CPD: Quality Standards
Find the Quality Standards for whole-school systematic continuing professional development (CPD), exemplifications and a self-assessment tool.
Quality Standards and exemplifications
The Quality Standards for whole-school systematic CPD will help you to improve and review current practice in your school.
Select a heading to read the Quality Standard and related exemplification.
- Whole-school CPD leading to changes in classroom practice
Quality Standard a
Whole-school planned CPD is directly related to improving Quality First teaching and learning.
Senior leaders use a range of evidence to identify specific professional development requirements for the whole school and individual staff, including governors. For example, evidence gathered from pupil progress meetings; termly tracking information; observations of learning in reading, writing, speaking and listening and/or mathematics; and focused discussions with pupils.
Senior leaders demonstrate effective knowledge of current national recommendations to provide relevant evidenced-based professional development opportunities to improve Quality First teaching, including the development of effective assessment for learning and behaviour for learning strategies.
Planned professional development activity leads to explicit changes in classrooms that have a positive impact on pupil learning, attainment and progress, particularly pupils identified as underachieving or vulnerable to underachievement.
- The link between whole-school priorities, CPD and performance management
Quality Standard b
There is a clear link between school’s priorities for improvement, professional development provision and individual performance management objectives.
Senior leaders provide appropriate levels of support and professional development opportunities to ensure impact on improved outcomes for all pupils as outlined in the school’s single plan.
Performance management objectives of staff are linked explicitly to whole-school improvement priorities, the application of planned professional development opportunities and their impact on identified underachieving or vulnerable pupils or groups of pupils.
- Collaborative learning
Quality Standard c
Senior leaders ensure adequate time and resources are made available for all staff to practise, apply and learn collaboratively.
Quality whole-school professional development is planned to develop and improve classroom practices through internal staff meetings and/or external providers of school improvement. The brokering of external support draws upon proven, well-evidenced materials and methodologies.
Senior leaders ensure there is appropriate support and time provided for all staff to practise, apply, reflect, refine and embed new learning into their everyday classroom practices, including the use of in-class professional learning, coaching models and opportunities to share what works effectively within and across schools.
- Effective monitoring and evaluation of CPD to make sure there is an impact
Quality Standard d
Senior leaders monitor and evaluate the impact of planned professional development activity and ensure the development, capture and transfer of effective practice within school and across schools.
All professional development opportunities are systematically monitored and evaluated by senior leaders for their impact on teacher behaviours resulting in improved attainment, progress, attendance and behaviour outcomes for pupils.
Effective practice is systematically identified, developed, captured and shared within school and across schools by senior leaders.
Quality Standards self-assessment tool
Download the Self-assessment tool for whole-school systematic CPD (DOC-76 KB) Attachments . This tool will help your school leadership team to develop and refine CPD processes in your school.