Improved CPD system raises attainment by 12%

Adam Rashud: Tottington High School, Bury

The challenge

"I wanted to support the school’s priorities for raising attainment, and to do this I wanted to develop the school CPD system so that it was more effective in supporting specific faculty, subject and individual priorities. I wanted a system that was sustainable so that faculties, subjects and individuals were able to identify and address needs and ultimately improve student outcomes."

Action taken

Adam introduced a number of significant improvements to the school CPD system. These were designed to encourage faculties and staff to take responsibility for identifying, organising, sharing and reviewing CPD. In summary these strategies were:

  • CPD request system: updating procedures to effectively identify training needs. Such as meeting with HoF’s to identify faculty and staff needs and supporting them to provide training.
  • CPD review system: the streamlining of systems to promote reflection, dissemination and the utilisation of CPD.
  • Incorporation of a faculty provision for planning and reviewing CPD collaboratively. This required the development of a termly system to provide CPD information to faculties for discussion and adoption.
  • Ensuring links to the school appraisal system. The identification of CPD, and taking personal responsibility were integral to the process. Linking personal development and practice to CPD would help staff recognise the importance of CPD.

The impact

The outcomes were extremely positive:

  • GCSE performance on the 5 A*-C measure improved by 12% between 2013 and 2014
  • Three of four subject areas targeted as priorities for improvement achieved their goals
  • The systems introduced by Adam have been sustained and incorporated into wider school changes.

Adam is the first to acknowledge that his project was one strand within the school’s overall drive to raise pupil performance:

"My project is not the sole factor, but I can say that the CPD supported the improvement strategies faculties were putting in place."

What is particularly pleasing is that the changes Adam introduced have been sustained, a key requirement of the NPQSL assessment task, and a terrific example of a leader growing the leadership capacity of their organisation.

Adam states the qualification provided two key elements. Firstly, it deepened his knowledge and understanding of the underpinning theories of leadership and management. Secondly, the resources helped Adam to confirm that strategies he had arrived at through professional intuition and practice had external verification.

It is evident in conversation with Adam that the qualification has had a positive impact on his school and his development as a leader. Adam is now supporting the growth of leadership capacity across his locality as a trained facilitator for the National Professional Qualification for Middle Leadership working on behalf of Bury Secondary Learning Collaborative.

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