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 A5:
Changes to staffing roles
5a. Collaboration between staff and
roles changing
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KEY
ENABLERS
CPD
ROLE CHANGE
COMMUNICATION |
| CPD
CPD opportunities cover the development
needs of all adults in the school and are accessible,
of high quality, and their impact is evaluated
Professional development programmes
are available to all staff whose role is undergoing change
CPD includes the opportunity to
learn from the achievements and experiences of staff in
other schools, particular those known to have innovative
practice
School leaders take full advantage
of CPD opportunities designed to develop their leadership
role
Opportunities are found for staff
to spend time developing their use of new software applications
and to learn about new uses of ICT for personal and professional
use
Online learning is aiding professional
development and curriculum development through the use
of video conferencing and distance learning systems
Teachers show by their own example
that learning continues throughout life |
ROLE
CHANGE
In response to more flexible curriculum choices some teachers
adapt to working across several schools, perhaps also using
video conferencing
Collaboration between schools allows the sharing of staff
expertise to provide broader curriculum choices for students
Complete courses, learning resources and assignments are
put online, allowing teachers to develop their mentoring
role further
For some groups of learners half of the day is spent in
teacher-led tutorials and the other half is spend on personal
learning assignments using workstations
As well as providing specialist input, teachers can act
as tutor, mentor and challenger, guiding young people in
their acquisition of knowledge, skills and understanding |
COMMUNICATION
There are effective systems in place for staff communication,
consultation, representation and appraisal
Broad information relating to pupils welfare and performance
is made known to those professionals who need to act upon
it, with agreed safeguards in place
Internal communications make use of email and other systems
which keep staff fully informed and involved in decision
making
ICT is fully used to increase professional dialogue and
share learning resources
There are effective links with partner schools to enable
experiences, expertise and resources to be shared and
drawn upon by staff and pupils |
5b. Staff attitudes are supportive of ICT and there is an expectation
of staff undertaking CPD for career enhancement
KEY
ENABLERS
CPD
ICT
LEADERSHIP |
CPD
Staff demonstrate that they are reflective practitioners
by undertaking action research and keeping in touch with
pedagogical research
All changes to courses, facilities, resources or learning
methods are accompanied by staff development opportunities
Staff are expected to take the initiative regarding their
CPD needs, and to demonstrate how they have build CPD experiences
into their professional practice
An ongoing, whole-school CPD focus is to fully understand
and exploit a significant pedagogy towards learning with
ICT
School leaders should seek to involve their school in innovation
and developments that keep the school sharp and up-to-date,
and to capture the impact of such work
All staff are supported in meeting requirements to demonstrate
a sound understanding of learning and teaching styles and
the varied pedagogical approaches which involve all students
in effective learning |
ICT
ICT is a key professional tool for all staff; if need be,
targets are set for staff to acquire appropriate expertise
in the use of this professional tool
Leadership decisions ensure that ICT is fully available
to all staff and pupils whenever it can improve the teaching
or the learning
The school ICT strategy is supported by a sound CPD programme
to ensure that the vision is achievable rather than aspirational
School leaders make use of effective CPD in ICT to ensure
that the school becomes an e-confident community |
LEADERSHIP
School Leaders strive to make the
school into a place of employment worthy of the best and
most committed staff
The school develops a shared vision
and understanding of the ‘transformed curriculum’,
what its components are and what the school will look like
when this goal is achieved |
5c
Parents fully in communication with their children and the teachers,
about learning and any issues inhibiting learning
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