Area 4: Continuing Professional and Leadership Development (CPLD) Emerging Expanding Secure Sustainable TS Lead school is the sole A needs analysis of the TSA TS Lead school is main Delivery of CPLD is distributed deliverer of CPLD. deliverer of CPLD. within the TS Alliance and region has been carried Initial CPLD programmes are in Evaluation of impact according to strengths. This is out and has informed the place or planned. undertaken in planning and reviewed annually. offer. The alliance has CPLD Yet to undertake evaluation of delivery of CPLD. Evaluation of impact into identified strategic partners impact. Local and national needs are planning and delivery of CPLD. to assist it to expand its Needs and capacity of Lead considered in CPLD national and offer including both other school largely inform CPLD – programme content and international needs are schools within the alliance programme content and delivery. considered in CPLD delivery. and external bodies. The Quality Assurance processes programme content and Quality Assurance processes are in place. delivery. Clear scanning of the offer is sustainable. At CPLD are being developed. CPLD meets the needs of the horizon informs planning of this stage, the CPLD offer CPLD meets the needs of the main groups of staff in schools. CPLD offer. may focus on teachers Lead TS school and external There is a clear model (or Quality Assurance is rather than wider staff participants. culture) underpinning the integrated. roles or Governors. delivery of all CPLD. CPLD meets the needs of the Participant evaluation is full range of staff in schools. embedded Clear and consistent model (or culture) underpinning the delivery of all CPLD. Questions to support judgement To what extent does the TS: Make the ongoing professional development of identified members of the workforce (e.g SLEs, LLEs, lead practitioners, programme facilitators) a core part of the culture of the alliance? Base their professional and Leadership Development on the identified learning needs of pupils, the curriculum and resulting pedagogy across the Alliance? Have a team approach to delivery that ensures the right people with the right skills set and knowledge can deliver the professional learning required and in a manner that impacts positively on outcomes? Have a sustainable model in place based on sound financial planning? Draw on other partnerships to sustain and enhance their offer? Base its provision on evidence of what works? opportunities for the workforce to lead, engage in and learn from research?
Area 4: Continuing Professional and Leadership Development (CPLD) Emerging Expanding Secure Sustainable TS Lead school is the sole deliverer of CPLD. Initial CPLD programmes are in place or planned. Yet to undertake evaluation of impact. Needs and capacity of Lead school largely inform CPLD programme content and delivery. Quality Assurance processes are being developed. CPLD meets the needs of the Lead TS school and external participants. A needs analysis of the TSA and region has been carried out and has informed the CPLD offer. The alliance has identified strategic partners to assist it to expand its offer – including both other schools within the alliance and external bodies. The CPLD offer is sustainable. At this stage, the CPLD offer may focus on teachers rather than wider staff roles or Governors. Participant evaluation is embedded TS Lead school is main deliverer of CPLD. Evaluation of impact undertaken in planning and delivery of CPLD. Local and national needs are considered in CPLD programme content and delivery. Quality Assurance processes are in place. CPLD meets the needs of the main groups of staff in schools. There is a clear model (or culture) underpinning the delivery of all CPLD. Delivery of CPLD is distributed within the TS Alliance according to strengths. This is reviewed annually. Evaluation of impact into planning and delivery of CPLD. national and international needs are considered in CPLD programme content and delivery. Clear scanning of the horizon informs planning of CPLD offer. Quality Assurance is integrated. CPLD meets the needs of the full range of staff in schools. Clear and consistent model (or culture) underpinning the delivery of all CPLD. Questions to support judgement To what extent does the TS: Make the ongoing professional development of identified members of the workforce (e.g SLEs, LLEs, lead practitioners, programme facilitators) a core part of the culture of the alliance? Base their professional and Leadership Development on the identified learning needs of pupils, the curriculum and resulting pedagogy across the Alliance? Have a team approach to delivery that ensures the right people with the right skills set and knowledge can deliver the professional learning required and in a manner that impacts positively on outcomes? Have a sustainable model in place based on sound financial planning? Draw on other partnerships to sustain and enhance their offer? Base its provision on evidence of what works? opportunities for the workforce to lead, engage in and learn from research?
EMSYH-Peer-Review-Framework-v-Refresh-November-2020.docx