CPDL and Developing as a Member of Staff at Wrenn 2023-24

PROFESSIONAL DEVELOPMENT AND LEARNING AT WRENN 2023-24 INTRODUCTION

‘There is a warm, open collaborative culture at Wrenn’ Colleagues across the organisation recognise the importance of working together’ (TDT audit: June 2022)

It sometimes seems that life in school is all about change and meeting challenges; indeed, many of our lessons have exactly this effect on our students – it is called ‘learning’. As members of staff in an ambitious school that aims to enrich the experiences of our young people, enable them to make extraordinary progress and be able to access the best opportunities for their future lives, we must be role models for continuous learning and development. The modern world around us is changing at pace and new discoveries and developments occur in the subjects we offer on a regular basis. There is a continual questioning of what makes education and the experience of school ‘good’ at a national level and the ways in which this links to personal development, fulfilment, satisfying work and economic well-being.

In our school we expect all staff to show high levels of responsibility and take ownership of their work. Whilst we strive as individuals, we know that we will have greater impact and develop faster and more successfully if we cooperate with others –sharing our learning and developments in pedagogy together. In a school this will only work if it is supported systematically. We provide:

• Training and development for all staff across the wide range of roles that we have in school – both in and outside the school

• Clarity around career structure and expectations that can be met to demonstrate successful progress, according to career stage

• A supportive Professional Development system that sets realistic objectives and encourages individual growth, team success and the promotion of the Wrenn ethos through a coaching approach

• Quality Assurance that focuses on formative, developmental feedback, rather than summative judgements

• Opportunity to reflect on career aims and feedback into further school improvement through career stage interviews

• Opportunity to work with colleagues on improvement projects through action research, development projects, enhancing subject knowledge, co-observation, and utilising external support – colleagues engaged in collaborative development so that improvement is continuous

Wrenn school provides a warm supportive environment that strives to enable and encourage professional progression, aspirations, and role enhancements irrespective of where you are at in your career stage. Many staff at Wrenn comment on the host of opportunities they have had to develop their pedagogical practice, skills, and knowledge – and continue to do an excellent job here every day, others have achieved promotion inside or outside Wrenn, whilst all the time new colleagues are training here and joining us to add to the energy and vitality that typify the Wrenn ethos and community.

Please enjoy your work and enhance that of others, knowing that you really do make a difference to the many young people that pass through our school.

Jill Spencer Assistant Principal for Staff Professional Development

SCHOOL PRIORITIES FOR 2023

Whole School

To reduce in school variation across all areas of the school and ensure all areas are exceptional.

Teaching

To put in place systems and actions that ensure every member of staff takes responsibility for driving their own, team and whole school improvement to reduce variation in performance and improve educational experiences and outcomes for all students.

Learning

To reduce in school variation to ensure all stakeholders are able to develop desirable characteristics.

Curriculum and Standards

To reduce in school variation through effective and consistent curriculum planning and implementation: students make exceptional progress as a result.

TEACHING AND LEARNING

At Wrenn, we strive to ensure that ALL students experience an ambitious, broad and engaging curriculum that will enable them to achieve success. We are a truly comprehensive school, encouraging all abilities and aspirations. With this in mind, we are committed to delivering lessons that are inclusive by design, with the understanding that good teaching for SEND, PP and EAL students, is good teaching for all.

Our Quality First Teaching Charter, which is backed by educational research; outlines an approach centred around 5 key concepts promoting guided practice that leads to successful independent practice and has a focus on methods that support the retention of information in long term memory.

‘Every student, every lesson, every day’

The QFTC is delivered through subject specific design, enabling Curriculum Leaders and their teams the autonomy to deliver their discipline in the most effective way, given the nature of their subject/s.

At Wrenn, we invest in a high quality CPDL whole school, team and individual provision to ensure that every member of staff can reach their full potential, and in turn, provide our students with the very best learning opportunities. Teaching and Learning is our core purpose and therefore investment in this area is prioritised.

Examples of this include:

• Whole school CPDL for consistent approaches across the school

• Designated time for ‘Subject Specific CPDL –ensuring that teachers have the opportunity to develop their subject knowledge with their faculty teams

• Dedicated time for our internal Middle Leadership Development Programme – delivered to facilitate

personal reflection and support key leadership skills

• 15 Minute Wrenn Talks – weekly, short, sharp morning sessions, delivered by teachers from across the school allowing for collaborative deliberate good practice

• Consideration of career aspirations through Performance Development and Career Stage Interviews – CPDL and facilitated opportunities are offered wherever possible

• Coaching and Mentoring programmes from our CPDL Team

• Well – resourced CPDL Library and regular T&L Bulletins

• Cross-trust collaboration and a shared curriculum with the CET academic communities

• Colleague to colleague Developmental Drop Ins/ Co-observation

• CET Partnership Networking in academic communities

• Commitment to developing our leaders through NPQ programmes

• Staff membership to latest educational research through TES Develop.

We believe that every member of our school community should be a lifelong learner and we provide a bespoke CPDL and support programme to facilitate the delivery of our Quality First Teaching Charter. This outlines our approach to teaching and learning which underpins our ambitious curriculum. Our Quality First Teaching Charter is Subject Specific, ensuring that chosen pedagogies are suitable for each subject area. Any school-wide approaches are presented in ‘The Teaching and Learning Framework’ and ‘Standard Operational Procedures’ (SOPs): thus, ensuring that key expectations are delivered consistently in every lesson every day.

(See appendices: For QFTC, overview of T&L Framework Standard Operational Procedures.)

QUALITY ASSURANCE

On the back of our Subject Specific Quality First Teaching Charters, our Quality Assurance programme is driven by our Middle Leaders, who are best placed to drive continuous improvement. There is no graded observation of lessons at Wrenn, instead leaders from across the school will dip into lessons for short periods of time regularly, to both support staff and students and ascertain the daily diet of Teaching and Learning for our students. Our focus is on high standards, development, and continuous improvement.

The Middle Leader Quality Assurance programme stems from leaders’ Impact Statements and includes:

• Learning Walks

• Book Looks

• Student Voice

• Post Assessment analysis (and then subsequent Subject Specific CPD as a result)

• Results Analysis

• Behaviour Analysis

These are explored through line management with SLT links, and support is given to allow Middle Leaders to be able to do this effectively.

Senior Leaders run their own Quality Assurance programme in the form of Learning Walks, Book Looks, Student Voice, and Reviews; these are used to triangulate Middle Leader processes and support teams in achieving their priorities.

DEVELOPING NEW TEACHERS AT WRENN

We have a comprehensive programme of CPDL delivered by both our own staff and experts from the wider world of education. Increasingly, Wrenn teachers are contributing to various forums locally and nationally with published articles and aspects of our work being filmed and disseminated – for example by the Chartered College of Teaching. We have an experienced team of mentors who are available to work with trainees, new teachers and staff and have our own successful coaching programme – an aspect of our work that we are actively developing further using Steplab

For a number of years, we have believed that engaging with training organisations and accepting trainees into our school is a rewarding and significant part of our work; both to develop new teachers and to create the vibrant, questioning and active pedagogical climate that we know will lead to teachers who are continuously developing and engaged students who will learn successfully and make progress.

We welcome trainees to our school and provide outstanding support. Our trainees value their time at Wrenn, and an increasing number of colleagues began their journey into teaching at Wrenn in this way and then remained with us as full-time permanent members of staff. Many comment on the way in which Wrenn ‘feels like a family’, the ways in which mentors support them and how they feel welcomed in the staffroom. Our best trainees understand our mission to provide our students, who are not always advantaged, with an outstanding education so that they can achieve beyond their potential and are excited to work in a progressive environment where they can push and test pedagogical practice. Our teachers actively research to improve their subject knowledge and pedagogy, this is supported by a focus on subject specific CDP and through the TES Develop platform.

At Wrenn we are passionately committed to developing our own teaching and working in our teams to deliver powerful learning experiences for students.

THE EARLY CAREER FRAMEWORK

In September 2021 we introduced the Early Career Framework to support our Early Career Teachers in Years One and Two of their careers.

Sessions are timetabled and delivered weekly to provide teachers at an early career stage with the learning and support that they need to reflect on and develop their practice as they enter this challenging yet rewarding and fulfilling career. All ECTs receive timetabled one to one support sessions from a subject mentor.

Year 1

Year 1 is an introduction to the key themes and statements in the Early Career Framework. The focus is on helping Early Career Teachers (ECTs) to establish themselves in the classroom, drawing on the best international evidence for what works in education. ECTs will work on core principles and techniques of effective teaching, including lesson planning, expositions, assessment, feedback and managing behaviour. Throughout each DFE Block (module) they will find practical, accessible self-study activities to support their development and adhere to the teaching standards. These will be further supplemented by regular sessions with their Mentor and training sessions led by an expert practitioner. These sessions are designed to support ECTs to translate the research into their classroom, with opportunities to discuss research, observe colleagues, practise new techniques, and reflect on their progress and next steps in real terms.

Year 2

The structure of the DFE Blocks (modules) in Year 2 replicates that of Year 1. Any remaining statements from the Early Career Framework will be covered, and many of the same themes from Year 1 will be revisited in greater depth to strengthen and further ECTs’ practice. During Year 2, the focus is on mastering key ideas in the Early Career Framework. ECTs will be encouraged to reflect on the links between themes, in the light of their increasing knowledge and developing practice within their specialism. They will continue to work with their Mentor to reflect on the progress they have made, and by the end of the year they will identify future opportunities for development or specialisation for the next stage of their career. Training sessions provide additional support and access to a supportive peer network of other Early Career Teachers.

This work will be led by Jennie Goodwin and Jill Spencer.

CAREER STAGE INTERVIEWS

At Wrenn, every member of staff is entitled to a Career Stage Interview with a member of the SLT to discuss (completely separately from the Performance Development process) their career ambitions, give feedback on how they find working at Wrenn, make suggestions for development and investigate appropriate CPDL. Staff have indicated that they place a high value on this process. (See the appendices for process structure and suggested discussion areas).

THE THREE DELIVERY STREAMS FOR CPDL

Whole School

Whole school CPDL is used for areas of development and learning that need clear and shared understanding of processes and methods, so that we deliver with a high level of consistency. This is essential for areas within our safeguarding work and when we need to introduce teaching and learning practices that we want all students to experience across the school, for example through the Teaching and Learning framework document that highlights the ‘learning cycle and SOPs (standard operational procedure) that every member of staff follows. Furthermore, our Quality First Teaching Charter and the subject specific versions developed by each team are centered around these key concepts and routines. This approach can also be valuable for allowing us to introduce and discuss how we work with each other.

Teams

The teams that we work in are important to us and our middle leaders are at the heart of driving school improvement, showing outstanding commitment to their work. Team leaders understand the needs of their teams and the work that needs to be done to enhance the effectiveness and impact of their team. Leaders will therefore use calendared, subject specific time, to put in place training for their teams – for example, in response to assessment data. This could involve reflecting on assessment point outcomes, using video materials from TES Develop for the advance of pedagogy, exploring subject knowledge or enhancing schemes of work. As Performance Developers they will spot valuable external CPDL opportunities for individual team members, appropriate to career development and Professional Development goals, and support applications for these to the Assistant principal for Staff Development. In response to developmental observations, team leaders will set up and support co-observation partnerships.

Individual

Individual members of staff are encouraged to reflect on their own career development and take ownership of this. This principle is at the heart of professional development at Wrenn. From Career Stage Interviews and Performance Development discussions staff will access and move through the development pathways outlined below to ensure that they develop their careers and acquire the skills and experience that enthuse and motivate them as they become expert teachers. Staff can use co-observation, internal or external courses, attendance at Wrenn Talks, the range of video resources available, TES Develop and the CPDL Library and the Steplab coaches that we have in-school to support their development.

This work is led by Jo Grant, Jill Spencer and Amy Bunker.

DEVELOPMENT AND LEARNING PROGRAMMES

It is understood that development will not always match across all six areas and indeed that many staff will choose to develop their expertise in the strands that motivate them – it is not essential that all staff should wish to be leaders, and expertise in teaching and learning or delivering excellent enriching experiences for students should be celebrated equally. We will use the infographic below to reflect on our own expertise and areas of development and as a tool to support performance development discussions.

Please see below for a visual representation of teacher strands of professional expertise, career expectations and entitlement and current CPDL programmes. EXPERT

Leadershipandcontributionto school/team development

Able to advise and lead the development of teachers through co-observation, mentoring and coaching both within own team and across the school.

Makes a significant contribution to improving teaching and learning.

Expert in education and understanding of wider factors in a specialist area or whole school improvement. Proactive development of strategies to lead staff and secure improvement. Clear strategic evaluation secures high impact.

Seeking to contribute to and lead an aspect of team or whole school development which may involve a TLR role.

Prepared to take ownership and responsibility and accept accountability

Actively looking for opportunities to take responsibility that contributes to team’s effectiveness eg developing resources and schemes of work.

Classroom Practice andPedagogy

SUSTAINED IMPACT

TRAINEES ECTS

Contributes to team effectiveness by understanding needs of the team and its members and actively helping the team to meet its objectives.

Developing skills as a co-observer to support other teachers in development.

Engages with mentors and coaches to reflect on and rapidly develop the range of teacher skills and attributes.

Uses co-observation to reflect, learn and develop own practice.

Able to expertly deploy a range of strategies that engage all students. Learning sequences are powerfully structured to build knowledge and skills so that students are confident and articulate and achieve highly.

High expectations, support and challenge mean that all students engage and achieve to match national levels. Sound choices are made in deploying strategies in pedagogy and behaviour management.

Engaging the range of students in learning, achieving and developing an enjoyment of the subject.

Teacher Professional & Career Development

Appreciates ways in which personal development contributes to achievement and ensures that all students are safe and well-being needs are met.

Understands and contributes to personal development so that students aim high and achieve to at least national levels.

Highly effective as a tutor and contributor to extra-curricular experiences that build students’ cultural capital.

Regularly reading to build on university knowledge and understanding of curriculum topics. Action research on groups in classes taught.

Plans sequences of lessons to match the curriculum and ensure successful learning. Clear and regular feedback means students know what to do to improve.

Develops engaging resources to support curriculum delivery with tightly planned sequences of lessons that secure and extend learning. Feedback is regular and sharply focused with action tasks that lead to rapid improvements in understanding and skills.

Up-to-date with latest subject developments through reading journals and membership of subject associations. Collaborating on action research to look at wider patterns in subject area.

Able to deploy authoritative, convincing and comprehensive knowledge of subject and share this with others to increase overall effectiveness.

Inspires students to want to do well and aspire to fulfilling careers by supporting students both in and outside lessons to contribute significantly to their personal development.

Detailed understanding of curriculum aims, structure and the part that assessment plays in this. Develop and share engaging resources that inspire staff and students. Feedback is regular and explicitly linked to exam and assessment objectives so that students make rapid progress.

Outcomes, Enrichment and Student Experience Curriculum, Feedback and Assessment

To support career development and teacher learning at Wrenn we have defined six strands of essential professional expertise with these divided into three levels of development.

WRENN CPDL - TEACHER CAREER STAGE ENTITLEMENT

(For self-reflection and monitored and discussed at performance development meetings):

CAREER STAGE INDIVIDUAL TEAM WHOLE SCHOOL

ECT – 2 year programme

Early Career Teachers receive support from their teams, the Induction Coordinator and Coach and a subject mentor. They will access materials from the national framework to support their development and in addition to mentoring receive timetabled development sessions with the coach.

MPS 3-4 – 2 x 1 year programmes

Developing teachers are keen to build on knowledge and learning from the ECT phase and are active in their own development and in implementing their subject specific Quality First Teaching Charter. They are supported through Wrenn CPDL programmes and members of their team. All staff at Wrenn have access to a coach.

MPS 5-6 – 2 x 1 year programmes impactful practice whilst continuing to research and develop pedagogy. Many will be developing particular areas of interest and expertise, supporting these through both independent access to external CPDL (supported by the school) and Wrenn programmes. They will implement all aspects of their subject specific Quality First Teaching Charter across sequences of lessons.

Those wishing to progress to the UPS will want to ensure evidence of significant impact within and moving beyond their own team.

Engage with the ECT programme assignments, responding to guidance and advice from ECT coach, Induction Lead and subject mentor.

Attend programme of timetabled learning sessions using framework topics and materials and additional training sessions. Use ECT resources and TES develop videos as guided. Attend Wrenn Talks.

Attend all Wrenn Talks. Engage with at least two NC webinars or courses. Complete an action research or development project either individually or with another staff member (could be in subject team and linked to co-observation).

Engage with subject team to support the development and implementation of curriculum and pedagogy. Develop subject knowledge through journals/wider reading.

Complete statutory assessment programme led by the Induction Lead. Attend and complete safeguarding sessions and training. Complete Smart Log training as directed throughout the school year.

Attend all Wrenn Talks and access least two TES Develop webinars or courses. Develop expertise in a specialist area and undertake CPDL to support e.g., pastoral, mental health, character education, out of lesson provision.

Complete and lead a CPDL session either individually or with another staff member.

Contribute to an area of curriculum development. Co-observe with a colleague, engage with TES Develop and start to explore coaching techniques through co-observation. Develop subject knowledge through journals/wider reading.

Share successes in own teaching with team members in meetings. Offer informal support to colleagues and trainees within team.

Lead an area of curriculum by developing a Scheme of learning. Co-observe with a colleague, engage with latest research and start to explore Steplab coaching techniques.

Develop subject knowledge through journals/wider reading and share at least one example with the team through completion of a book review or an item in the T&L bulletin).

Offer support to colleagues and trainees within team – explore possibility of becoming a mentor to support ITT or ECTs.

Attend and complete safeguarding sessions and Smart log training. Attend T&L sessions (e.g., on Conference Days) and embed into own practice.

Attend and complete safeguarding sessions and Smart Log training. Attend T&L sessions (e.g., on Conference Days) and embed these into own practice.

UPS1 – 2 year programme

UPS teachers demonstrate sustained and significant levels of expertise. Showing high levels of commitment and initiative to shaping the futures of young people through educational experiences they continue to develop as learners themselves whilst playing an active role in supporting and developing other teachers in all aspects of work including effective use of subject specific Quality First Teaching Charters, learning cycle and SOPs.

Attend all Wrenn Talks. Engage with at least three TES Develop Webinars or courses.

Actively engage with own development and learning through external courses and membership of a professional body or subscription to relevant journals eg SEND, Pastoral, Chartered College, Research.

Complete an action research or development project either individually or with another staff member (could be in subject team and linked to co-observation and delivered at a CPDL session.

Lead an area of curriculum development by developing a significant section of a SOL

Co-observe with a colleague, engage with Tes Develop and increase confident use of coaching techniques. Develop subject knowledge through journals/wider reading.

Share successes in own teaching with team members in meetings. Support colleagues and trainees within team through coaching, inviting observation and demonstrating good practice in observed lessons. Seek opportunities to become a mentor for ITT and ECTs.

UPS2 – 2 year programme

UPS 2 teachers will have demonstrated significant and sustained impact in their teaching and work in their teams. They will have engaged with CPDL and research over time and be contributing in a significant way to the work and development of colleagues, including effective use of the Quality First Teaching Charter, Learning cycle and consistent implementation of SOPs.

Attend all Wrenn Talks. Engage with at least three webinars or courses.

Actively engage with own development and learning through external courses and membership of a professional body or subscription to relevant journals e.g., SEND, Pastoral, Chartered College, Research.

Complete an action research or development project either individually or with another staff member (likely to be across teams but could be linked to co-observation), delivered at a CPDL session.

UPS 3 – 2 year programme

UPS3 teachers are Wrenn’s Senior Teachers and are highly respected and valued. Supportive of colleagues across the school and confident in coaching and developing teachers; they are able to demonstrate impactful practice in the classroom and beyond, showing high levels of expertise in all aspects of the role of a teacher including effective use of the Quality First Teaching Charter, Learning cycle and explicit implementation of SOPs.

Attend all Wrenn Talks. Engage with at least three TES develop webinars or courses.

Actively gage with own development and learning through external courses and membership of a professional body or subscription to relevant journals e.g., SEND, Pastoral, Chartered College, Research.

Complete an action research or development project either individually or with another staff member (likely to be across teams but could be linked to co-observation).

Delivered at a CPDL session.

Attend and complete safeguarding sessions and Smart Log training. Attend T&L sessions (e.g., on Conference Days) and embed into own practice – contribute to one session.

Produce two articles for the T&L bulletin – this could be pedagogical or a book/research review).

Lead at least two sessions as part of the Wrenn Talks CPDL.

Lead an area of school-wide development.

Co-observe with colleagues, engage with Tes Develop and develop confident use of coaching techniques. Develop subject knowledge through journals/wider reading.

Support high quality curriculum and resource development through examples and demonstrations. Support colleagues and trainees across the school. Seek opportunities to become a mentor for ITT or ECTs.

Lead an area of school-wide development, innovation or research.

Co-observe with a colleague, engage with Tes Develop and develop confident use of coaching techniques.

Develop subject knowledge through journal/wider reading.

Support high quality curriculum and resource development through examples and demonstrations.

Support colleagues and trainees across the school. Seek opportunities to become a mentor.

Attend and complete safeguarding sessions and Smart Log training. Attend T&L sessions and embed into own practice – contribute evidence/examples of practice to at least one session. Produce two articles for the T&L bulletin – this could be pedagogical or a book/research review).

Lead at least three sessions as part of the Wrenn Talks programme.

Actively operate as part of the coaching team to support at least one colleague per year through Steplab.

Attend and complete safeguarding sessions and Smart Log training. Attend T&L sessions and embed into own practice – contribute evidence/examples of practice to at least one session.

Produce two articles for the T&L bulletin – this could be pedagogical or a book/research review).

Lead at least three sessions as part of the Wrenn Talks programme.

Actively operate as part of the coaching team to support at least one colleague per year through Steplab.

Welcome colleagues to observe lessons and demonstrate expert practice to trainees, ECTs and teachers across the school.

CPDL SESSIONS 2023-2024

CPDL COMPONENTS AT WRENN

– DEVELOPING SUBJECT AND PEDAGOGICAL EXPERTISE:

INDIVIDUAL

CO-OBSERVATION/ COACHING

AR/DEVELOPMENT PROJECTS/SUBJECT KNOWLEDGE

AS PART OF MY TEAM WHOLE SCHOOL

STEPLAB:

Steplab instructional coaching is a powerful approach for ALL teachers, not just those at the start of their careers. Indeed, teaching is a complex activity, and just as top athletes use coaches to help them stay on top of their game, coaching can help experienced teachers to keep getting better too. Mark Loosemore will be leading on the Steplab responsive instructional coaching as a means to deliver effective Professional Development that adapts to the expertise of the teacher being coached.

Great teachers change students’ lives, hence the importance of efforts to support teachers with improving their instruction through Professional Development (PD) programming. Ultimately the goal of PD is to support student learning and well-being. Steplab aims to provide comprehensive support to teachers irrespective of where they are on their journey toward professional expertise. Focusing on developing teachers’ ability to integrate technical knowledge and professional judgement Steplab core goals for PD are based on a teachers’ daily work that supports student learning. Steplab’s coaching model is built around five key mechanism that research suggests can support the development of teachers’ technical expertise and professional judgement: Diagnosis, scaffolding, Instruction-feedback-modelling, deliberate practice, motivation.

Curriculum

Selecting and sequencing knowledge and content

Behaviour

Managing pupil behaviour and building motivation

Cognition

Ensuring students think hard about and retain knowledge

Assessment

Assessing learning and responding to gaps

Communication

Communicating complex content simply and digestibly

Professional development through an Instructional Coaching model to systematically develop and improve teaching practice.

This work will be led by Mark Loosemore.

CPDL FOR ASSOCIATE STAFF

We are working on ways to ensure that Associate Staff are given an increased range of CPDL opportunities, for example by introducing access to the CET courses that lead to qualifications in:

• Business Administration

• Microsoft Office

• Customer Service

• Management

• Teaching and Learning (for TAs/SAs)

• Human Resources

• Learning and Development

• Coaching

We believe that development opportunities should be given to all staff and we understand that the approach for Associate Staff should be tailored to fit each individual. We wish to ensure that Associate Staff continue to have a range of CDPL opportunities bespoke to fit each individual. With this in mind, this year a Microsoft Forms was sent to all associate staff asking them to highlight the type of CPDL they hoped to be offered on conference days and beyond.

We have created an Associate Staff CPDL log which is a document where you can record your own personal CPDL. You can choose from the list of recommendations or complete your own training which may be more specific to your role in discussion with your line manager. The idea is that you complete the record each year and discuss this at your PD review. Keep evidence of training and courses completed e.g., certificates.

The expectation is that all associate staff will complete the mandatory training within Group 1. Then at least one other course from Group 2 (and two from Group 2 for staff who have line management responsibilities). Group 3 is space for you to list any alternative training you have taken – you can apply for training on external courses through the Director of Staff Development, funding is available. Nearly 40% of external training accessed in 2022-23 was by Associate Staff members. Training opportunities are circulated, and CET have put a scheme in place for accredited courses funded through the apprenticeship levy (see above). TES develop has many videos/webinars that are relevant to Associate Staff and these can be accessed on demand. This CPDL log keeps all of your CPDL in one place. Remember it does state ‘at least’, so if you are able to do more, then you are welcome to!

During our CPDL journey over the past few years, we have recognised that CPDL for Associate Staff needs, in some ways, to differ from the Teaching Staff development within school.

ASSOCIATE STAFF CPD LOG 2023-2024

NAME: Review and select your pathway dependant on your role within school.

Group 1 training is mandatory training.

You then have to select your Group 2 and Group 3 training depending on your preferences. This is not an exhaustive list and there is space within Group 3 for you to input training you have selected and completed.

Don’t forget to tick the box and then add the date this was completed, print your certificate and add this to your CPDL folder.

Safeguarding

GROUP 1 – MANDATORY TRAINING

Attend yearly training with safeguarding lead

Smart Log – Fire Awareness

https://sl.safesmart.co.uk/auth/login

Smart Log – Health and Safety at Work

https://sl.safesmart.co.uk/auth/login

Smart Log –Manual Handling

https://sl.safesmart.co.uk/auth/login

Smart Log – Slip, Trips and Falls in Education

https://sl.safesmart.co.uk/auth/login

Learn Upon - E-Safety

https://creativeeducationtrust.learnupon.com/users/sign_ in?next=%2Fdashboard

Learn Upon - GDPR

https://creativeeducationtrust.learnupon.com/users/sign_ in?next=%2Fdashboard

Learn Upon - Equality and Diversity

https://creativeeducationtrust.learnupon.com/users/sign_ in?next=%2Fdashboard

PERSONAL DEVELOPMENT PATHWAY

SENIOR/LINE MANAGEMENT PATHWAY

GROUP 2 – DEVELOPMENT – PICK AT LEAST ONE FROM THIS GROUP (SENIOR /LINE MANAGEMENT TWO FROM THIS GROUP)

Prevent Duty – Online course from DFE https://www.elearning.prevent.homeoffice.gov.uk/edu/screen1.html

Safeguarding and duty of care – TES Develop https://develop.tes. com/course/view

Online Keeping Children Safe in Education 2022 Annex B Questionnaire

Certificate in: equality and diversity – Gender 8-14 years TES Develop  

Certificate in: Hidden disability (14–16 years) – TES Develop  

Certificate in: Debt Bondage (14-16 years) – TES Develop  

Certificate in: Adverse Childhood Experiences (ACEs) – TES Develop  

Certificate in: ASD awareness- TES Develop  

Certificate in: Child on Child Abuse 11-16- TES Develop  

Certificate in: Domestic Abuse Coercive Control – TES Develop  

Advanced Certificate in: Child Protection, Legal Framework and good practise.

Certificate in: A guide to UK Data Protection: Education. – TES Develop

Certificate in creating an inclusive workplace environment free from Bullying and Harassment TES Develop

Certificate in supporting staff wellbeing in Schools 

Certificate in Effective Communication and Managing Difficult Conversations – TES Develop 

PERSONAL DEVELOPMENT PATHWAY

SENIOR/LINE MANAGEMENT PATHWAY

GROUP 3 – FURTHER DEVELOPMENT – OPTIONAL PLEASE DETAIL YOUR OWN TRAINING COURSE ATTENDED BELOW:

Please bring this document to your Performance Development meeting to discuss next steps and further training opportunities.

RESOURCES AND APPENDICES

The Learning Cycle and Standard Operational Procedures –(SOPs) found in your Teaching and Learning framework booklet.

Every member of staff follows routines SOPs through the eight distinct phases within a lesson. These routines are non-negotiable practices and consider all aspects of a lesson phase through the lens of behaviour and classroom management. Each procedure is followed by every teacher and students are explicitly trained to follow these routines.

OUR QUALITY FIRST TEACHING CHARTER

See your ‘subject specific’ version in your Teaching and Learning Framework booklet.

Our Teachers

1. HAVE THE HIGHEST ACADEMIC EXPECTATIONS OF ALL STUDENTS

• The bar is set high and it is expected that all students tackle challenging work, but it is acknowledged that the route to producing this work may be different depending on the students’ needs.

• The curriculum is equally as ambitious for all; lower ability students do not complete different work or tasks to higher ability students. Work is not pitched in the middle and then ‘made more difficult’.

• Teachers consider the expected knowledge, concepts and skills of their students and teach just beyond that point, ensuring that students engage in a ‘healthy struggle’.

2. GUIDE STUDENT PRACTICE BY SEQUENCING CONCEPTS, SCAFFOLDING AND MODELLING

• Teachers recognise the need to deal with limitations of working memory and break down concepts and procedures into small steps.

• As the bar is set high and it is expected that all students to produce excellent work, scaffolding is provided to support lower ability students. Most importantly, teachers know when to remove these scaffolds, so students get ample independent practice.

• Teachers use the board or the visualiser to model using the I-WE-YOU approach which is explicitly delivered to students:

• ‘I’ - Teacher shows students an example of how to do something ‘live’, thinking aloud as they do so.

• ‘We’ - Teacher and students complete an example together; this is achieved through effective questioning from the teacher.

• ‘You’ - Teacher gives students time to complete ample independent practice. The teacher travels the ‘wellworn path’ giving live feedback and ensuring misconceptions are picked up.

3. EMBED REHEARSAL AND RETRIEVAL

• All lessons start with two spaced retrieval questions ensuring that students access learning from ‘Last Week/Month/Term’ and ‘Last Lesson’ which leads to a question that opens ‘This Lesson’. These are discussed verbally so students understand the ‘Big Picture’ and why they are learning things in the order they are. All students are expected to answer these through effective AfL techniques (e.g., 3, 2, 1, show on whiteboards).

• Students are given regular opportunities for rehearsal and retrieval (including testing) understanding that almost all information stored in short-term memory that is not rehearsed is lost within 18-30 seconds. Teachers understand the positive effect that constant retrieval has on long term memory.

4. GIVE OPPORTUNITIES FOR THE APPLICATION OF KNOWLEDGE AND SKILLS WITH INCREASING INDEPENDENCE

• Provide a high level of practice for all students, guide students as they begin to practice, prepare students for independent practice. Students are expected to use subject specific skills to apply the Powerful Knowledge they learn.

• Students are monitored as they begin independent practice (e.g., by following the ‘well-worn path’).

5. APPLY ‘ASSESSMENT FOR LEARNING’ STRATEGIES

• Teachers use a range of formative feedback strategies (for example, mini whiteboards, recall activities, effective questioning) to adapt teaching in the moment and to inform the next stage of the students’ learning. ALL students are expected to ‘show what they know’ not just those who are selected in that moment.

• Teachers question with a ‘no hands up’ approach.

• The plenary of each lesson (whatever approach is chosen) will inform planning of the following lesson.

Having consistent expectations for routines and behaviour across the school is vital in ensuring that students know what is expected of them; this allows them to feel confident and connected to the school community. The same goes for some academic procedures; we recognise that students can struggle to decode various approaches across classrooms which can often get in the way of new learning. ‘Procedural memory’ refers to a type of long-term memory that we use on a daily basis, without consciously realising that we do, often known as ‘autopilot’. Procedural memory is important in a school setting because once students are familiar with specific activities or skills, the process becomes automatic so that working memory is freed up and can instead be used to focus new learning.

SUPPORTING SELF-EVALUATION, CO-OBSERVATION AND PEER COACHING

Quality First Teaching Charter, Teaching and Learning Cycle, Standard Operating Procedures: SOPs- Self Audit (Step 1 of PD for teachers – discuss at objective setting Meeting.

QUALITY FIRST TEACHING CHARTER

Have the highest academic expectations of all students

I set the bar high and I expect that all students tackle challenging work but it is acknowledged that the route to producing this work may be different depending on students’ needs.

My curriculum is equally as ambitious for all; lower ability students do not complete different work or tasks to higher ability students. Work is not pitched in the middle and then ‘made more difficult’.

I take into account the expected knowledge, concepts and skills of their students and teach just beyond that point, ensuring that students engage in a ‘healthy struggle’.

Guide student practice by sequencing concepts, scaffolding and modelling

I recognise the need to deal with the limitations of working memory and break down concepts and procedures into small steps.

As the bar is set high and it is expected that all students to produce excellent work, I provide scaffolding to support lower ability students. Most importantly, I know when to remove these scaffolds, so students get ample independent practice.

I use the board or the visualiser to model using the I-WE-YOU approach which is explicitly delivered to students:

I deliver this step: ‘I’ - Teacher shows students an example of how to do something ‘live’, thinking aloud as they do so.

I deliver this step: ‘We’ - Teacher and students complete an example together; this is achieved through effective questioning from the teacher.

I deliver this step: ‘You’ - Teacher gives students time to complete ample independent practice. The teacher travels the ‘well-worn path’ giving live feedback and ensuring misconceptions are picked up. Embed rehearsal and retrieval

All my lessons start with two spaced retrieval questions ensuring that students access learning from ‘Last Week/Month/Term’ and ‘Last Lesson’ which leads to a question that opens ‘This Lesson’. These are discussed verbally so students understand the ‘Big Picture’ and why they are learning things in the order they are. All students are expected to answer these through effective AfL techniques (e.g., 3, 2, 1, show on whiteboards)

I discuss these questions verbally, so students understand the ‘Big Picture’ and why they are learning things in the order they are. All students are expected to answer these through effective AfL techniques (e.g., 3, 2, 1, show on whiteboards)

I expect all students to answer these through effective AfL techniques (e.g., 3, 2, 1, show on whiteboards)

I give students regular opportunities for rehearsal and retrieval (including testing) understanding that almost all information stored in short-term memory that is not rehearsed is lost within 18-30 seconds. I understand the positive effect that constant retrieval has on long term memory.

Give opportunities for the application of knowledge and skills with increasing independence

I provide a high level of practice for all students, guide students as they begin to practice, prepare students for independent practice.

My students are expected to use subject specific skills to apply the Powerful Knowledge they learn.

I monitor students as they begin independent practice (e.g., by following the ‘well-worn path’)

I regularly offer opportunities for extended writing within my application tasks (if applicable to your subject/s)

Apply ‘assessment for learning’ strategies

I use a range of formative feedback strategies (for example, mini-whiteboards, recall activities, cold-calling) to adapt teaching in the moment and to inform the next stage of the students’ learning. ALL students are expected to ‘show what they know’ not just those who are selected in that moment.

I question with a ‘no hands up’ approach – cold-calling.

My plenaries inform me about the learning that has taken place and this in turn, informs my planning of the following lesson.

DEVELOPING SUSTAINED EXPERT

TEACHING AND LEARNING STANDARD OPERATING PROCEDURES: SOPS DEVELOPING SUSTAINED EXPERT

SOP 1 Environment.

1. Ensures classroom is tidy and disruption free

2. Insists upon disruption free learning in reference to the Wrenn Behaviour Expectations.

3. Uses shared language—Track me in 3,2,1’

SOP 2 Engage.

1. Lines up students

2. Stands on the threshold of the classroom, welcoming students in positively

3. Gives every student a fresh start

4. Sets up routine that student/s give out books immediately on entry

5. Has ‘Do Now’ Retrieval slide presented before students enter the room. The retrieval questions allow for a high success rate

6. Expects students to work immediately, in silence

7. Circulates on their well-worn path, ensuring all are on task and checking understanding

SOP3 Intent.

1. Track me in 3,2,1

2. Shares the BIG question and explicitly explains how today’s learning fits into the curriculum sequence— ’Today we are learning X, this builds on from last lesson because X, we need to know this so next lesson we can X’

3. Pre-teach the meanings of the Subject Specific Vocabulary

SOP 4 Exposition.

1. Track me in 3,2,1

2. Presents new content which builds on prior learning in manageable chunks

3. Ensures exposition is clear and concise

4. Ensures that exposition is rich with analogies, examples and links to real life

5. Ensures that reference is made to prior learning

SOP 5 Model.

1. Model a worked example of what you expect students to do in the ‘Apply’ phase of the lesson.

2. Use the I-We-You model:

- I—the teacher models what to do without any input from the class

- We—the teacher models what to do with input from the class. Cold call & No Opt Out/MWBs

- You—see Application Phase *

SOP 6 Assessment for learning.

1 Checks that the whole class understands before moving on by:

2. Posing a hinge point question/s, pausing, allowing for thinking time, asking students to record their answer on their MWB

3. Counting down on 3, 2, 1 and asking students to ‘show’ their MWB

4. Scans the room, searching for misconceptions. Re-models for those who didn’t answer/has a misconception

5. Cold– calls questioning—’No Opt Out’

SOP 7 Application.

1. Track me in 3, 2, 1

2. Gives clear, concise and explicit instructions for the application task—application is challenging.

3. Tells the class that they expect complete silence during the application task

4. *You—Expects students to work independently following the ‘I-We’ modelling phase

5. Sets the timer on the board

6. Plans that the majority of the lesson be handed over to application

7. Circulates continuously on their well-worn path, live marking

SOP 8 Review and Exit.

1. Track me in 3,2,1

2. Sums up the learning from the lesson

3. Reviews student progress through cold-called questioning/MWBs and guide students to recall learning linked to objectives

4. Engages ALL students in the review phase

Supporting self-reflection and co-observation – use for personal reflection or co-observation

When reflecting on your lesson or working with a colleague on co-observation or peer coaching, you could use the following questions to support the process. Please remember there is not one way of doing a ‘perfect’ lesson and often teachers will be (and should be) adapting as they go depending on student understanding, any misconceptions identified and the progress being made. You could also use Tes Develop to support reflection and development Add your reflections to your performance development record so that you can discuss your learning and development with your reviewer.

QUALITY FIRST TEACHING CHARTER

1. How have I set the highest academic expectations of all students? Is the bar set high for all students with scaffolding in place where required? Is every child suitably challenged?

For example –Does questioning go beyond surface level? Are students allowed to ‘Opt out’? Does the work get progressively harder? Are students engaging in a ‘healthy struggle’?

2. Have I guided practice by the sequencing of concepts, scaffolding and modelling - recognising the need to deal with limitations of working memory and succeeding in breaking down concepts and procedures into small steps? Modelling steps and providing examples?

For example –

Are the stages of learning broken down into manageable steps? Are these talked through (at each stage)? Is this tied into questioning to make it active? ‘What’s the next step, Jane? Why?’ Modelling may be done in books, under a visualiser, on the board, on desks etc.

3. Have I included regular opportunities for Rehearsal and Retrieval? …leading to the commitment of learning to the long-term memory?

For example –Does the lesson start with a recall – last lesson, last week? Are students tested (not necessarily in the form of a ‘test’) regularly? Are students continuously asked to recall information through varying activities?

4. Does my planning ensure that the majority of time is given to the application of knowledge and skills? Are students being provided with a high level of practice, with guidance as they begin to practice, preparing them for independent practice (and then monitoring them when they begin independent practice)? Is this leading to students knowing more and doing more?

For example –Is a substantial proportion of the lesson given to the students ‘doing’ rather than just listening?

5. Do I use a range of formative feedback strategies to adapt teaching in the moment and to inform the next stage of students’ learning? Are students questioned using a range of techniques? Are they being asked to reflect on and develop responses of others? Does teacher feedback clarify misconceptions and develop understanding?

For example –Are a range of students answering questions, not just volunteers? Does questioning, feedback and checking obviously improve students’ understanding?

WRENN SCHOOL – T&L REVIEW RECORD

Engaging with the latest educational research reading to improve subject and pedagogical knowledge is a good way in which to stay up to date with pedagogical practice and subject developments. There are professional journals and research project reports (Tes Develop, Steplab and the EEF can be a good source). Below is a simple template which you could use to record your reading experiences. You can also submit book reviews to be published in the Teaching and Learning Bulletin as part of your evidence for continual PD and grade progression.

STAFF NAME

TITLE OF BOOK/BLOG/JOURNAL ARTICLE/ WEB PAGE

AUTHOR AND DATE OF PUBLICATION

PURPOSE OF READING (what did you want to find out?)

SOME KEY POINTS (be brief – up to five bullet points)

DID THE PUBLICATION MEET YOUR EXPECTATIONS OR NOT? BRIEFLY EXPLAIN WHY.

HOW WILL YOU USE WHAT YOU HAVE LEARNT TO IMPROVE ASPECTS OF THE CURRICULUM, LEARNING AND PEDAGOGY?

WHAT DIFFERENCE DO YOU ANTICIPATE THIS MAKING?

REVIEW POINT: WHAT IMPACT DID THIS HAVE? ANY FURTHER RECOMMENDATIONS?

ALL STAFF CAREER STAGE SLT INTERVIEW

See sample questions below – you can complete a brief Microsoft form before your discussion to help preparation and give the school some indication of where your ambitions lie. This will help us to identify CPDL and developmental opportunities for you and signpost you to the best SLT member for your discussion.

The purpose of these discussions is to ensure that all members of teaching and associate staff an opportunity to discuss their career and the ways in which they wish to develop this, based on their current position and ambitions. We expect staff to be proactive in managing their own career and provide a range of CPDL to support this. Career Stage Interviews are outside the PD process. They will allow us to improve the CPDL available for all staff and ensure that all members of the Wrenn family can give feedback to SLT on their experiences of the school, as part of our development and improvement. Our staff are our most valuable resource in our journey of improvement and the feedback gained from these discussions is valued.

Step 1 - Prepare

Think about your career to date; strengths, ambitions, any low points or barriers that you perceive to be in the way. What positives or EBIs can you feedback on to help Wrenn develop further?

Step 2 - Discuss and Explore

Attend your scheduled meeting. Suggested areas for discussion could be:

(If new to the school or your interviewer) - Briefly outline your career to date – what strengths have you established? What achievements are you proud of in the last year? How have you coped during the lockdown? What has worked well in this time? Have you achieved aims that you discussed in previous CSIs?

Describe what motivates you as a member of staff at Wrenn. Has your level of motivation changed over the last year? How do you feel about the challenges ahead as the school moves into a new phase of development?

What are your career aims in the next – one, three and five years? Have these changed in any way over the last year? If so, why?

What do you most value about working at Wrenn?

What would improve working at Wrenn for you?

How has CPDL at Wrenn supported you this year?

How could this be improved?

Step 3 - Action

Following your discussion, discuss your ambitions with your PD Reviewer in September and plan CPDL, career development areas and (if a teacher) action research/co-observation or other developmental projects.

CPDL opportunities:

Provided at/by Wrenn staff e.g. Conference Day sessions, videos, Wrenn Talks, T&L Bulletin, Steplab, CoObservation, Subject specific CPDL and teamwork.

External programmes – apply to JSR, TES Develop or Step Lab webinars and courses, TDT webinars (access through the portal), Learn direct, HEI modules, courses and degrees, NPQs, CET fully funded programme.

Some useful websites

TES Develop log in to see what is available, it is being added to frequently https://develop.tes.com/totara/dashboard/index.php

The Teacher Development Trust

https://tdtrust.org

Tes Develop

https://www.Tes Develop.co.uk

Seneca CPDL courses

https://app.senecalearning.com/courses?Price=Free&Age+Group=Teacher+CPD

ResearchED Home

https://www.youtube.com/channel/UC3uPEgDH3pAhQe06533Zebw

BrewEd Clee

https://www.youtube.com/channel/UCuUUadGPekmDQ7eCHkw85JQ/videos

Kate Jones

https://www.youtube.com/channel/UCedpi-rRgtGOraExuVhHZoA

ResearchED Rugby

https://researched21.rugbyschool.net/schedule

Blogs:

https://saysmiss.wordpress.com/ https://researcherteacherhome.wordpress.com/ https://teacherhead.com/