Helping Staff Develop in Schools
Publication Year: 2010
With the current emphasis on Continuing Professional Development (CPD) for teachers, it is important to ensure that every member of staff has the opportunity to develop their skills, knowledge and understanding as outlined in the professional and occupational standards for the school workforce. As your practical guide to developing your staff, this book shares successful ideas from other schools, colleges and local authorities. Topics covered include: - developing a learning-centred culture - finding time for staff development - meeting the different needs of staff - how to evaluate the impact of staff development With vignettes and case studies and its emphasis on practical and research-based perspectives, this book offers tried and tested strategies for successful and rewarding staff development that, most importantly, can contribute to ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Why Staff Development Matters
- What is Staff Development?
- Staff Development makes a Crucial Difference
Part A: Leading Staff Development
- Chapter 2: How to Lead Staff Development
- What does Staff Development Leadership Look Like?
- What's Involved in Leading and Managing Staff Development?
- Sharing the Load
- Keeping Informed
- Chapter 3: How to be Strategic
- Why Staff Development Needs to be Strategic
- What do we mean by Strategic?
- How to be Strategic
- Chapter 4: How to Find Time
- What we Know
- Ideas for Finding Time
- Using Existing Time Well
- Blue Skies Thinking
- Chapter 5: How to Make the Most of Development Days
- What we Know
- Making the most of Development Days
- Planning the Days
Part B: Making Staff Development Count
- Chapter 6: How to Plan for Impact
- What we Know
- Understanding what Staff Development is
- How does Impact Happen?
- Levels of Impact
- What Sort of Impact are you Looking for?
- Where to Find Evidence of Impact
- Planning to Make a Difference
- Value for Money
- Chapter 7: How to Identify Needs
- Identifying Teachers' Needs
- Identifying Support Staff Needs
- Individual Development Plans
- Chapter 8: How to Personalise Learning
- What we Know
- How Adults Learn
- Approaches to Personalising Development
- Chapter 9: How to Meet Staff's Needs
- What we Know
- The Range of Activities
- Research and Enquiry
- Teachers TV
- Listening to Pupils
- Training others
- Chapter 10: Research and Resources for Leaders of Staff Development
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
Our education publishing includes:
- accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development
- inspirational advice and guidance for the classroom
- authoritative state of the art reference from the leading authors in the field
Find out more at: http://www.sagepub.co.uk/education
© Sara Bubb and Peter Earley 2010
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
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List of Figures
List of Tables[Page viii][Page ix]
This book has been written to help staff develop in schools. As such, we would like to thank all the people whom we have spoken to as part of our research, particularly on the Staff Development Outcomes Study and From self-evaluation to school improvement as well as those we meet on courses at the Institute of Education. These people have been an inspiration to us in writing what we hope is a very practical book.
The folk at Sage are wonderful, so particular thanks must go to Jude Bowen and Amy Jarrold as well as the marvellous Jeanette Graham and all involved in the production of this book.
Most of all, we must thank our families and friends - especially Paul, Julian, Miranda and Oliver - for their encouragement and tolerance.
The authors are grateful to all those who granted permission for material to be reproduced in this book including: the CfBT Education Trust, Training and Development Agency for Schools (TDA), especially Chris Brown, CPD Leader, Teachers TV (all Teachers TV material was correct and available at the time of going to press), Human Resource Development Quarterly, Office of Manpower Economics, Teachernet, South Yorkshire LEA, Professor Chris Day and Professor Thomas Guskey.
Great staff make great schools. The organisations that make most impact on their pupils are the ones that choose their staff carefully and help them develop so that they are very effective, highly motivated and feel fulfilled in their work. By ‘staff’ we don't just mean teachers. In many schools, teachers are less than half of the total workforce. So we need to think about the development of everybody, whatever their role, so that as a group they can make a fantastic difference to children and their communities.
The last decade or so has seen a growing recognition in schools and colleges that people matter and that attention must be given to their needs, especially those concerning their professional and personal growth. Staff development is a field in which there is growing interest because people see it as such a vital part of school improvement, raising pupil achievement and enhancing their wellbeing. We hope that this book will help people think more deeply about the development and training of staff - all staff - in schools and other organisations. It is related to our second edition of Leading and Managing Continuing Professional Development, which might be a valuable source for those wanting greater detail than provided here. But in this book we have tried to be concise, practical and useful so that it will lead to even stronger staff development practice. This is vital, particularly in the current climate of schools having more responsibility for their own people, and indeed working with other schools in staff development clusters and networks.
Perhaps the most important developments in recent years have been the growth of the wider children's workforce and integration of a broader range of people into staff development systems. To be successful, we should know what individuals need, have plenty of ideas of how to help them progress and know that the impact of activities really does make a difference so that they can be even more effective in contributing to pupils’ achievement and well-being.
We hope that this book will help improve human resource development and its management and leadership so that more people get a better deal and that their development is given the attention it merits.
In writing this book we have tried to do two things. First, we have summarised the most recent relevant research - some of which we have been personally involved in - to highlight the issues and current state of affairs. This gives a firm foundation for leaders and co-ordinators leading and managing staff development. Secondly, we have given examples and case studies of good practice drawn from a wide range of schools.
It is important to remember that development cannot be forced and that staff who are excited and motivated by the experience of their own learning are likely to communicate that excitement to pupils. Throughout the book, we draw upon the latest research and examples of good practice, where possible giving case studies and pen portraits.[Page xii]
Although our focus is predominantly on schools, staff development has to be well led and managed at three levels: that of the school, the local authority and at a national level. The key goal of all educational organisations is student learning, whereas the ongoing learning of teachers, support staff and other employees is not always prioritised or adequately resourced. Creating a culture of learning is crucial and this is shaped essentially by the attitude and approach of school leaders and governors towards staff development. There is a need to ensure that personal development is not marginalised - it is crucial to individual effectiveness and thus to the success of the school and young people. Schools need to achieve a healthy complementarity between system and individual needs. People matter and this has recently been recognised with the national training and development programmes for the leaders of staff development.Structure of the book
The book consists of ten chapters and is divided into two parts: Leading Staff Development and Making Staff Development Count. We begin by looking at the leadership of staff development and its management (Chapter 2), before considering why staff development needs to be strategic and what that means. We often hear the claim that there is simply no time for staff development, so in Chapter 4 we look at ways in which time can be found for workforce development. The five development days (commonly called INSET days) are the focus of Chapter 5 and we investigate how we can make the most of this time.
The focus of the second part of the book is on the training and development cycle and how to get the maximum impact from your staff development resources. We begin with the area of impact evaluation and stress how important it is to plan for impact right at the outset. Needs identification is the focus of Chapter 7 where we consider procedures for identifying teachers’ and support staff's needs. We argue in the following chapter for the need to personalise learning and consider what we know about how adults learn. Chapter 9 is concerned with the all important area of meeting needs and it considers the range of activities that are available to develop people, such as coaching-mentoring, observation and the growing world of e-communities. In the final chapter we outline useful publications and resources which we feel will be helpful to you.
Throughout the book we share what we know by drawing upon research, often our own, and providing examples of good practice. We address the practical considerations and management and leadership implications to help you develop your strategy for developing the school workforce: so that they and the organisation are learning-centred.and
About the Authors
AST Advanced skills teacher
BETT British Educational Training and Technology Show
CA Classroom assistant
CIPD Chartered Institute of Personnel Development
CPD Continuing professional development
DCSF Department for Children, Schools and Families
EAL English as an additional language
EPD Early professional development
GTC General Teaching Council
GTCE General Teaching Council of England
GTCS General Teaching Council of Scotland
GTP Graduate Teacher Programme
HEI Higher education institution
HLTA Higher level teaching assistant
HMI Her Majesty's Inspectorate
HoD Head of department
ICT Information and communications technology
IEP Individual education plan
INSET Inservice education and training
ISCTIP Independent Schools Council Teacher Induction Panel
ITT Initial Teacher Training
LA Local authority
MFL Modern foreign languages
MPS Main pay scale[Page xv]
MTL Masters in Teaching and Learning
NAPTA National Association of Professional Teaching Assistants
NCLSCS National College for Leadership of Schools and Children's Services
NOS National Occupational Standards
NQT Newly qualified teacher
NVQ National Vocational Qualifications
Ofsted Office for Standards in Education
OTT Overseas-trained teacher
OTTP Overseas-trained teacher programme
PGCE Postgraduate certificate in education
PLC Professional learning community
PM Performance management
PPA Planning, preparation and assessment
QTS Qualified teacher status
SDP School development plan
SEF Self-evaluation form
SEN Special educational needs
SENCO Special educational needs co-ordinator
SIP School improvement plan
SLT Senior leadership team
SMT Senior management team
SSAT Specialist Schools and Academies Trust
SSSNB School Support Staff Negotiating Body
STRB School Teachers’ Review Body
TA Teaching assistant
TDA Training and Development Agency for Schools
TES Times Educational Supplement
TSN Teacher Support Network[Page xvi]
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