opportunities are there?
q How well does the school communicate with LEA support
agencies and advisers?
q How effective is the discipline policy?
q Does policy reflect practice?
q Are there sufficient discipline procedures and practices to
support staff and pupils?
q Praise, rewards and sanctions – what are used and why?
q What opportunities are given for the development of initiative
and responsibility?
q What is the procedure for checking lateness and absence?
School and communication Comment
q How does the school communicate with members of the wider
community?
q Are there adequate opportunities for all members of the school
community to express their views?
q What consultative process is used to help arrive at policy
decisions related to discipline?
q What are the links with the EWO (education welfare officer),
educational psychologist and schools’ advisory service?
School and parents Comment
q How is a parent first introduced to the school?
q How do parents personally meet members of staff?
q Are there opportunities for parents to meet staff
– as a matter of routine?
– at their own or the school’s request?
q Is there a parents’ association? What are its functions? Is it
effective?

The list of points to be considered in the evaluation is by no means exhaustive. All schools
have their own needs, which should be identified, and the school’s response to each
should be evaluated. Much of the above is objective and school-oriented, however;
teachers will have their own belief and value systems that also need to be evaluated.
q What are the various kinds of meetings held for parents? What
proportion of parents attend meetings and how is information
communicated to those who do not attend?
q Do parents know and understand the school’s discipline policy,
procedures and practices?
q How are parents aided and encouraged to be interested in
helping their children to achieve their potential?
q Is there a home–school contract?
q How does the school meet family needs?
q Is information to parents communicated appropriately, in a
language and style that is understood by members of the family
for ethnic groups, translated into their own language?
School and community Comment
q Does the school see itself as a focus of the community? How
does it promote such an image?
q How does the school ensure good relationships with the local
community?
q What is the relationship between the school and community?
q Are pupils involved in any way with local community service?
q Does the school have regular contact with the local family
centre?
q How closely does the school work with social services in order
to meet community needs?
q How well does the school relate to the cultural aspirations of
the community in terms of behaviour, respect and family
values?

Workshop 6.4
CLASSROOM MANAGEMENT AND LEARNING
Workshop 6.4 provides guidance on how staff should prepare for the classroom, with
evaluative questions on pupils’ experience of learning. This exercise is content-driven; it
aims to guide practitioners to evaluate their practice. The exercise could be completed on
an individual basis prior to an INSET session (day or twilight), leading to more focused,
open discussion. Participants will need to understand the importance and relevance of self-
evaluation and self-development (see Section 5).
Central to the management of discipline in schools is the level of self-esteem that
emanates from the teacher. Teachers with low self-esteem will be unable to participate.
Teachers can gain confidence by adopting a few straightforward procedures to meet their
needs (Haigh, 1997, pp. 20–2):
q Preparation: reflect on the successes of the previous lesson, repeat these strategies,
prepare lesson content around available resources, note any particular problems with
pupils or class
q Starting the day: arrive early and take time to check whether everything that is required is
at hand, rehearse lessons mentally and aim to make a good, confident start to each
lesson; allow time to consult with colleagues about individual pupil and class needs
q Colleagues: be a good team player by making well-researched suggestions on strategies
to overcome difficulties with disruptive pupils, listen to advice when offered, collaborate
with all agencies to gain support, be assertive when appropriate
q Senior managers: do not waste time discussing their failings as managers or your own
perception of their attitude towards your work, but find ways of working with them. They
are busy people who may not feel that it is appropriate for them to deal with every
discipline-related incident that occurs in their school. Be pleasantly assertive when you
feel that your needs are not being met
q Keep things under control: teaching is filled with false starts, incomplete conversations,
classes that arrive at the wrong time, pupils that behave in an irrational manner. Do not
strive for all-round perfection, make priorities and be ready to say no; work within your limits
q Pupils: if discipline is a problem, it must also be made a priority before it starts to cause
unacceptable stress. Do not cover it up; seek support from a mentor or understanding
colleague and from sympathetic senior managers. A major difficulty with a particular
pupil or class should be a whole-school issue and not a private problem. Be assertive,
ask for time to talk about the problem, and make it clear that you need support. Try hard
not to take a pupil’s misbehaviour as directed personally to you. Take opportunities to
discuss discipline problems with colleagues, senior managers and support agencies
q Colleagues: give feedback to them when you have received help; this will make both of
you feel better and encourage others to support you
q Get a life: not participating in anything other than school is a downhill step and bad for
self-esteem, for mental health and for the ultimate well-being of pupils
q Keep fit: feeling fit is good for self-esteem and helps to get you through a tiring week

q Focus on the manageable: move the focus from teaching to particular teaching tasks. An
alternative approach to thinking that a class is difficult and beyond your ability to cope is
to start thinking what, and who, makes the class difficult; then devise ways of dealing
with these individual issues
q Change direction: if a school or area is not suited to you, move
q Celebrate success: it is in the nature of conscientious people that they dwell on things that
go wrong. Try to think what has gone well; this will give you the energy to deal with
problems as they arise.
Remember, teachers’ perception of themselves will impact on the self-esteem and
confidence of their pupils.
Managers need to know what the pupils’ experience is on a day-to-day basis.
Consider: Response
1 How often does the pupil negotiate the lesson outcomes?
2 How often, and for how long, does the pupil discuss the process of the work?
3 To what extent does the learning style meet the pupils’ needs?
4 What is the ratio of praise to blame?
5 In written work, are processes and outcomes commented upon?
6 Does the pupil know the criteria for good or bad?
7 How does assessment apply to process?
8 What is the total length of time spent ‘on task’?
9 To what extent is the pupil left to find their own way through?
10 How is the pupil encouraged to reflect?
11 How many learning styles does the pupil encounter in a day/week?
12 Is the pupil given the opportunity to demonstrate a range of competencies?
13 Are problems always assumed to have a solution?
14 Are pupils encouraged to find multiple paths through their learning?
15 Do reports to parents refer to learning styles?

Workshop 6.5
A QUESTIONNAIRE FOR TEACHERS
Workshop 6.5 focuses on learning; the questionnaire examines the relationship between
process and outcomes. This provides managers with a lead into discussing teaching and
learning styles.
This exercise would be very useful for subject-based teams. The aim is to determine where
a teacher is in relation to teaching and learning styles. The exercise would be well placed at
the start of a subject/department team meeting on course development/raising
achievement. It could be facilitated by the subject co-ordinator/head of department.
Rate the following statements on a 1–5 scale (1 = agreement) Rate
1 My job is to get across the facts
2 What the pupils need to know is in the textbooks and on the worksheets
3 Essentially, I have to be in control of the classroom
4 I have to decide on the learning outcomes
5 It’s up to me to decide on whether the pupils have learnt something
6 I have to be in charge of the resources
7 The pupils do not need to know the end point; they just have to cope with each step
8 If the pupils do not learn something, they just need to work harder
9 There is a lot of material that the class must get through; that is the main task
10 I must look for the right answers.

29 National standards for teachers 170
30 The General Teaching Council 176
31 Investors in People 179
Section 7
A FRAMEWORK FOR PROFESSIONAL
DEVELOPMENT

In 2001, the DfES published a strategy for professional development, Learning and Teaching
(DfES, 2001a). This outlines the government’s commitment to the development of
practitioners and school leaders. Much of this policy is rooted in the government’s desire to
raise achievement in schools. Funding and training opportunities have been made available
to support the policy.
This section focuses on the government’s framework for practitioners:
q national standards
q the General Teaching Council – an emerging presence
q Investors in People.

The Teacher Training Agency (TTA) was established in 1994 by the government to review
and develop the training of teachers. Central to the TTA’s work is the issue of school
effectiveness set within the context of the government’s school improvement programme.
The stated purpose of the Teacher Training Agency is to raise standards in schools by
improving the quality of teacher training, teaching and school leadership, and by raising
the status and esteem of the teaching profession.
The work of the government agencies and the emergence of the Teacher Training Agency
led to a more structured approach to the issue of continuing professional development. In
1995, the agency commissioned MORI to survey teachers on the value and effectiveness of
INSET programmes. The results were disappointing. While INSET represented a huge
investment nationally of around £400 million per annum, teachers were less than
enthusiastic about the impact of existing programmes on improving their practice.
In response, the Teacher Training Agency has developed a structure of national standards
for teachers in order to promote well-targeted, effective and co-ordinated continuing
professional development. The national standards framework is designed to:
q establish clear and explicit expectations of teachers
q help set targets for professional development and career progression
q help to focus and improve training and staff development at national, local and school level
q ensure that the focus at every point is on improving pupil achievement
q recognise the expertise required and held by effective headteachers and teachers in schools.
National standards provide a focus for professional development for:
q newly qualified teachers
q advanced skills teachers
q subject leaders – National Professional Qualification
q special educational needs co-ordinators – National Professional Qualification
q aspiring headteachers – National Professional Qualification for Headship
q serving headteachers – National Professional Qualification for Serving Headteachers.
Table 7.1 indicates the relationship between the TTA national standards and positions of
responsibility in schools.
Chapter 29
NATIONAL STANDARDS FOR
TEACHERS

MANAGEMENT
The TTA recognised that a focused approach to management and leadership was required,
encompassing:
q strategic leadership
q organisational leadership
q teaching and learning
q community leadership
q staff appraisal and development
q school effectiveness.
The National Professional Qualification for Subject Leaders, the National Professional
Qualification for Headship, the Headteachers’ Leadership and Management Programme and
the National Professional Programme for Serving Headteachers illustrate the approach of
the Teacher Training Agency to confirming professional development.
The National College for School Leadership (NCSL) controls leadership training
programmes for aspiring, new and practising headteachers, and middle managers (subject
leaders), and administers funding for Networked Learning Communities, enabling and
encouraging schools and teachers to work collaboratively on issues of mutual concern and
interests (www.ncsl.org.uk).
A further example of the government’s continuing professional development strategy for
teachers is that of the advanced skills teachers. This non-managerial route to promotion
and higher pay is detailed later in this section.
National standards for teachers · 29
National standards Position of responsibility
Initial Teacher Training Student
Newly Qualified Teachers Practitioner following induction/mentoring
Advanced Skills Teacher Mentor to new appointees/NQTs/colleagues
National Professional Qualification for Head of department
Subject Leaders Key stage co-ordinator
Subject co-ordinator
Head of year
National Professional Qualification for Head of special educational needs
Special Educational Needs Co-ordinators
National Professional Qualification for Deputy headteacher/aspiring headteacher
Headship
Headteachers’ Leadership and Newly appointed headteacher
Management Programme
Leadership Programme for Headteacher
Serving Headteachers
Table 7.1 TTA National standards in relation to positions of responsibility in schools

NATIONAL PROFESSIONAL QUALIFICATION FOR
SUBJECT LEADERS (NPQSL)
The national standards set out the knowledge, understanding, skills and attributes that relate
to the key areas of subject leadership. The standards define expertise in subject leadership and
are designed to guide the professional development of teachers, aiming to increase their
effectiveness as subject leaders or of those aspiring to take responsibility for leading a subject.
While standards apply to all schools, they will need to be applied and implemented
differently in schools of different type, size or phase. For example, they will need to be used
selectively in smaller primary schools, where headteachers may retain more of the defined
roles than in larger primary schools. The degree to which subject co-ordinators in primary
and special schools can use the specified knowledge, understanding, skills and attributes in
order to carry out the key tasks in these standards will depend on their experience and the
opportunities to develop their role. The subject leader standards are based on how
experienced and effective co-ordinators provide leadership in their subject(s).
NATIONAL STANDARDS FOR SUBJECT LEADERS
The core purpose is to provide professional leadership and management for a subject to
secure high-quality teaching, effective use of resources and improved standards of learning
and achievement for all pupils. The key areas of subject leadership are:
q Strategic direction and development of the subject: Within the context of the school’s
aims and policies, subject leaders develop and implement subject policies, plans, targets
and practices
q Teaching and learning: Subject leaders secure and sustain effective teaching of the
subject, evaluate the quality of teaching and standards of pupils’ achievements and set
targets for improvement
q Leading and managing staff: Subject leaders provide to all those with involvement in
the teaching or support of the subject the support, challenge, information and
development necessary to sustain motivation and secure improvement in teaching
q Efficient and effective use of resources: Subject leaders identify appropriate resources
for the subject and ensure that they are used efficiently, effectively and safely.
The standards are in five parts:
1 Core purpose of subject leadership
2 Key outcomes of subject leadership
3 Professional knowledge and understanding
4 Skills and attributes
5 Key areas of subject leadership.
Although subject leaders must have a good grasp of the subject and lead by example
through the quality of their own teaching, these standards focus primarily on expertise in
the leadership and management of a subject. While some aspects of leadership and
Section 7 · A framework for professsional development

management are generic, others are specific to the subject and type of school. Training and
development for subject leadership will provide a good grounding in many of the leadership
and management skills necessary to take on broader and more senior management roles.
Blandford (2000, p. 66) lists the purposes of the standards:
q to establish clear and explicit expectations of teachers
q to help set targets for professional development and career progression
q to help to focus and improve training and staff development at national, local and school levels
q to ensure that the focus at every point is on improving pupil achievement
q to recognise the expertise required of effective headteachers and teachers in school.
NATIONAL PROFESSIONAL QUALIFICATION
FOR HEADSHIP (NPQH)
The key principles on which the NPQH is based are: to provide a high-quality national
professional qualification for aspiring headteachers that:
q draws on the best management practice inside and outside education
q provides an assurance to governors and others that the newly appointed headteachers
have the necessary foundation of school leadership and management knowledge,
understanding and skills to perform successfully against a national standard
q is rigorous enough to ensure that only those fitted for headship gain the qualification,
while being sufficiently flexible to take account of candidates’ existing proven skills and
achievements
q drawing on existing good practice, incorporates national criteria to help candidates,
headteachers, governors and LEAs review potential for embarking on the qualification
q provides a baseline from which newly appointed headteachers can, in the context of their new
school, continue to develop their leadership and management abilities through the
Headteachers’ Leadership and Management Programme (HEADLAMP).
The NPQH sets out the knowledge, understanding, skills and attributes that relate to the key areas
of headship. While more experienced headteachers will have different needs from their newly
appointed colleagues, all headteachers are expected to provide leadership and management that
secure high-quality teaching and learning and raise standards of achievement.
1 Core purpose of headship
2 Key outcomes of headship
3 Professional knowledge and understanding
4 Skills and attributes
5 Key areas of headship.

HEADTEACHERS’ LEADERSHIP AND MANAGEMENT PROGRAMME
The HEADLAMP initiative placed the locus of choice and spending power with governing
bodies and headteachers rather than with LEAs. All appointees to first headships are
entitled to a grant of £2500 from the Department for Education and Employment (DfEE),
via the TTA, to be spent within two years of their appointment in return for training
received from HEADLAMP providers. The choice is wide; currently the HEADLAMP list of
registered providers has 198 entries and these include HEIs, organisations such as Gallup
and Relate, independent companies and partnerships, individual consultants and some, but
not all, LEAs.
LEADERSHIP PROGRAMME FOR SERVING HEADTEACHERS
The national standards set out the knowledge, understanding, skills and abilities that relate
to key tasks of headship in five key areas. The standards are designed to serve as the focal
points for the training and development of both aspiring and serving headteachers. While
more experienced headteachers will have different needs from their newly appointed
colleagues, all headteachers are expected to provide leadership and management that secure
high-quality teaching and learning.
The standards have been revised as a result of consultation on the NPQH, and build on the
considerable work already done in this area by OFSTED, schools, LEAs, HEIs and other
agencies. The standards also reflect the considerable work undertaken on management
standards by those outside the education profession.
The headteacher is the leading professional in the school. Working with the governing
body, the headteacher must provide vision, leadership and direction for the school and
ensure that it is managed and organised to meet its aims and objectives. With the
governing body, the headteacher is responsible for the continuous improvement in the
quality of education: for raising standards, for ensuring equality of opportunity for all, for
the development of policies and for ensuring that resources are efficiently and effectively
used to achieve the school’s aims and objectives. The headteacher is responsible for creating
a productive, disciplined learning environment and for the day-to-day management and
organisation of the school, and is accountable for this to the governing body.
1 Strategic direction and development of the school
2 Learning and teaching
3 People and relationships
4 Development and deployment of people and resources
5 Accountability for the efficiency and effectiveness of the school.

ADVANCED SKILLS TEACHERS
The idea of an advanced skills teacher (AST) was first mentioned in the government White
Paper, Excellence in Schools (DfEE, 1997b) as a means of providing a ‘fast track’ for excellent
teachers who wish to stay in the classroom rather than taking on senior management posts.
The objective is to appoint teachers in areas that receive special funding from the
government to raise standards.
Advanced skills teachers will be classroom-based with extra duties, such as acting as
mentors for NQTs and advising other teachers. They could spend up to 20 per cent of their
time in other schools to help them disseminate best practice. They will have no
management duties. Teachers would only be able to apply for AST posts after they had been
licensed following an assessment process. The government intends that only a small
number of teachers will become ASTs.
OTHER STAKEHOLDERS
In addition to the National Standards (TTA 1998), professional development is linked to
other stakeholders.
CPD coordinators are the first link between the school and the teacher. It is essential that
attention be paid to the needs of all stakeholders, which includes those who provide funds
(Government agencies, LEAs and schools), the school (including the senior management
team), pupils, parents and the teachers undertaking CPD themselves. The key stakeholders are
The Department for Education and Skills (DfES), local education authorities (LEAs), Ofsted,
the school, the individual teacher, pupils, parents and providers of CPD.
q The Department for Education and Skills (DfES) allocates the ‘Standards Fund’ to LEAs and
schools. The department administers schemes to support individual teachers such as the Best
Practice Research Scholarships (BPRS), sabbaticals and bursaries. It is essential that CPD
coordinators are aware of such opportunities, and reference to the DfES website
http://www.dfes.gov.uk provides up-to-date information.
q Local Education Authorities (LEAs) handle a proportion of the ‘Standards Fund’ and provide
In-Service training opportunities, in order to address priorities contained within the LEA
Educational Development Plan. LEAs have a responsibility to demonstrate that schools within
the authority are collectively meeting performance-related targets. CPD coordinators must
demonstrate how provision within the school addresses the LEA’s development needs, and how
the LEA can, in exchange, service the needs of teachers in schools.
q Ofsted is instructed to make judgements on the quality of individual schools’ CPD provision,
the effectiveness of this provision and to inspect CPD providers who receive public money to
support the provision. The website address is http://www.ofsted.gov.uk
Source: Field (2002, p. 6)

The General Teaching Council (GTC) recognises that, as a government agency, it is working
in partnership with the TTA and DfES:
The TTA and DfES have in combination used the rafts of National Standards to develop a
professional framework for teachers. Teachers are able to benchmark their performance against
a set of standards appropriate to their position, and also to identify targets for development at
higher professional levels. This serves as a useful basis for career development, in that it
provides the opportunity for consistency and common ground when:
q talking about practice
q observing each other
q collaborating on the development and evaluation of materials
q teaching/coaching each other.
Source: GTC (2002a)
As a strategy, the GTC advises schools and teachers to consider the following points (based
on Carol Adam’s presentation to the first CPD Update Conference (March 2002):
INVESTING IN OUR FUTURE
The key steps to continuous improvement are achieved by focusing on the quality of
teaching and learning through professional standards and professional development.
Why CPD is crucial for the teaching profession
q Teachers are at the heart of realising a sustainable future; investment is needed for
qualitative improvement in teaching
q Teachers must lead ideas about teaching and learning
q A sense of confidence must be renewed across the profession
q People must be encouraged and inspired to join and stay in the profession.
Chapter 30
THE GENERAL TEACHING COUNCIL

Learning communities
q Schools as learning communities with teachers setting standards for their own development
q Articulation of professional learning and practice
q Professional portfolios and career long learning.
Extended learning networks
q On-line learning enhanced and enriched by professional knowledge and experience
q All teachers have access to the wider profession of educators
q Enhanced opportunities at cyclical intervals (new teacher, mid career, experienced)
q Flexible opportunities beyond the classroom.
Teachers’ professional time
q Recognise the need for time and flexibility to fulfil the full range of professional
responsibilities – develop a minimum entitlement
q Explore, evaluate and publicise different models of school management and organisation
q New approach to the school day, week and year.
Continuing Professional Development
Proposals:
q government is asked to make a clear commitment over the next five years to provide an
entitlement to professional development for every teacher including part time and
supply teachers
q a new concept of development based on a range of opportunities to meet individual and
school needs
q focus on sharing effective practice to support teaching and learning.
Progress to date:
q professional development following induction
q focus on teachers beginning their careers
q sabbaticals.
Professional learning framework
q Develop a shared understanding of the parameters and purposes of CPD
q Raise teachers’ expectations
q How teachers contribute to collective knowledge
q Framework for school leaders to make time and support available
q Influence national policy and funding.
The General Teaching Council · 30

Professional learning framework – areas of experience
Individual action:
q Self/peer/school review e.g.
– observation
– pupil data
q Engaging with research e.g.
– evidence of effective practice
– access to educational research
– designing and conducting research.
Networks within the school:
q Collegial learning at the heart of professional practice e.g.
– lesson study
– team teaching
– peer coaching
– mentoring
– whole-school collaborative enquiry
q Developing own practice – leading changes e.g.
– implementing new strategies
– devising curriculum approaches
– new ways of working with other adults
– constructing own strategic learning plan
q Assisting the development of colleagues’ practice e.g.
– demonstration lessons
– tutoring and supporting
– leading INSET
– supporting identification of needs
q Informing professional understanding beyond the school e.g.
– set up/maintain learning networks
– use technology to broaden networks
– develop and evaluate initiatives
– take part in professional dialogue on national policy
– run seminars/courses at LEA/HEI level.

Investors in People (IIP) is a Department of Education and Employment (DfEE) initiative
administrated by the Training and Enterprise Council through regional centres. The scheme
was designed by the Confederation of British Industry (CBI) in consultation with leading
professional and business organisations, trade unions and the Institute of Personnel
Management (IPM). It was developed by the National Training Task Force (NTTF) and
launched on a national scale in 1990. The CBI and NTTF considered that the British
economy would better meet the changing demands of the global economy if organisations
and institutions were to put more emphasis on staff involvement and development.
The IIP standard aims to help organisations and institutions of all kinds to improve their
performance and effectiveness by realising the full potential of their workforces. The fastest
growth sector for the take-up of IIP is currently that of schools. It is recognised that the IIP
standard contributes the best business practice, combining policy and practice to inform
staff development.
The four principles upon which IIP is based are:
1 commitment from the top levels of the organisation to develop all employees to meet its
strategic objectives;
2 planning and reviewing the training and development needs of employees;
3 action to train and develop individuals on recruitment and throughout their
employment;
4 evaluation to access the achievement resulting from investment in training and
development to improve future effectiveness.
The continous cycle of improvement emphasises schools as learning institutions and
provides a unity of purpose and a clarity of vision. The IIP principles involve all employees
in reviewing practice and setting targets. The IIP standard seeks to improve performance
through people, while setting a level of ‘good practice’.
Chapter 31
INVESTORS IN PEOPLE

IIP IN SCHOOLS
The IIP process:
q gives schools the opportunity and focus for involving all staff in school development planning;
q indicates to all staff that they are valuable members of the institution
q allows schools to identify gaps in internal communication patterns and to take steps to
improve them
q helps to pass on the professional development model of staff appraisal and to
demonstrate to staff that this model best meets individual needs
q allows school staff to benefit from being brought into contact with other
organisations/institutions working towards the same standard.
To achieve the standard, there are a number of procedures and processes that schools need
to have set in place:
q a central vision, expressed through a set of aims or mission statements, which must be
shared with and subscribed to by all staff
q clear internal communication systems
q a formal system of annually reviewing staff development and training needs
q a policy for meeting identified training and development, improving the effectiveness of
the school.
IIP procedures are rooted in good practice, encouraging schools to become learning
organisations. School management teams need to focus on staff development for all staff.
THE IIP PROCESS
IIP begins with the preparation of an audit of the school’s current position in relation to
the four key areas of the standard, and the creation of an action plan, including issues that
will need to be addressed at the implementation stage (Brown and Taylor, 1996).
Checklist
Initial audit – key areas
q Management methods and processes: Evidence is gathered from staff and governors
through a series of interviews, providing values material for the IIP portfolio
q A staff questionnaire: Evidence is gathered based on the four key areas of the standard. All
staff are requested to complete the questionnaire from all areas of the school community
q Action plan: A commentary is produced on the evidence gathered, recommending action
points, practical steps and timescales to take each of the key areas of IIP forward.

BENEFITS
The IIP standard assists schools in transforming themselves further, by looking for ways of
improving their operating procedures and processes. It aims to get the best out of staff by
motivating them to feel committed and valued, by giving them an understanding of what
their contribution can be to the school as a whole and the skills to fulfil their potential.
Brown and Taylor (1996) list additional benefits:
q funding is available to subsidise work in school
q the IIP standard demands that consultants help leadership in the school examine the reality of
life within the organisation they lead
q discipline and a structure is helpful to school staff and to making clear the consultants’
objectives and success criteria
q external assessment, based on systematic and consistent principles, permits schools to partake
successfully in the process.
IIP can be implemented effectively by focusing on minimal concrete goals. Continuous
improvement is a concept that permeates the school, where change and improvement are
constant. For success in IIP terms, senior and middle management need to demonstrate
support for all colleagues, have good communication and allow growth.
Investors in People · 31

This section has presented an introduction to professional development initiatives directed
by external agencies. Key points to consider are:
q National standards for teachers
q General Teaching Council
q Investors in People
q Government stakeholders.
A key question for schools is to what extent staff are working with external agencies.
Executive summary
The next section considers research and accreditation issues.

32 Qualified Teacher Status 188
33 Masters and doctorates in education 192
34 Research: Best Practice Research Scholarships 195
Section 8
ACCREDITATION AND RESEARCH

When staff development for teachers and support staff is being planned, professional
qualifications and research opportunities should be considered. All professionals have a
qualification from an award-bearing institution. In addition, professionals engaged in the
education of young people have the opportunity and potential to research their practice.
There has been much documented in the promotion of lifelong learning. The most
recent contribution comes from the National Advisory Group for Continuing Education
and Lifelong Learning (Fryer, 1997). Evidence from the report supported by both the
Kennedy Report on Further Education (Further Education Funding Council, 1997) and
the Dearing Review of Higher Education (National Committee of Inquiry into Higher
Education, 1997) indicates that the most senior professionals in the UK are those with
higher degrees.
The difficulty for teachers and support staff is how to relate their experience to awards
and research opportunities. While it is a mistake to equate either learning or
achievement with qualifications alone, teachers and support staff need to reflect on their
own learning in the classroom. Time needs to be invested in providing opportunities for
staff to reflect on their practice and to utilise such experiences in the context of awards
and research opportunities.
As the government report on lifelong learning (Fryer, 1997) states, an unnecessary
barrier to awards and research is created by the number of qualifications and the esoteric
language of research. A learning culture should be accessible to all members of the school
community. This would enable staff to develop knowledge, understanding, skills and
abilities related to teaching and learning. A learning culture should not be confined to
particular places, methods or forms of learning. Schools are judged on their ability to
stimulate learning, and this cannot be overstated. They should see themselves as an
important part of the wider network of partners in education. Mechanisms should be
identified to support staff in schools to develop skills to promote lifelong learning.
Higher education institutions (HEIs) have a particular contribution to extending
knowledge and skills through excellence in teaching, research and dissemination.
Commitment to strengthening the quality of the teaching profession and to
continuing professional development is essential. Award-bearing courses have many
advantages; they:

q provide a sharp, intensive stimulus to learning
q provide skill or knowledge not available on the job
q can be designed for intensive, rapid learning
q provide the professional spin-off of learning with, and from, a different group of people
q are an alternative to learning on the job.
The number and range of award-bearing courses in education is confusing. Higher
education institutions are in competition to gain the greatest number of students and to
have a research record that is rated highly by the academic community.
As McCall and Lawlor (2002b, p. 151) state:
The majority of readers will know that in relation to continuing professional development, the
word ‘accreditation’ has two meanings. First, it is the process of giving formal or official
recognition to an individual, group or institution when they have met certain designated
standards. The recognition may be for successfully completing an academic course, increasing
individual skills proficiency, meeting role-related expectations, or for achieving across the
whole of the institution a quality of performance that equals a standard laid down in specified
criteria. Second, the term can refer to ‘approval’ or ‘licence’ to carry on offering a specific type
of provision, to continue to be a ‘training-base’ for some award-bearing route, or to continue to
carry out some kind of self-review or self-evaluation.
Table 8.1 illustrates higher education awards in relation to the professional development
framework, further and higher education awards and the National Vocational Qualifications.
Section 8 · Accreditation and research
National standards Level Award-bearing courses NVQ
NPQSH H5 Doctorate Level 5
HEADLAMP H4 M.Phil. Level 5
NPQH H4 Master’s degree Level 5
NPQSL/NPQSENCO H4 Postgraduate/diploma Level 4/5
AST H3 Postgraduate/higher honours Level 4
NQT H3 Honours degree Level 4
NQT H2 Bachelor’s degree Level 4
H1 Certificate Level 3/4
City and Guilds Level 2
Table 8.1 The professional development framework/awards
This section describes the opportunities available to staff in schools in terms of:
q award-bearing courses
q practitioner research.

As shown, there is significant overlap between the awards. In this jungle of opportunities it
is difficult to decide which is the most appropriate course to follow. A possible way forward
is to look for multiple outcomes, i.e. using the same or similar material and experiences for
more than one award. As an example, the Teacher Training Agency has agreed to allow
NPQH candidates to submit master’s dissertations and assignments, where applicable, in
part fulfilment of the award. This is excellent use of the teachers’ expertise, leading to
headteachers with academic and professional qualifications.
The following chapters introduce a range of award-bearing courses, providing the reader
with an understanding of requirements for each level.

A range of opportunities exist leading to the award of Qualified Teacher Status (QTS), e.g.
B.Ed., BA, PGCE, Graduate Teacher Programme, Registered Teacher Programme, Graduate
Teacher Programme, School-Centred Initial Teacher Training, Accredited Training Scheme and
Overseas Trained Teacher Scheme. Each course can be followed full-time or part-time. Students
can train for primary courses according to age range (3–11 and 5–11), or secondary (11–18).
The standards apply to all trainees seeking QTS. Successful completion by a trainee of a
course or programme of initial teacher training (ITT), including employment-based
provision, requires them to achieve all the QTS standards, and courses must involve the
assessment of all trainees against all the standards specified for the award.
Qualified Teacher Status is a requirement for all those who teach in a maintained school
and, as such, represents the first national professional qualification in the professional
framework of standards and qualifications for teachers.
Qualified Teacher Status is awarded after satisfactory completion of a course of ITT, either
concurrently with, or after, the award of a first degree of a UK university or a higher
education institution with degree-awarding powers, or a qualification recognised to be
equivalent to a UK degree.
Within the national standards framework for teachers, the Teacher Training Agency (TTA) has
produced regulations for all newly qualified teachers, the main focus of which is knowledge
of, and ability to teach, the National Curriculum. In addition, newly qualified teachers need
to have achieved professional competence in planning, teaching and class management skills.
School management teams and mentors should be aware that newly qualified teachers will
need to demonstrate the ability to plan their teaching to achieve progression in pupils’
learning through:
q identifying clear teaching objectives and content
q setting tasks that challenge and interest pupils
q setting appropriate and demanding expectations
q setting clear targets for pupils’ learning, building on prior attainment
q identifying pupils’ needs
q making effective use of assessment information
q planning opportunities to contribute to pupils’ personal, spiritual, moral, social and
cultural development.
Chapter 32
QUALIFIED TEACHER STATUS

In the context of teaching and class management, the DfES/TTA also requires NQTs to:
q ensure effective teaching of whole classes, groups and individuals
q monitor and intervene when teaching to ensure sound learning and discipline
q establish a safe environment
q use teaching methods that sustain the momentum of pupils’ work and engage all pupils
q be familiar with the code of practice on special educational needs
q ensure that pupils acquire and consolidate knowledge, skills and understanding in the subject.
INITIAL TEACHER EDUCATION – PARTNERSHIP
The professional development of student teachers is now firmly rooted in partnerships
between local schools and higher education institutions (HEIs). Initial teacher education (ITE)
programmes are now set within a framework of shared practice that is dependent upon
mutual respect and understanding. A more detailed discussion of these issues may be found
in Managing Partnership in Teacher Training and Development (Bines and Welton, 1995).
Critically, school and HEI partnerships need to consider the management of discipline as a
key factor in training programmes and the assessment of students. It is also fundamental that
teacher training institutions should focus on organisational issues when they prepare student
teachers for professional practice. It is beneficial for teacher educators to work in schools in
order to experience the problems encountered by students and newly qualified teachers.
Any involvement in training teachers should be preceded by whole-school consultation,
taking into account the views of individual teachers, departments, parents, governors and
pupils. The school’s priorities, as identified in the school development plan (SDP), should
be considered at an early stage, and if ITE is to become a focus within the school, it should
be integrated with the professional development programme identified in the plan.
It is advisable to carry out a ‘cost-benefit’ analysis of what involvement in ITE will mean.
The cost to schools include those of time, resources, teacher expertise and the effect on
pupils’ learning of an increased emphasis upon training student teachers.
Qualified Teacher Status · 32
Checklist
What are the benefits to schools of ITE?
The benefits that can accrue from appropriately resourced involvement in ITE include:
q a raising of the school’s collective self-image, through involvement with higher education
q an enhancement of the reputation of the school, leading to possible improvements in the
recruitment and retention of staff
q access to the expertise and facilities of higher education
q greater individual and collective learning amongst teachers, leading to heightened critical
awareness of their practice
q career development opportunities for teachers involved in becoming professional tutors, or
‘mentors’ to student teachers.

School responsibilities should be considered alongside the more significant issues of funding,
potential increases in workload and the implications for pupils’ learning. The costs of providing
specific support such as adequate library and IT facilities for students should also be assessed.
MENTORS IN INITIAL TEACHER EDUCATION
If a school is to be involved in ITE, mentors or teacher tutors will need to be appointed
from within the staff. The mentor’s role is dependent on the definition of a school’s role in
training and on its ability to balance that role effectively with the central one of providing
high-quality education for pupils. The appointment of a mentor should be subject to fair
and open selection procedures. A mentor or teacher tutor should be an experienced teacher
with a sound knowledge of educational and curriculum developments.
Checklist
What are the responsibilities of the school?
The school is responsible for:
q developing consistent and worthwhile programmes for students of different ages and
stages in their learning and aptitudes
q formally assessing and counselling students, including those whose placement is proving
unsuccessful
q providing release time for mentors, for their own training needs to be met and to allow
them to support students
q in secondary schools, particularly, making changes to the school timetable.
Checklist
What will ITE mentors need to offer?
They will need:
q to provide an example themselves of ‘good practice’
q the ability to counsel, support and where necessary direct student teachers, facilitate their
development and evaluate their practice
q the ability to assess formally the development of the students against a statutory list of
professional competencies
q the maturity and confidence to respond assertively to questions and challenges from students
q a knowledge of the school, all staff, departments and pupils in order to introduce the students
to the routines and procedures of the institution
q a level of expertise in the specific curriculum areas and/or subjects studied by the students and
their application in the classroom
q a level of pedagogical and professional awareness with which to interpret and facilitate the
development of the students in these areas.

The number of students per mentor will depend on:
q the other duties of the teacher who is acting as mentor;
q the previous experience of the students;
q the responsibilities given to the mentor within the particular partnership agreement;
q the training and experience of the mentor;
q whether or not the students involved are from one partnership scheme or from several;
q the amount of directed time allocated to the mentoring of students.
Participation in ITE can enhance schools and contribute towards professional development
and overall morale. The purpose of ITE, however, is to provide an effective, supportive and
stimulating start to a teacher’s career.
Where the criteria outlined above cannot be met, headteachers should not recommend
involvement in teacher training. All of these elements are best undertaken in a spirit of co-
operation and mutual support. In that way, all those involved in decision making and
action can feel a sense of ownership and can understand the direction in which the
organisation is heading.
Qualified Teacher Status · 32
Checklist
What should headteachers provide for mentors?
Headteachers will need to ensure that mentors receive:
q appropriate training
q in most cases, a reduction in teaching load without increasing the load of colleagues
q directed time to fulfil their ITE responsibilities
q salary recognition where appropriate
q ongoing support, advice and evaluation.

Traditionally teachers have continued their professional development through award-
bearing courses. Career advancement has been associated with further scholastic activity in
a higher education institution (HEI). Phillips and Pugh (1988, p. 16) summarise the
meaning of the degree structure of a UK university:
q A bachelor’s degree shows that the recipient has obtained a general education
q A master’s degree is a licence to practise
q A doctor’s degree is a licence to teach ... in a university.
The majority of HEIs in England and Wales providing teacher education within schools of
education offer master’s courses for practising teachers. Award-bearing master’s courses in
education develop students’ knowledge and understanding of education theory and
research, and thus inform practice. Some courses may focus on education management
while others focus on specialist subject areas. Teachers can study at a university or opt for
distance-learning packages.
Having successfully completed a master’s course, teachers can continue with an academic
education to doctorate level. There are currently two distinct approaches to doctorates for
educationalists: the traditional Ph.D. (Doctor of Philosophy) and the Ed.D. (Doctor of
Education). The former requires independent study towards the completion of a thesis
that makes an original contribution to the knowledge of the field studied. The Ed.D. is a
modularised taught course offered by approximately 18 universities to senior education
professionals.
Teachers are busy professionals. Working full-time and studying part-time can be very
difficult. If you intend to pursue such a course, you will need to have full support from
family and friends. You may also require financial support from your institution and/or
LEA or school through the Standards Fund (see Section 9). Educational study and
research should relate to practice and the needs of the school as identified in the SDP.
Courses offer the student the opportunity to be challenged, stretched and excited in a
collegial environment.
Table 8.2 shows the context within which degree courses are placed.
Chapter 33
MASTERS AND DOCTORATES
IN EDUCATION

Masters and doctorates in education · 33
Focus Type of award Emphasis Awarding body Relevance
Individual Certificates, Academic University Varies – but increasingly;
diplomas, degrees autonomy, partnership the components of many
and higher academic (e.g. university awards centre on professional
degrees rigour (eclectic and LEA) issues and applied professional
knowledge, knowledge and understanding;
little ‘official open to less central
line’, reasoned manipulation than some other
rather than types of accreditation
anecdotal
expression)
Proficiency Certificates, Increased National High – often topical and
competency effectiveness organisations targeted at updating
assessment in applying a professional capability
(e.g. RSA CLAIT) range of skills or providing opportunities to
to professional acquire new professional
tasks competencies
Role-related Recognised Attributes, National Focused on classroom, school
professional knowledge, agencies; and wider professional
qualification understanding awarding issues – but initially driven
(e.g. NPQH; and skills partnerships by political imperatives
SENCO training) thought to be rather than any researched
necessary model of learning and
to work professional development
competently
and successfully
in a designated
professional
role
System Accreditation to Curriculum DfES (school/ Helpful as part of strategic
an organisation or staff curriculum plan for school improvement/
for showing development awards); school development
evidence of Investors in
meeting People (staff
curriculum or development)
professional
development
standards
Table 8.2 Educational qualifications
Source: McCall and Lawlor (2002b, p. 151)

As Field (2002, p. 105) explains:
Accreditation is more than the award of ‘points’ which count towards a Master’s qualification.
In order to be awarded credit points, participants must demonstrate the achievement of
Master’s level assessment criteria. To meet the criteria, participants have to engage actively
with what they have learnt. This means:
q showing that the work is focused and can be related to both theory and contextual
circumstances
q presenting in a clear manner, drawing on theory and research findings to inform and underpin
planning and practice
q drawing on relevant literature to show an understanding of opportunities, constraints, trends
and patterns both in a theoretical and practical sense
q selecting appropriate and manageable methods to achieve the learning outcomes. This includes
the examination of a range of approaches, and the building of a plan, implementation
procedures and evaluation processes, which are justifiable and suited to practical
circumstances
q presenting valid and reliable evidence and data to support arguments and hypotheses
developed throughout the work
q demonstrating a sense of control through an understanding of theoretical and practical issues.
Reflection and analysis in a rigorous manner enables the participant to ‘make sense’ of his/her
predicament
q presenting the work in a coherent and professional manner which conforms to academic
conventions, and which supports the purpose of the work.
Before embarking on a course, try to gather as much information as you can. Visit the
universities and talk to potential course leaders and supervisors. It would also be useful to
read dissertations and theses in your area of interest to determine what will be required for
the award. If you were about to change job, move house or expect any major family events
in the near future, this would not be the right time to start a course.
Academic study should relate to practice; be clear as to why you want to study and what
you would do with the qualification. Think, ‘What next?’

Teachers are active participants in school life at every level. Teachers are in a position to
influence and engage in educational research. Hargreaves (1996) believes that teaching is
not a research-based profession. Yet education researchers receive £35 million per annum
from the Higher Education Funding Council for England, the Economic and Social
Research Council (ESRC), the Department for Education and Skills, the National
Foundation for Educational Research and the Teacher Training Agency (TTA).
There are several initiatives inviting practitioners to lead and participate in research. At the
end of this section, workshops provide the reader with an introduction to the research process.
RESEARCH OPPORTUNITIES
Teachers should understand that the purpose of research is to inform and improve practice:
q all pupils are enabled to learn
q all teachers are enabled to teach.
Teachers should make the most of the opportunities to work with colleagues. Discussions
will help to develop ideas. You could decide to work with a research partner for:
q preparation
q implementation
q dissemination.
Moving from the classroom to a research environment can be challenging. As a researcher
you will have access to:
q other researchers
q a university library – with full support from library staff
q information technology rooms – with support from experts
q university staff.
In seeking the truth, researchers need to be open and honest with their colleagues and the
sample involved in the research process. There is little to be gained from researching an
issue that is so contentious that the final report will not be read by those involved.
Chapter 34
RESEARCH: BEST PRACTICE
RESEARCH SCHOLARSHIPS

In addition, you may wish to extend your experience and join other researchers by
contributing to:
q research journals
q research conferences
q curriculum-related conferences
q management associations.
RESEARCH LANGUAGE
All professions have their own language. Education researchers have to adopt the language
and mechanisms associated with their practice. This is not to the exclusion of others.
As a researcher you need to retain your own style of working within the framework of
education research. It is inappropriate to adopt a style which you feel uncomfortable with:
try to develop your style as you work.
RESEARCH ETHICS
Children are often used in research without permission from parents and teachers. Since
they are a ‘captive sample’, access is straightforward and a response is guaranteed. However,
good practice will involve consulting those responsible for pupils before involving them in
your research.
When designing your research questions, try to be as open as possible. If appropriate,
involve your colleagues in the development of your research. Think about who will benefit
from your research in the short/medium/long term.
THE DFES MODEL FOR BEST PRACTICE RESEARCH SCHOLARSHIPS
As a consequence of mounting criticism of the role and purpose of educational research (e.g.
Hargreaves, 1996), there has been renewed interest in funding teachers to follow their own
research questions. In 1996, the Teacher Training Agency (TTA) launched the Teacher
Research Grant pilot scheme. Within a few years, the funding of such projects moved to the
DfEE. In April 2000, Best Practice Research Scholarships (BPRS) were launched with a similar
philosophy to that of the TTA. Such scholarships have continued to be funded by the DfES.
In considering the development of teacher as researcher, guidance is given for any bid for
BPRS to be eligible for assessment (DfEE, 2000a). Each project must set out clearly:
q The purpose of the investigation, its intended outcomes and its link to raising standards
of teaching and learning in areas that are school, local and national priorities
q How the research will be undertaken, including methodology and data collection
techniques.
For further information go to: www.dfes.gov.uk/bprs

GENERAL TEACHING COUNCIL AND HIGHER EDUCATION
The HEI sector represents a major resource for teaching and learning in schools. The
General Teaching Council (GTC) is working with institutions in the HEI sector to explore
how to make the most of their strategic contributions, including:
q making research-based evidence about teaching and learning, teacher development and
school improvement more accessible to policy makers and practitioners – this will
support innovations with the best available knowledge base, which includes conceptual
and theoretical understanding as well as empirical evidence
q providing extended support for developing capacity in schools – the relevant expertise
ranges from contributing to evaluation methods and instruments, to supporting
pedagogical experimentation and the management of change; the ESRC Teaching and
Learning Research Programme is seen as a crucial strategic partner.
The following illustrates the GTC’s level of engagement in teacher research initiatives:
Research: Best Practice Research Scholarships · 34
General Teaching Council – Research of the Month
Saunders (2002) reports that:
Research is a key strategic development area for the GTC. The council is committed to becoming an
evidence-based organisation in terms of its policy formation and advice to Government. Research of
the Month was evaluated after a pilot phase and is now an established feature of the GTC’s website.
Work (Research of the Month) is carried out by a team from CUREE – Centre for Using Research and
Evidence in Education, working in close conjunction with the GTC to select research that:
q Illustrates the complex tasks involved in teaching;
q Enables teachers to see clearly whether there are links with their own pupils and practice, and
what these are;
q Provides detailed information about the particular teaching and learning processes in classrooms
with which teachers can identify;
q [Is] written and presented as accessibly as possible, in case teachers want to obtain and read the
original text.
Further information is available on the website: www.gtce.org.uk/researchofthemonth
The National Teacher Research Panel
The National Teacher Research Panel was set up by the TTA in 1999 and in that short time
has accomplished a range of activities concerned with:
q promoting teaching as an evidence-informed activity
q emphasising the profession’s perspective in educational research.
The panel is now being hosted by a partnership between the DfES, GTC, National College for
School Leadership (NCSL) and TTA. The panel’s work will help the GTC to move forward on its
commitment to promoting teaching as an evidence-informed profession. The GTC is publicly
promoting the role and work of the panel at every opportunity, and within the GTC itself.

This section has presented details of award-bearing courses and research opportunities for
teachers. Key points to consider are:
q How to relate experience to awards and research opportunities
q A learning culture should be accessible to all members of the school community
q There is significant overlap between awards (see Table 8.1)
q Schools have much to contribute to initial teacher education
q Master’s and doctoral courses are available to teachers
q Research grants are awarded to teachers
q Research is possible in schools.
Executive summary
Guidance on planning and resourcing professional development is given in the next section.

8.1 The research process 200
8.2 Time management 201
8.3 Research checklist 202
Workshop materials

The following workshops provide you with an introduction to educational research, and
should be read as if you were about to embark on your first research project.
Workshop 8.1
THE RESEARCH PROCESS
Key points
q Define the research question. What do you want to find out? What is it that the
researcher is interested in? This will involve producing a statement about the
nature of the research, to include information about the people and the geography
q Identify hypotheses or objectives. What will you discover as a result of the
research?
q What is the population being researched? This is vital
q From whom will the information be obtained and why?
q What sampling method will be used?
q What will be the best method of obtaining the required information?
q What will be the design of research instruments/tools?
q Prepare to implement fieldwork: introduction to research and access to field
q Carry out fieldwork
q Process the data. Use a computer or cards; code
q Conduct analysis
q Dissemination: write in a logical form.

Workshop 8.2
TIME MANAGEMENT
Working full-time and researching part-time is challenging. Anticipate the peaks and troughs
of your professional, personal and student lives: e.g. try to avoid writing an assignment and
200 reports in the same week. There will be times when you need to prioritise.
The gathering of evidence is a time-consuming element in the research process. A few
q What is the relevance of research?
q What is the relevance of evidence?
q Is there a more suitable example elsewhere, i.e. in another school?
q Keep a record of all sources – dates, titles/authors and page numbers
q The number of sources used is only appropriate where relevant; quality is important
q Acknowledge sources as appropriate
q Try to use a number of sources, as available.
Develop your own style, appropriate to your work. Discuss and analyse ideas, be confident,
and develop your own voice.

Workshop 8.3
RESEARCH CHECKLIST
Key points
q Why was the research intended?
q What was the research intended?
q How was the research done?
q Research design – questionnaire/interviews/surveys
q Survey population – sampling
q Instrumental design analysis
q The process
q Presentation of results
q Analysis of result
q Research methodology – critical analysis
q Recommendations
q Conclusions

35 Planning 206
36 Resources 213
Section 9
PLANNING AND RESOURCES

This manual focuses on planning professional development in schools. Planning and
resourcing professional development is a demanding responsibility for senior and middle
management. Planning is central to all activities in school. Resources are required to enable
policies and plans to be realised. As McCall and Lawlor (2002b, pp. 153–4) state:
With something as complex and potentially constructive as CPD, there is, therefore, no neat
structural package that can be taken off the shelf and made to serve all needs, situations and
circumstances. A strong, yet flexible structure is needed, and this may well have to arise at the
school, local authority and national levels from a focused ‘listening up’, ‘feedback down’, then
‘together towards next actions’ sequence.
The more complex a professional activity becomes, the more policy interventions have to take
into account the views of practitioners and leave space for local adaptations. This assumption
is based on the understanding that in complex modern societies many local practical problems
cannot be solved for the institutions by central regulations. Instead, the problem-solving
capacity of these institutions and of the persons working in them, has to be improved …
Innovations in complex situations cannot be cloned … The principle implies that any
substantial innovation must be ‘acquired’ by teachers in a very personal sense. This means
that they must be able to transform it.
Source: OECD, 1996; quoted by Graham (1999, p. 97)
This section will provide guidance on planning and resourcing for effective and successful
professional development.

Planning is critical to the effective management and implementation of professional
development programmes. Managers and staff development co-ordinators will need to
understand the place of planning in effective management.
Effective management is a three-part process: plan, act, review (see Fig. 9.1).
PLANNING IN PRACTICE
Planning consists of the following three elements:
1 Objectives: goals that are to be achieved in sufficiently detailed and precise terms to
enable others to identify whether they have been achieved
2 Actions: specification of the activities required to meet the objectives
3 Resource: identification of what and who will be required to achieve the objectives and an
indication of the time scale.
Planning may involve ‘going around in circles’ as you consider the various combinations
of objectives, actions and resources that will provide you with your way forward.
However, this is a necessary process to ensure that all elements are considered. Table 9.1
shows the sequence.
Chapter 35
PLANNING
PLAN
ACTREVIEW
Fig. 9.1 The management cycle
Source: West-Burnham (1994, p. 157)

The ‘key features’ of this model are (West-Burnham, 1994, pp. 81–2):
1 Everything is driven by the values and mission of the organisation and these have been
developed and are owned by all staff
2 Strategic planning has a three- to five-year time frame, i.e. beyond the contingent and reactive,
and is primarily the responsibility of senior staff and community representatives
3 Once agreed, strategy has to be translated into a policy, which serves as the basis of decision-
making, notably for annual budgets and the deployment and development of staff
4 Medium-term planning is primarily concerned with translating policies into action, most
significantly through annual development plans, objective budgeting and planning for the
deployment and development of staff
5 This, in turn, facilitates the negotiation of short-term targets so that each individual is
working to optimum effect
6 Because the vision has been translated into individual activities, evaluation is based upon the
aggregation of specific outcomes, allowing the matching of intention and actual achievement.
PARTICIPATION AND DECISION MAKING
Planning involves decision making: individually and collaboratively. If planning is to be
effective, teachers will need to understand how to prioritise and how to make decisions.
Warwick (1983) states that:
Decision-making is so much part of daily life in any school that it can easily be taken for
granted. Only when things go wrong, when bad decisions have been taken or the consultation
process has broken down, do most teachers become aware of it.
Planning · 35
Objectives Stage 1 Define the objectives What are you aiming to achieve?
Stage 2 Generate and evaluate What are the courses of action
objectives/actions available? Which one will best
achieve your objectives?
Actions Stage 3 Identify the actions What is required to implement
your objectives?
Stage 4 Sequence the actions What is the best order?
Resources Stage 5 Identify the resources What resources are required?
Review Stage 6 Review the plan Will it work? If not, return to
stage 2 or 3.
Preparation Stage 7 Prepare plans and schedules Who will do what and when?
Audit Stage 8 Monitor and evaluate Re-plan if necessary.
Table 9.1 Planning stages

Decision making is intimately bound up with every individual manager’s personal values,
personal goals and management style. In order to make quality decisions, Hall and Oldroyd
(1990a) suggest that managers should have:
q clear personal values
q clear personal goals
q problem-solving skills
q high creativity
q high influence.
A manager must develop the skills and abilities required to determine when to act on their
own and when to collaborate with others. Adopting a structured approach to decision
making will aid the process.
Deciding when to consult your team will affect:
q the quality of the decision
q the staff’s acceptance of the decision
q the amount of time involved in the decision-making process.
Schools that are improving performance have a collaborative team approach at senior
management level, which is replicated among the teaching staff. In schools that
demonstrate improvement, staff development is given a high profile and is viewed as an
important means of introducing innovation and sustaining curriculum development.
While the school improvement literature has placed an emphasis upon teachers working
together as members of a team (Fullan and Hargreaves, 1992), the practical realisation of
this often proves more difficult to find.
Section 9 · Planning and resources
Checklist
What is a structured approach to decision making?
q Clear analysis of the learning purpose:
– context
– resources
– outcomes
q Clear specification of the criteria for the plan as determined by:
– school development plan
– LEA
– government initiatives
q Systematic research
q Testing decisions against likely outcomes for individuals and schools.

In schools that demonstrate improvement, staff development is not conceptualised as being
concerned with meeting individual needs. Instead, it is viewed as having a whole-school
focus and collaborative purpose. In such schools, staff development is realised through an
overall framework and commitment to school improvement.
In the ‘improving’ schools individual teachers are encouraged to be learners themselves.
Staff are encouraged to collaborate by learning with and from each other.
THE PLANNING PROCESS
Figure 9.2 illustrates the planning process in practice.
Co-ordinators and senior managers need to consider:
q policy and aims – starting-point
q audit of existing practice
q constructing an operational plan
q specific action plans against targets
q evaluation process
q checking progress – celebrating success
q implementation of plan
q review and evaluation.
Planning · 35
START
AUDIT
CONSTRUCT
ACTION PLANS
AND TARGETS
CRITERIA
EVALUATE
IMPLEMENT
REPORT
CHECK PROGRESS
CHECK SUCCESS
Fig. 9.2 The planning process

A staff development co-ordinator needs to know and understand strategic and operational
planning.
STRATEGIC PLANNING
In order for continuing professional development to be effective, it has to relate theory to
practice and provide a framework for action that will improve and develop the
management of staff in the school. The school as a whole has a responsibility to develop
policies and provide resources for staff development.
Figure 9.3 illustrates the process of elaborating a professional development strategy.
The planning, implementation and evaluation of professional development programmes at
school level should take account of the school’s strategic plan, priorities and available resources.
OPERATIONAL PLANNING
To be implemented successfully, operational plans for staff development programmes must
be headed by the senior management team. Operational plans should:
q set clear and specific objectives for each development activity
q assign responsibility for those involved.
When planning, implementing and reviewing continuing professional programmes, the
focus should be on the relevance of the programme to developing pupils’ self-esteem and
self-confidence.
Strategic and operational planning definitions
Strategic planning
A strategy is a broad statement that relates the overall approach and direction towards the
achievement of a mission. Developing and maintaining a strategy involves establishing a
framework within which an operational plan can take place. Strategic planning is long-term
planning, which takes into consideration the strengths and weaknesses of the organisation
and external factors such as government directives.
Operational planning
Operational planning is about tasks and targets and relates directly to the role of a school’s
teachers and managers: who does what, when and how. It is concerned with making things
happen in a short time scale, e.g. how to run a department or team over a period of up to 12
months. Operational planning is detailed. It aims to achieve a particular set of objectives
within a given time. A school/department development plan is an operational plan. The
planning, implementation and evaluation of professional development programmes at school
level should take account of the school’s strategic plan, priorities and available resources.

Planning · 35
Why is learning
the new priority?
A strategy for
your school
Development and
ownership of the
strategy
Using the strategy
to influence
plans
ASK:
PLAN:
MANAGE:
IMPLEMENT:
Fig. 9.3 Professional development planning strategy
Checklist
Operational plan
Critically, INSET operational plans should reflect, inform and review policy; the process
should include:
q an evaluation brief that will inform policy
q a statement of aims
q a list of performance indicators relating to targets or outcomes that are specific, measurable,
attainable, relevant and time-limited, informative, evaluative and stimulating
q detailed questions related to the above
q information arising from the evaluation process that is related to practice
q outcomes that are accessible to all staff
q conclusions that will inform policy.

RECORDING
Recording the planning process is critical to its success. Table 9.2 is an example of good
practice.
Target Action When By whom Resources Monitoring
Organise Planning Term 1 Senior LEA Completed
whole-school meeting management by November
INSET and staff
Book guest Term 1 Headteacher LEA/ Completed
speaker Standards by October
Fund
Set agenda Circulate to Term 1 Deputy School Completed
staff for headteacher by November
comment assessment
Compile INSET: Term 2 Whole staff LEA Completed
profiling two days by March
Trail scheme Years Term 3 Selected School Completed
9–11 subject areas by June
Evaluate Collate Term 3 Selected School Completed
information subject areas by June
Table 9.2 Planning sheet: assessment profiling

Effective plans require resources if aims, targets and objectives are to be achieved. Funding
for staff development is available from several sources:
q School – through local management of schools, senior management and governors have
delegated control of the allocation of funds. Continuing professional development
policies should include a detailed budget indicating funding arrangements related to
strategic and operational plans.
q Local education authorities will have funds available within their budget for all
schools in their area. LEAs will also have expertise in the management and delivery of
INSET/continuing professional development. LEAs will work in consultation with
schools, HEIs and external agents to support school managers in the development of
their staff.
q Central government provides funding for professional development through the
Standards Fund and national standards for teachers (see Section 7).
If a school is to become a place of professional learning and problem solving for the staff it
would seem desirable for the review to link what is planned and offered by the LEA or
consortia (superstructure) to structures within the school (infrastructure). The staff
development co-ordinator will need to consider the structures for continuing professional
development that exist at school and LEA levels. The review process should include
suggestions as shown in Fig. 9.4.
SCHOOL AND LEA ROLES
In most cases schools remain best placed to identify their own development needs and
priorities, and therefore a large proportion of the Standards Fund will continue to be
devolved to schools. Nevertheless, LEAs also have an important role in supporting schools
in raising standards. Since 1998 LEA targets and priorities have been reflected in individual
education development plans (EDPs). LEAs need to take account of the EDP and any
preliminary planning it has done in making decisions regarding the distribution of
devolved funds to schools and, where devolution is not appropriate, decisions on the
expenditure of some grants.
Chapter 36
RESOURCES

The bulk of funds for CPD goes directly to schools in the form of the ‘standards fund’ and
general grants.
Source: DfEE (2001a)
When allocating the money to CPD activities, schools are recommended to give consideration
to central government initiatives, school needs and individual teacher needs.
Source: GTC (2002a).
It is worth noting that activities funded through the Standards Fund will not simply
replicate or replace those already separately funded from other LEA resources or other
government grants, such as the Single Regeneration Budget (SRB) and private finance.
LEA INSET
COMMITTEE
1
CONSORTIUM
2
STAFF
DEVELOPMENT
COMMITTEE
3
STUDY GROUPS
4
COACHING
TEAMS
5
INSET
adviser/
evaluator
HEI/LEA
TRAINING
Consortium
manager
CONSORTIUM
TRAINING
Professional
development
co-ordinator
SCHOOL/
COLLEGE-
BASED
TRAINING
• Whole staff
Head of department
Head of year
• Existing
teams
• Interest
groups
Teachers
• In-classroom
• Feedback
StructureRoles Training
SUPPORTIVESYSTEM
SUPERSTRUCTURE
PROBLEM–SOLVINGSCHOOL
INFRASTRUCTURE
Fig. 9.4 LEA/INSET structure for professional development

Socrates UK:
www.socrates-uk.net
TeacherNet – the government’s new portal for teachers includes a whole section on
continuing professional development, as well as a search facility and a discussion area. This
is a comprehensive resource for teachers’ CPD:
www.teachernet.gov.uk/Professional_Development
DFES main site:
www.dfes.gov.uk/index.htm
The DFES has a useful page at:
www.dfes.gov.uk/a-z/THE_NATIONAL_COLLEGE_OF_SCHOOL_LEADERSHIP.html
Continuing professional development page:
www.dfes.gov.uk/a-z
List of home pages for UK departments of continuing and/or adult education:
www.ex.ac.uk/~PRFChani/ACE/UK_CE_Depts.html
National literacy site – professional development section for teachers (part of standards site):
www.standards.dfee.gov.uk/literacy/prof_dev
Teachers’ International Professional Development – this scheme awards funding to 2600
teachers each year to enable them to witness and experience teaching in other countries. It
is organised by the Central Bureau, a division of the British Council; these pages explain
how to apply
www.centralbureau.org.uk/tipd
The Institute for Learning and Teaching in Higher Education:
www.ilt.ac.uk
GTC home page:
www.gtce.org.uk/homepage.asp
National College for School Leadership:
www.ncsl.org.uk
Ofsted main site:
www.ofsted.gov.uk
Other useful sites are:
www.instantteaching.net
www.shu.ac.uk/bemas
www.schoolmanager.net
Resources · 37
For further information on funding, go to one of the following:

This section has provided details on the planning and resourcing of professional
development in schools. Key points to consider are:
q Planning is critical to the effective management and implementation of professional
development programmes
q Planning involves: plan, act and review
q Planning involves decision making, individually and collaboratively
q Planning should be strategic and operational
q Planning should be recorded
q Resources are available from:
– school
– LEA
– government
– charitable trusts
q Further information can be found on the world wide web.
Executive summary
The next section will detail how to monitor, evaluate and review professional development.

9.1 Nine-stage process 218
9.2 Teachers as a resource 220
Workshop materials

Workshop 9.1
NINE-STAGE PROCESS
Field (2002, Appendix 1) proposed the following for the development of a portfolio of
professional practice. The aim of the nine stage process is:
q to enable teachers to express long-term aspirations
q to generate evidence of competence and development
q to aid the production of a personally relevant professional development plan
q to provide a location and context for evidence of professional development
q the resourcing and provision of relevant and useful INSET opportunities
q to support career development
q to marry professional and academic development.
Stage 1 – Identifying needs
q Serves as a needs analysis
q Serves as an indicator of how you can build on existing strengths
q Self-audit against the relevant set of national standards (see Section 7).
Stage 2 – Stating aspirations
q Completion of an initial statement, informed by the self-audit
q Enables teacher to indicate to senior staff career aspirations
q Strengths and weaknesses identified.
Stage 3 – Target setting
q Targets should be negotiated, not imposed.
q Teachers required to respond to externally imposed policies and requirements
q Targets must relate to teaching and learning.
Stage 4 – Finding learning activities
q Attending courses (LEA, HEI, subject associations, other providers)
q Sharing, examining and disseminating practice with fellow teachers
q Observing other teachers
q Being observed by another and receiving feedback
q Reading
q Reflecting
q Taking on new responsibilities
q Being mentored
q Mentoring another
q Experimenting and evaluating new practice.

Stage 5 – Planning personal development
q Consider your own preferred learning style and particular circumstances when writing the plan
q Use template provided
q A personal, professional development plan should be fully costed (money and time) and
approved by the CPD co-ordinator.
Stage 6 – Logging learning activities
Relevant evidence includes:
q certificates of attendance
q copies of handouts
q observation notes
q minutes of meeting
q records of discussions
q notes from reading.
Stage 7 – Converting learning into development
q Implement what has been learnt and retain evidence of implementation
q Use planning documents or teaching and learning materials as evidence
q By planning implementation of new ideas, it will become obvious what evidence can be
retained.
Stage 8 – Evaluating professional learning
q Evaluate your personal development plan before your performance development review
q Refer back to your self-audit to assess how you are doing
q Use documentation from the portfolio to help you do this.
Stage 9 – Measuring impact
q Professional development activities must have a positive impact on pupil learning
q The portfolio encourages teachers to think of impact in its broadest sense:
– attainment
– progress
– motivation
– stimulation
– self-esteem.

Workshop 9.2
TEACHERS AS A RESOURCE
Observing good practitioners:
q observing other teachers teaching
q watching a colleague present an assembly
q observing a visiting expert
q shadowing a colleague
q visiting and seeing other schools in action
q taking part in developing a learning community
q observing and working with an artist in residence.
Extending professional experience:
q leading and contributing to school-based INSET
q rotation of roles/jobs
q developing own professional profile
q co-ordinating/managing a subject
q assuming the role of leader for a special initiative in school
q carrying out action research in the classroom/school
q contributing to a professional publication
q gaining experience of interviewing
q acting as a performance reviewer
q being reviewed
q serving as a governor
q serving on professional committees/working parties
q becoming a union representative
q leading/supervising non-professionals who work in the classroom
q working on extra-curricular activities
q taking part in staff conferences on individual pupils
q working with other professionals such as education psychologists
q working with an exam board or marking exam papers
q networking and sharing with a group of colleagues from another school
q team teaching
q learning through professional practice with others

Workshop 9.2 (continued)T
q developing pedagogy in the contect of ICT
q counselling parents
q peer mentoring, e.g. mentoring an NQT
q organising a display in collaboration with colleagues.
Working with pupils:
q taking responsibility for a group of pupils on an off-site visit
q developing teaching skills across a wide age and ability range
q working with pupils on school councils
q working with pupils to present an assembly, play, musical performance or other event
q working with pupils preparing a school year book
q collaborating with peripatetic teachers.
Taking time to evaluate your own practice:
q inviting your peers to observe you
q getting feedback from your own pupils
q analysing class and examination work
q integrating the use of pupil websites and on-line communities into teaching
q using e-mail/video conferencing between pupils in teaching
q negotiating targets and evaluating work alongside pupils
q mentoring individual pupils
q reviewing your marking
q videoing yourself.

37 Monitoring professional development 226
38 Evaluation 229
39 Review 232
40 Measuring impact 233
Section 10
MONITORING, EVALUATION
AND REVIEW

The concluding section of this manual focuses on monitoring, evaluation and review.
Monitoring and evaluation are critical to the successful implementation of plans at any
level. In order to know if the planning for development is successful, the staff development
co-ordinator must engage in the process of monitoring and evaluation. This is an
increasingly important aspect of the role of all co-ordinators (Day, 1993a) but it is very
difficult to do, given limited time and money.
Professional development will only be successful with effective monitoring, evaluation and
review procedures. Staff development should be a continuous dialogue. Managers need to
identify their role in this process.
This section will describe how to:
q monitor
q evaluate
q review
q measure impact.

Monitoring is an essential stage in the planning process. Having implemented a plan,
managers will need to monitor its progress. If plans are not monitored, it will not be
possible to determine whether objectives have been achieved. Monitoring will also enable
managers to obtain the best results from the available resources. The process of monitoring
will enable staff development co-ordinators to work towards agreed objectives.
Monitoring will also provide the basis for evaluating practice. Staff development co-ordinators
will be able to measure and compare their performance against agreed criteria. Monitoring
may also assist co-ordinators in the planning of staff development by providing an insight
into the strengths and weaknesses of continuing professional development programmes. Most
significantly, monitoring will provide a framework in which staff can reflect on their own
practice, an outcome of which is enhanced job satisfaction.
Monitoring is an ongoing activity. Modern and effective CPD is to be based upon ten key
principles, highlighted in the National Strategy (DfEE, 2001b, p. 24):
q teacher ownership, and a shared commitment to, and responsibility for (by teachers and
schools) development
q professional development should be centred on raising standards
q development opportunities should match different needs
q there should be equality of opportunity for professional development
q new and innovative ways of using time and resources for CPD should be sought
q ICT should be central to CPD
q high-quality CPD depends upon schools being discerning customers
q planning and evaluation are essential components of CPD
q good practice should be shared and disseminated, using ICT.
PRACTICE
Monitoring is integral to teaching and learning. In the process of planning education, the
two questions a school leader needs to ask are given in the following checklist.
Chapter 37
MONITORING PROFESSIONAL
DEVELOPMENT

Figure 10.1 illustrates that, having implemented a plan, co-ordinators and senior managers
need to monitor its progress. If plans are not monitored, it will not be possible to determine
whether objectives have been achieved. Monitoring is made easier if objectives are:
q clear and practical
q agreed by all members of the team.
Once objectives have been agreed, the co-ordinator can move forward with confidence.
From clear objectives comes a sense of purpose. It may be difficult to obtain co-operation
and agreement when deciding on specific objectives. However, it is important to reach
agreement with staff if the plan is to work effectively.
Monitoring is an ongoing activity that requires regular progress reports. It should not be
left to the end of the year. Monitoring information is needed to enable schools to follow
the implementation of the professional development policy. This will include:
q operational information
q financial information
q information on performance.
Monitoring aims and objectives in action is a constant and consistent activity in schools.
The following checklist serves to ensure this.
Monitoring professional development · 37
Checklist
Monitoring – key questions
q Who is monitoring what, in which ways and with what effectiveness?
q Who is responsible for adjusting what, in which ways, when and with what effectiveness?
Source: Hargreaves (1995)
Monitor the match Adjust Plan
Implement
Target
Fig. 10.1 Development planning feedback loop
Source: Hargreaves (1995)

For operational and financial information, staff development co-ordinators need to
monitor actual expenditure and operations regularly and to take corrective action.
Monitoring of actual spending against budgets is likely to reveal projected over- or
underspending. A staff development co-ordinator will need to assess the relationship
between individual needs (appraisal targets) and school aims (school development plan).
Resources will need to be allocated appropriately and plans monitored according to the
most beneficial use of internal and external expertise. The co-ordinator will also need to
monitor staff development opportunities available from LEA and government initiatives.
Monitoring will be an ongoing two-way process, assessing need, gathering information,
and communicating and recording progress against agreed targets. This activity requires
regular checks. A checklist for the monitoring of continuing professional development in
schools follows.
Section 10 · Monitoring, evaluation and review
Checklist
Key questions
q Who monitors the school in action?
q How is the monitoring carried out?
q How are the governors (and parents) kept informed?
q How is the evaluation carried out?
q Who prepares the final report?
Checklist
Monitoring continuing professional development in schools
q Performance review – targets
q School development plan
q Resources – funding arrangements
q Internal expertise
q External agents
q LEA initiatives
q Government initiatives.

Whereas monitoring is an ongoing process, a means of checking progress, evaluation acts as
an overall check on whether objectives are achieved within the planned timetable. Evaluation
should be a collaborative process. The desire to achieve success is motivating; evaluation
should focus on success in addition to identifying areas that require improvement. In
practice, external and internal accountability are central to educational and management
practice in schools. The appraisal of teachers is a key factor in the evaluation process. The
introduction of job descriptions and school curriculum policies has given teachers a more
precise role definition by which they can evaluate their position in the school.
In addition, governing bodies are required to manage the implementation and evaluation
of their own policies. Senior and middle managers must provide evidence to support the
efficiency and effectiveness of teaching and management. Evaluation is a component of
development planning and a prerequisite for preparing any subsequent plan.
The process of evaluating the impact of a plan on practice is critical to its successful
implementation.
Chapter 38
EVALUATION
Checklist
What is the purpose of evaluating plans?
q To examine the success of the implementation of the plan
q To assess the extent to which the school’s aims have been furthered
q To assess the impact of the plan on pupils’ learning and achievement
q To decide on how to disseminate successful new practices throughout the school
q To make the process of reporting easier.

Checklist
What is involved in the evaluation process?
q Asking questions
q Gathering information
q Forming conclusions
In order to:
q Make recommendations.
Source: Hall and Oldroyd (1990b)
Checklist
Planning and evaluation
1 Purposes, broad guidelines, aims or objectives for the subject under scrutiny, which are:
q clear
q indicators of desired performance or outcomes.
2 Questions, which are:
q unambiguous
q penetrating
q useful.
3 Information, which is:
q accessible
q related to questions
q not too voluminous to handle.
4 Conclusions, which consider:
q conditions
q effects
q assumptions
q alternatives.
5 Reports, which are:
q concise
q focused on audience’s need
q likely to inform decision making.
6 A good evaluation brief:
q specifying much of the above.

In contrast to monitoring, evaluation encompasses reviewing the status of a plan’s
objectives. Through the evaluation process, managers will be able to determine the need to
change objectives, priorities and/or practice. Readers should note the importance of
evaluation in enhancing the professional judgement of teachers. Evaluation can lead to a
change in teachers’ perception of their practice. For co-ordinators, the evaluation of key
stage/year/department plans can provide the basis for action.
CONSULTANTS: QUALITY OF SERVICE
In addition to evaluating the professional development programmes, staff development
co-ordinators will also need to evaluate the quality of consultants/external agents.
If the responses are negative, revisit the agreed contract (see Section 6) and act to resolve any
differences. At the end of this section, Workshop 10.1 provides a grid for evaluating practice.
REPORTING
The final stage in the evaluation process is to write the report. A co-ordinator would have
to provide a written report on the evaluation of the professional development programme.
It will be important to bear in mind the purposes of the report, including considering
aspects of the evaluation process.
Before disseminating the report, the writer should reflect to ensure that only necessary and
relevant information is presented.
Evaluation · 38
Checklist
Questions to consider when evaluating the quality of a service
q How satisfied are we with the quality of the programme under existing arrangements, e.g.
in terms of general standards of the programme and management?
q How flexible are the consultants – do they meet our individual requirements?
q Would we have more control if we altered the arrangements?
Checklist
Evaluation report contents
q Purpose
q Content
q Process
q Context
q Outcomes.

To enhance the personal and professional lives of teachers, professional development needs
to be clear and useful. The key question central to the review process will be: ‘What does
professional development bring to a professional career?’
Schools should move towards seeing themselves as learning organisations. Staff will feel
valued when their managers assist them in their training and development. Schools as
organisations should identify and meet the needs of individuals. A review must include all
aspects of professional development, as detailed in this manual.
Chapter 39
REVIEW
Checklist
Key areas for review
q Time and financial resources
q Access to appraisal data (for needs identification purposes) and links to professional
development
q Clarity between individual needs and those of the school development plan
q Systems for identifying the training needs of both teaching and support staff
q Systems of communication and dissemination of INSET provision and outcomes
q Systematic evaluation of professional development to inform processes of development
planning
q Flexibility of existing training service provision (e.g. links to local education authorities)
q Roles of deputy head(s)
q External initiatives (e.g. national standards)
q Teacher attitudes
q Culture of lifelong learning
q Monitoring INSET provision
q Evaluating INSET to determine its impact on improving subject teaching and raising
standards of pupils’ achievements
q Attention to dissemination and to follow-up activity, to sustain the momentum of
training, to broaden expertise and to share good practice.

It is clear from Graham et al. (2000, p. 29) that the focus for CPD is dual – in that it should
be intended to benefit the individual and the school in the following ways:
More specifically, professional development will impact upon others. Professional
development should have a positive impact on learners. As Field (2002, pp. 40–1) states:
The positive outcomes of professional development might include:
a) improved attainment scores
b) improved rate of progress
c) increased interest and/or motivation
d) improved pupil autonomy
e) improved pupil social skills and behaviour
f) improved pupil attendance and punctuality.
Chapter 40
MEASURING IMPACT
Aspects of impact
Individual School
Promotion Recruitment
Motivation Retention
Morale and job satisfaction Participation in innovation
Sense of correctness Development plans
Personal growth Pupil assessment scores
Qualifications (professional)

Frost and Durrant (2002) through research and practice have devised a framework that can
be used to measure the impact of teacher-led development work, as outlined in the
following checklists.
Checklist
Factors that can affect the impact of development work
The factors are set out under the headings of ‘focus’, ‘context’ and ‘process’.
The focus of the development work:
q relevance to the teacher
q relevance to the school development plan
q relevance to improving teaching and learning
q degree of leverage.
The context of the development work:
q synergy in relation to other policies, agendas and initiatives
q the interests, values and aspirations of key protagonists
q the structure and quality of leadership in the school
q the structure and quality of external frameworks of support and challenge
q organisational structures and processes within the school
q the organisational culture(s) within the school.
The process of the development work:
q the quality and appropriateness of information and evidence on which proposals for
change are based
q the effectiveness of presentation and dissemination of information and evidence
q the extent and intensity of the participation of relevant members of the school community
q the quality and appropriateness of strategic action plans
q the effectiveness of leadership and support
q the effectiveness of co-ordination between development activities
q the effectiveness of monitoring and evaluation of the development work in progress.

Measuring impact · 40
Checklist
Impact on teachers
The impact of teachers’ development work on themselves and their colleagues is set out
under the headings of ‘classroom practice’, ‘personal capacity’ and ‘interpersonal capacity’.
Classroom practice:
q the adoption of new practices by the teacher
q the adoption of new practices by the teacher’s colleagues
q the improvement of the effectiveness of established practices on the part of the teacher
q the improvement of the effectiveness of established practices on the part of the
teacher’s colleagues.
Personal capacity:
q increase in pedagogical knowledge and skills
q increase in professional knowledge (e.g. micro-political literacy)
q development of new strategies for professional learning (e.g. engaging in enquiry)
q development of personal attributes (e.g. reflexivity, emotional intelligence, self-
awareness, self-confidence)
q enhanced clarity of purpose and commitment.
Interpersonal capacity:
q enhanced level of participation or involvement
q the development of skills in building and maintaining professional relationships.
Checklist
Impact on the school as an organisation
The impact on the school as an organisation is set out under the headings of ‘structures and
processes’ and ‘culture and capacity’.
Structures and processes:
q more effective structures for deliberation and decision making
q improvements in the structure of leadership
q greater degree of shared leadership
q more collaborative working patterns.
Culture and capacity:
q increase in the use of evidence
q improved collegial relationships
q improvements in the quality of professional discourse
q high level of consistency in practice
q greater levels of coherence in beliefs and values.

Checklist
Impact beyond the school
q Contributions to debate with the research community
q Contributions to policy formation or critique of policies
q Dissemination of evidence-based practice
q Collaborative development work with other teachers and schools
q Improved levels of social capital in the local community.
Checklist
Impact on pupils’ learning
The impact on pupils’ learning is set out under the headings of ‘attainment’, ‘disposition’
and ‘metacognition’.
Attainment:
q improved test results
q learning in other curriculum areas (e.g. citizenship)
q discernible increases in subject knowledge, understanding and skills
q improvements in transferable and key skills.
Dispositions:
q the development of more positive attitudes to school and particular subjects
q increased motivation to learn
q increased confidence and self-esteem
q improvement in the quality of relationships.
Metacognition:
q development of self-awareness
q increased capacity to reflect on and evaluate their own learning
q more able to take responsibility for their own learning.

After the gathering of evidence on the impact of professional development, the next stage
for practitioners and managers/team leaders is to work together on identifying SMART
targets for action (see Workshop 10.2).
Remember: professional development should make a difference.
Measuring impact · 40
Checklist
Evidence of impact
The gathering and use of evidence plays a key role in maximising impact.
q Evidence generated for other professional purposes is analysed to determine impact (e.g.
assessments of pupils’ work)
q Monitoring and evaluation is part of the framework of support and challenge for
development work provided by senior staff or external agents
q Evidence is gathered deliberately and systematically to inform and sharpen the
development work
q The gathering of evidence of impact and collaborative reflection on it helps to build
organisational capacity.

This section has provided details on the final stage of developing and implementing
professional development in school: monitoring, evaluation and review. Key points to
consider are:
q Monitoring and evaluation are critical to the successful implementation of plans at any
level
q Monitoring is an ongoing process, integral to teaching and learning: it should not be left
to the end of the academic year
q Evaluation is an overall check on whether objectives are achieved within the planned
timetable
q Review should answer the question ‘What does professional development bring to a
professional career?’
q Professional development should make a difference.
Executive summary
There is a great difference between knowing a thing and understanding it.
Source: Charles Kettering

10.1 Evaluating practice 240
10.2 Establishing agreement on good practice 241
10.3 Evaluation of teaching and learning 242
Workshop materials

Workshop 10.1
EVALUATING PRACTICE
The following grid will assist staff development co-ordinators in evaluating practice. Use it
to evaluate your professional development policy.
SCOPE DURING AFTER
Monitoring Formative Summative Review
STEPS evaluation evaluation
1. Questions
(from objectives/targets)
2. Information
(gathered by observation,
review etc.)
3. Conclusions
(based on criteria for judging)
4. Recommendations
(to inform decision making)

Workshop 10.2
ESTABLISHING AGREEMENT ON GOOD PRACTICE
Purpose: To establish agreed perceptions/indicators of good practice in teaching/learning
through building a common list of questions/statements
Materials: A flipchart with prepared headings and a pen
Grouping: Professional Development Management Team,
Time: 1 hour
q Decide on the goal for INSET this term
q Specify objectives that are SMART
q List questions for:
– monitoring
– evaluating
– review.
q Devise a time reporting plan for completion of monitoring, evaluation and review of
professional development activities.

Workshop 10.3
EVALUATION OF TEACHING AND LEARNING
Purpose: To consider what sort of information is required for the evaluation of teaching and
learning
Time: 1 hour
Materials: Flipchart with prepared headings and a pen for each group
Groupings: Initially 15 minutes are spent working individually. Then move into groups of
three to six to negotiate common lists of questions or statements. In a small school, this
can be done by the whole staff. In a larger primary school, each group should include
teachers from Key Stages 1 and 2. In secondary schools, groups should be made up of
staff from different departments faculties and different pastoral teams.
Each group will need to appoint a ‘scribe’ and someone to feed back to the whole staff in
the next exercise. The lists of agreed questions or statements should be written up on a
flipchart sheet for feedback to the whole staff.
It is suggested that the following headings are used both for group flipcharts and the master
flipchart.
Information needed to inform evaluation
q In relation to the organisation of the learning environment, make a list of questions or statements
designed to elicit how stimulating, encouraging and supportive of learning (including independent
learning) an area or classroom is
q In relation to the management of learning, make a list of questions or statements designed to
elicit how well matched learning opportunities are to the needs of all children and the range of
supportive techniques used to enable pupils’ learning
q In relation to pupils’ responses to opportunities for learning, make a list of questions or statements
designed to indicate the level of pupil involvement in learning activities (depth and extent of involvement)
q In relation to the effectiveness of pupils’ learning, make a list of questions or statements which will
elicit whether learning outcomes match planned intentions, whether thinking/skills/competencies
have been developed and whether pupils are aware of/help to monitor their own progress.
Learning Management Pupils’ Effectiveness
environment of learning responses of pupils’ learning

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Bibliography

accreditation 194
action plans 33, 97, 100–3
active listening 75
activists 95
Adam, C. 176
Adey, K. 92
advanced skills teachers 175
appraisals 15, 54, 56, 229
see also reviews
aspirations 218
assessment forms 94
assessment profiling 212
attainment 236
audits 33, 52, 94, 180
award-bearing courses 14, 185–7
Best Practice Research Scholarships (BPRS)
175, 195–7, 200
initial teacher education (ITE) 189–91
masters and doctorates in education 192–4
Qualified Teacher Status (QTS) 50, 110,
188–91
behaviour management 153–4
beliefs and values 12, 116, 158–9
Best Practice Research Scholarships (BPRS)
175, 195–7, 200
Bines, H. 189
blame culture 116
Blandford, S. 87, 173
Bolam, R. 14, 15, 130
Borko, H. 25
Brighouse, T. 160
Brown, M. 180, 181
Career Entry Profile (CEP) 109
career planning 66, 117
career stages 12–14
and mentoring 113
caring culture 116
Carr, W. 116
change implementation 12
classroom management 235
and learning 163–4
classroom observation 57, 72
closed questions 74
co-ordinators
concerns of 92
and financial management 87
and induction 112
job descriptions 93
key tasks 91
knowledge requirements 86–7
personal/professional qualities 90
priority setting 92
roles and responsibilities 7, 86, 88–90
and school development 93
staff development audits 94
and stakeholder needs 175
status of 92
time planning 93
training 91, 93
coaching 43
communication 7, 161
communities 162
competencies 6–7, 144
conferences 14
consultants 148–9, 231
continuing professional development (CPD)
5, 8, 11, 30, 176–7
culture for 32
courses
compared to internal development 94
Index

and learning styles 95–6
see also award-bearing courses
Craft, A. 86, 94
culture 32, 86, 116, 235
learning culture 185
data collection 57, 72
Day, C. 86, 120
Dearing Review 185
debriefing 57, 73
decision-making 207–9
Department for Education and Skills 12,
175, 196
Investors in People (IIP) initiative 179–81
development interviews 94
discipline policy 153
dispositions 236
doctorates in education 192–4
documentation 33
for new staff members 112
reports 231
Durrant, J. 234
Earley, P. 9, 10, 11, 108
Education Reform Act (1988) 144
educational development plans (EDP) 55,
175, 213
effective management 206
effective schools 107
effective teams 121–2
equal opportunities 12, 53
ethics in research 196
evaluation 219, 225, 229–31, 240, 242
of courses 88
self-evaluation 116–17
experience 220
feedback 43, 73
Field, K. 96, 175, 194, 218, 233
financial management 87
see also funding
Fletcher-Campbell, F. 11
Frost, D. 234
Fryer, R.H. 185
Fullan, M. 86, 94, 208
functions of professional development 9
funding 28, 127–8, 213–14
for research 195, 196
gap analysis 144
gate-keepers 16
General Teaching Council (GTC) 11, 15, 30,
176–8
research initiatives 197
Glover, D. 88
goals see objectives; targets
good practice 152–4, 241
governors 4
Graham, J. 233
grants see funding
Haigh, G. 163
Hall, V. 6, 7, 90, 97, 122, 208, 214, 230, 240
Hargreaves, A. 86, 94, 208
Hargreaves, D.H. 195, 196, 227
Hay Group 47
HEADLAMP 174
headteachers 171, 173–4
higher education institutions (HEIs) 185–6,
189, 192, 197
hypothetical questions 74
ICT funding 127
identification of needs 123–4, 144, 218
impact measurement 219, 233–7
in-service education and training (INSET)
5–6, 143–65
effectiveness and value of 170
frequency of 146
good practice 152–4
monitoring and evaluation 150–1
and performance management 152–4
Index

planning 144–7
presentation of material 146
programme 157
relevant issues 146
subject-based INSET 146–7
use of consultants 148–9
venues 146
see also training
induction 12, 50, 109–12, 134–5
of new appointments 111–12
information availability 88
initial review meetings 57
initial teacher education (ITE) 12, 189–91
institutional development 86
internal development 94
interpersonal mentoring roles 113
interviews
development interviews 94
review interviews 58, 74–5
Investors in People (IIP) initiative 179–81
Isaac, J. 29, 117
Jo-Hari window 73
job descriptions 67–70, 93
job exchange 125–6
job shadowing 126
job specifications 67–8
Jones, J. 92
Joyce, B. 129–31
Kemmis, S. 116
Kennedy Report 185
Kettering, C. 238
KITSch (Kent IT in Schools) 127
knowledge 7, 144
requirements of co-ordinators 86–7
Lawlor, H. 4, 6, 56–7, 86, 186, 205
leadership 8, 14, 15–16, 36–7
National College for School Leadership
(NCSL) 171
programme for headteachers 174
subject leadership 171, 172–3
training 171
workshop 19
see also management
learning
and classroom management 163–4
converting into development 219
culture for 185
environment for 6
finding learning activities 218
on the job learning 15
lifelong learning 185
logging learning activities 219
and management 160–1
measuring impact of 219, 233–7
professional learning framework 177–8
pupils’ learning 236
styles 95–6
learning communities 4, 177
learning networks 177
learning organisations 3, 6, 8, 107
Learning and Teaching 169
Levacic, R. 88
lifelong learning 185
Lillyman, M. 81
Local Education Authorities (LEAs) 175,
213–14
logging learning activities 219
MacBeath, J. 8, 148
McCall, C. 4, 6, 56–7, 86, 186, 205
maintained schools 15
management 15–16, 36–7
behaviour management 153–4
development activities 129–31
devolution of responsibilities 8
effective management 206
and learning 160–1
national standards 171–2
of professional development 6–7
Index

styles of 8
workshop 19, 21
see also leadership
Management Charter Initiative (MCI) 29
masters in education 192–4
mentoring 113–15, 188
and career stages 113
drawbacks to 115
essentials of 114
and initial teacher education (ITE) 190–1
interpersonal roles 113
stages of 114–15
and support 113
vocational roles 113
metacognition 236
mission statements 30
model of professional development 32–5
monitoring 56–7, 150–1, 225, 226–8
Moon, B. 25
Morris, Estelle 8
motivation 52
National Advisory Group for Continuing
Education and Lifelong Learning 185
National College for School Leadership
(NCSL) 171
National Professional Programme for Serving
Headteachers 171, 174
National Professional Qualification for
Headship (NPQH) 171, 173–4
National Professional Qualification for
Subject Leaders (NPQSL) 171, 172
national standards 170–5, 186
for headteachers 171, 173–4
for management 171–2
Standards Fund 175, 214
for subject leaders 172–3
National Teacher Research Panel 197
National Union of Teachers 134
National Vocational Qualifications 186
needs identification 123–4, 144, 218
networks 88, 177, 178
New Opportunities Funding (NOF) 127
newly qualified teachers (NQT) 109–12,
134–5, 188–9
see also induction
objectives 206, 207, 227
see also targets
O’Brien, J. 8, 148
observation 57, 72
OFSTED (Office for Standards in Education)
150, 175
Oldroyd, D. 6, 7, 90, 97, 122, 208, 214,
230, 240
open questions 74
operational planning 210–11
Ormston, M. 113
parents 160, 161
performance management 7, 47–9
checklist 56–7
and INSET 152–4
purpose of 52–4
targets 7, 11, 30, 33, 58, 59–60, 77–8, 218
threshold assessment 50–1
see also reviews
personal development 12, 219
personal qualities 90
Phillips, E.M. 192
planning 6, 88, 205, 206–12
action plans 33, 97, 100–3
actions 206, 207
career planning 66, 117
and decision-making 207–9
educational development plans (EDP) 55,
175, 213
in-service education and training (INSET)
144–7
objectives 206, 207, 227
operational planning 210–11
process 209–10
Index

recording 212
school development plan (SDP) 27–8, 35, 40
staff development 35
stages of 207
strategic planning 27, 37, 210
team development 36–7
see also resources
policy development 29–31, 41–2, 49
Pollard, A. 48
portfolio of professional practice 218–19
practice-based approach to self-development
119–20
practitioner development 14
practitioners' workshop 20, 21
pragmatists 95
Priest, R. 153
priority setting 92
probing questions 74
professional communities 4
professional development, definition 5–6, 11
professional development records (PDR)
65–6, 79–81
professional education 14
professional learning framework 177–8
progress reports 58, 76
Pugh, D.S. 192
pupils' learning 236
purpose of professional development 9
Putnam, R.T. 25
qualifications see award-bearing courses
Qualified Teacher Status (QTS) 50, 110,
188–91
questionnaire for teachers 165
questioning techniques 74
Rawlings, J. 86, 88, 90, 91, 92, 93, 94, 95, 112
records
professional development records 65–6,
79–81
recording plans 212
reflective questions 74
reflectors 95
reporting 231
research
Best Practice Research Scholarships 175,
195–7, 200
funding for 195, 196
resources 15, 30, 88, 205, 213–16
teachers as a resource 220–1
see also funding
responsibilities for staff development 4,
15–16, 88
reviews 52–4, 55–62, 225, 232
classroom observation 57, 72
data collection 57, 72
debriefing 57, 73
initial meetings 57
interviews 58, 74–5
outcomes 60
self-performance reviews 57
statement preparation 58, 76
targets 7, 11, 30, 33, 58, 59–60, 77–8, 218
role models 16
Saunders, L. 197
school development 12, 25, 32–5, 93
funding 28, 127–8, 213–14
planning 27–8, 35, 40
self-developing schools 9, 34
self-development 5, 15, 116–20
and career planning 117
practice-based approach 119–20
self-evaluation 116–17
self-performance reviews 57
self-review prompt sheet 71
Senge, P.M. 116
shared values 12
Shaw, M. 109, 113
Showers, B. 129–31
Single Regeneration Budget (SRB) 214
skills 7, 12, 144
Index

skills training 129–31
staff development 32–5
audits 94
stakeholder needs 175
standards
national standards 170–5, 186
threshold standards 50–1
Standards Fund 175, 214
strategic planning 27, 37, 210
subject leaders 171, 172–3
subject-based INSET 146–7
support 14, 56
and mentoring 113
for newly appointed staff 112
targets 7, 11, 30, 33, 58, 59–60, 77–8, 218
see also objectives
Taylor, J. 180, 181
Taylor, W.T. 47
Teacher Research Grant 196
Teacher Training Agency (TTA) 12, 170, 176,
188, 196
National Teacher Research Panel 197
teachers as a resource 220–1
Teaching Assistants 128
team development 12, 36, 36–7, 121–2, 136–7
team working 138–9, 208
theorists 95
threshold standards 50–1
time management 93, 201
Tomlinson, H. 49, 50
training 14
of co-ordinators 91, 93
gap analysis 144
identification of needs 123–4, 144, 218
impact on professional development 130
leadership training 171
skills training 129–31
see also in-service education and training
(INSET)
training days 6
trust 53
Tuckman, B.W. 78
values 116
shared values 12
value statements 158–9
vision statements 30
vocational mentoring roles 113
Wallace, M. 91, 92
Warwick, D. 207
Welton, J. 189
West-Burnham, D. 206, 207
working groups 8
workshops 14
Index

Professional Development Manual

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