United Learning Continuous Professional Development (CPD) Policy
Scope
The policy and procedure set out in this document applies to all staff employed by United Church
Schools Trust (UCST) and United Learning Trust (ULT) including teaching, support, fixed-term, part-time,
full-time, permanent and temporary staff. The two companies (UCST and ULT) are referred to in this
policy by their trading name, ‘United Learning’.
Where this policy refers to ‘School’ or ‘Head Teacher’, within Central Office this should be
interpreted to refer to the department where a member of staff works and their Director / Head of
Department.
As a values-led organisation our values of ambition, confidence, creativity, respect, enthusiasm and
determination are key to our purpose and underpin all that we do.
1.
Effective CPD is central to United Learning’s vision for excellence, as set out in the Framework
for Excellence. We all have a responsibility to ourselves, our pupils and our colleagues to take
CPD seriously.
2.
CPD for Teachers in United Learning should:
a)
Develop their knowledge and understanding of their phase and/or their subject
b)
Develop their knowledge and understanding of effective pedagogy;
c)
Develop their knowledge and understanding of the needs of different groups of
pupils (e.g. the most able, low attainers, pupils with special educational needs, pupil
premium pupils)
d)
Provide opportunities for in-depth reflection on practice, for example, through
research
e)
Provide opportunities for working collaboratively with colleagues, both within and
beyond their school.
3.
CPD for support staff in United Learning should:
a)
Develop their knowledge and understanding of their specialist areas;
b)
Develop their knowledge and understanding of how their work contributes to the
education of pupils
c)
Provide opportunities for in-depth reflection on practice, for example, through
research
d)
Provide opportunities for working collaboratively with colleagues, both within and
beyond their school.
4.
Responsibility for CPD starts with an individual taking ownership of their own development.
This is supported by their line manager, initially through discussion in the Performance
Development Review meeting.
5.
Schools have a responsibility to make sure that all staff receive the CPD they need to perform
effectively in their roles and to develop their careers. The Performance Development Review
process is designed to facilitate this, with objectives for staff linked to the school’s
development plan. We are piloting the use of quality assurance standards for CPD produced
by the Teacher Development Trust in some schools this year.
6.
United Learning centrally will provide development pathways through United Learning
Institute, which add value to what individual schools offer and focus particularly on induction
to the group, leadership and management development, compliance training, cost effective
qualifications for support staff and opportunities to extend best practice across our schools.
Education Directors will commission additional school improvement focused CPD, as necessary
and relevant for their schools.
7.
CPD can take many forms, from on the job training to coaching and mentoring, and from work
shadowing / observation to formal training courses. The evidence suggests that (1) effective
CPD:
a)
Depends on leadership
b)
Maintains a tight focus on pupils and outcomes for pupils
c)
Focuses on doing a few things well and in-depth, over a sustained period of time
d)
Is collaborative and practitioner driven
e)
Involves regular external input and builds on the best existing practices and
understanding
f)
Is applicable and relevant to teachers’ current classes (subject knowledge and
pedagogy)
g)
Is systematically evaluated, with reference to qualitative and quantitative evidence
h)
Is given appropriate time, including for follow-up and reflection
8.
We expect schools to have arrangements for reviewing CPD provision on a regular basis, and
for evaluating its impact (including in relation to ‘protected characteristics’ under equalities
legislation). Best practice suggests this should be in relation to the individual’s practice and the
impact on pupil outcomes (where this can be correlated).
Teacher Development Trust, Seven Common CPD problems for Schools (March 2015); Centre for Using Research
and Evaluation in Education, Building a World-Class Teaching Profession (February 20-15)
Version number:
1.0
Target Audience:
UCST/ULT/Both:
Both
Reason for version change:
Date Authorised:
November
2015
Name of owner/author:
People and Development Team
Date issued:
January
2016
Name
of
responsible:
People
Date Reviewed:
Appendix 1
Payment for CPD Activity
All Staff
individual/department
1.1 Payment for cost bearing CPD provision, which has been agreed by the school as part of its training
programme, will usually be paid for by the school. In the case of accredited programmes, these will
usually be one of United Learning Institute’s advertised programmes and so may be fully or partially
funded centrally. Under some circumstances, where there is a demonstrable need, schools may
make a financial contribution to the costs of other accredited training programmes. This includes
formal qualifications (such as Finance and HR qualifications) required by support staff in order for
them adequately to complete their duties. These costs will normally be met from the school local
training budget.
1.2 To be considered for one of United Learning Institute’s opportunities, a request should be made
through the United Learning Institute website.
1.3 To be considered for financial support from the school, for other programmes/courses, requests
should be made to the Head Teacher in writing. They should include: brief details of the course and
provider, information on how the course will benefit the school and individual, the length and
delivery pattern of the course, and its cost.
1.4 Both of the above may potentially be considered as an integral part of a ‘time to train’ request.
1.5 In considering requests, Head Teachers will consider the impact of the proposed training on school
priorities and the individual’s needs identified in their performance management review.
1.6 In situations where a significant or full contribution (50% or more) is made to the cost of accredited
training, conditions similar to the following will usually be applied to an award:
a) Participant to refund 100% of the award if the course is not completed or if leaving
United Learning’s employment within 12 months of completion
b) Participant to refund 50% of the award if leaving United Learning’s employment within
24 months of completing the course.
c) There may be exceptional circumstances such as redundancy, ill health or
compassionate grounds where these measures are not applied. Advice on such specific
circumstances should be sought from the HR Business Partner.