Researched and Written by David Watters
What are the principles that underpin professional development?
Professional Development is necessary as the acquisition of new skills and knowledge ultimately benefit the indivual personally. Career goals can be met with the development of a new skill set and rewards can be a developing sense of self-worth and financial gain which will impact on home/family life.
The organisation, including your own team, peers, managers and customers will also benefit from increased skills that are brought through Professional Development.
When you are identifying areas of development, why should you consider your values and goals both professional and personal?
When we have a clear view of the principles in which we believe it is easier to make wise and focussed choices.
Describe the different learning styles a person can have
Learning styles are simply different approaches or ways of learning.
Visual Learners: These learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson.. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people’s heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory Learners: Learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
What are the requirements for continuing professional development as laid out in the legislation and regulatory requirements of your industry?
CPD is relevant to all teachers. It is about making progress in the teaching profession — increasing the teachers’ skills, knowledge and understanding as outlined in the professional standards for teachers.
The TDA developed a national strategy for teachers’ CPD as part of its advice to Ministers. Part of the strategy is to develop guidance for schools on CPD.
The importance of high-quality PSHE in schools has been reinforced by the new duty on school governors to promote well-being. Andrew Adonis, Minister for Schools, has written a letter highlighting the availability of free accredited teacher-training for PSHE. Find out more about the year-long National PSHE CPD programme funded by the DCSF.
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has launched a website which is designed as a virtual centre with a web portal to support activities and resources at both regional and local levels. Find out more about the NCETM project, and how it can enhance and provide leadership for CPD of maths teachers from primary school to college level.
The national network of Science Learning Centres has been created by the Department and Wellcome Trust to provide innovative and inspiring professional development. They support teachers and technicians in delivering intellectually stimulating and relevant science education, helping students to gain the knowledge and understanding they need – both as citizens and as scientists of the future.
Teachers have international CPD opportunities that many are unaware of, to study abroad, or to gain CPD as they guide their schools or classes through international programmes. The Teachers’ International Professional Development programme, funded by the DCSF, is known as TIPD.
http://www.teachernet.gov.uk/professionaldevelopment/ makes this clear.
What are the industry requirements for qualifications, skills and knowledge asset out by legislation and Codes of Practice? See above.
What requirements do industry legislation and regulatory requirements make you consider when you are planning work?
When planning work, I am committed to policies that will promote equal opportunity in all respects, regardless of age, disability, ethnic origin, gender, marital status, religion or sexual orientation.
My aim is always to ensure that no student or colleague receives less favourable treatment or is disadvantaged.
Equal Opportunities Policies offer a number of benefits to the workplace and ensure that full use is made of the talents of all members of the workforce/ student body, that the recruitment is reflective of the local community, improves motivation and performance, thereby enhancing the quality of working life.
Such policies promote best practice and therefore comply with statutory requirements under the Sex Discrimination Act, Race Relations Act, Equal Pay Act, Disability Discrimination Act, Asylum and Immigration Act, Human Rights Act and the Employee Relations Act.
We should also consider here Health and Safety regulations and the necessity to adhere to CRB guidelines.
What development opportunities and resources are available in your organisation?
GCC devotes a great amount of energy and resources to staff development and training. In order to ensure that approval is consistent and the development activity is relevant, specific criteria is used to provide the rationale for any request for training. Approval for staff development and the amount of financial assistance given (if appropriate) will vary depending on whether:
- the activity is relevant to the College objectives
2.the course requested is essential for the job role,
3.the development is identified in an individual’s performance appraisal action plan, as part of support and supervision or in consultation with the line manager (For PTHP staff working over 150 Hours).
4.it is required to meet a statutory requirement
5.it is a request made in the second or subsequent year of a long course
6.availability of funds
7.there is a need to address an imbalance of an under represented group
8.there have been developments in curriculum delivery and design
9.the training will support Skills for Life (SfL)
10. the training supports inclusiveness developments
11. greater access to Information & Learning Technology will be gained by the activity
12. changes in cross-college internal services and support require training for staff
13. inspection and self-assessment requirements must be met
Describe the policy and procedure for personal development and performance appraisal in your organisation.
GREENWICH COMMUNITY COLLEGE, STAFF DEVELOPMENT POLICY & PROCEDURES
‘Our Mission is to meet the educational and training needs of our communities by being an excellent provider where all learners are empowered to realise their aspirations and achieve their goals.’ therefore all staff are fully trained in College systems and procedures and have the knowledge and skills necessary to deliver the educational and training needs of our clients.
Staff development is essential to improve quality and become more efficient and effective. Development activities aim to support the College Development Plan and strategic focus, to implement Performance Appraisal Action Plan staff development recommendations, to enable staff to update and extend their professional skills, knowledge and expertise, to increase the effectiveness of staff, both as individuals and members of teams and to ensure equality of access to all staff.
The scope of this is for development opportunities to be made available for all full-time, part-time (including hourly paid tutors – PTHP), teaching and support staff. PTHP staff also can attend relevant training provided they seek the appropriate authorisation. However, PTHP staff will only be reimbursed for their attendance on essential training.
Opportunities for staff development include an induction programme for all newly-appointed staff, access to information about courses, conferences and other activities, a regular appraisal discussion for all staff, consultation with Staff Development Manager / Officer, the opportunity to make bids for staff development resources, access to qualification courses where relevant and a study award scheme for extended University and College courses
Evaluation and Appraisal of Staff Training & Development includes consideration of the relevance of the training and development to the needs identified, the extent to which training and development needs have been met, the effectiveness of the training and development and the extent to which planned objectives have been achieved
This Evaluation involves Performance Appraisal which includes discussion of the value of staff development undertaken by the appraisee since their last appraisal, Course Team reviews and evaluations of their programmes, Annual Summaries from Staff Development Manager to support HoDs and an annual review within the College Self-Assessment process. This College Self Assessment Report is externally validated prior to approval by the Corporation.