CPD for Schools
Continuing Professional Development Service for the Royal
Borough of Kensington and Chelsea schools
We work closely with consultants and leading institutions to
offer professional learning and development opportunities for all
schools: Early Years, primary, secondary and independent, both in
and outside of the borough. The CPD service is part of the Royal
Borough of Kensington and Chelsea School Improvement Service.
Why CPD is not just about attending a course
We offer a wide range of courses at the Isaac Newton
professional development centre or in schools. We regularly review
our programme and working closely with schools to ensure our
service supports local, current and national priorities, promotes
best practice and is value for money. A termly programme is sent to
all Royal Borough schools.
The CPD service is also a rich source of advice and guidance for
all education staff in schools. We help:
Aims
Our core aim is to support school improvement through a focus on
professional learning and development. If we are to empower
children and young people to become independent learners, we need
to empower all those working in schools to become professional
learners. We will:
- offer an inspiring and relevant programme of courses forums and
networks which respond directly to the needs of schools
professionals (support staff, teachers, school leaders)
- offer appropriate personal development and career progression,
advice and guidance
- offer opportunities for networking and collaboration for
schools in and out of the borough
CPD can be:
- observing colleagues at work/teaching
- engaging in peer review
- working with a mentor/coach
- reading academic, professional books, journals
- action research/enquiry based development
- attending a course/conference
- joining a network or forum
The most effective CPD is planned carefully with a clear idea of
the reasons behind the development activities and the difference
you wish the learning and development to make (that is, you plan
for impact at the outset).
The best CPD truly engages and empowers the individual and
arises out of their role and context. Many schools have developed
“coaches” who build the capacity for individuals to become better
“reflective practitioners”.
There are many possible sources of CPD, as indicated in the
diagram below:
Characteristics of effective professional development
A 2003 study by Evidence for Policy and Practice Information
(EPPI at the Institute of Education) listed the following key
characteristics of effective professional development:
- direct relationship with the classroom/school
- uses external expertise lined to school based activity
- involves observation and feedback
- includes peer support
- participants identify focus of development
- enables staff to be reflective
- opportunity to work with colleagues and share practice
- opportunities to receive regular, structured feedback
- process over a period of time to embed learning into classroom
practice
- opportunities for independent self study