Professional Development
Professional development
Research tells us that carefully designed CPD with a strong focus on pupil outcomes has a significant impact on student achievement (Tacher Development Trust 2015). At DGS we are committed to high-quality professional development, built on a shared understanding of research informed pedagogy, and facilitated by bespoke and regular feedback on practice. Our teachers are reflective and enthusiastic practitioners who enjoy talking about and developing their own teaching. Teachers take the time to work on their own practice as part of our CPD provision. Design of CPD is underpinned by the mechanisms of effective professional development as set out by the EEF. Mechanisms include revisiting prior learning, building knowledge, goal setting, social support, modelling, rehearsal and providing feedback.
Whole school CPD
High-quality whole school CPD is structured around the DGS T&L Principles and ensures that staff are knowledgeable about how students learn. This year, we are continuing our focus on exploring challenge in the classroom: ensuring our pedagogy supports and challenges all learners, and teaching is responsive to their needs. CPD is evidence-based drawing on trusted sources. Research is translated into practicable strategies that are modelled live or through videos. Opportunities to rehearse and plan into practice support implementation. Whole school CPD keynotes create a common sense of purpose and build knowledge but we recognise the nuances of applying pedagogy in different subjects. Follow up sessions in departments create space for application within subject teams. Whole school CPD is reinforced through weekly T&L briefings where best practice is also shared and celebrated.
Department CPD
'The strongest departments are those with not only a well-thought out and codified plan for curriculum, but a continuous culture of discussion, debate, disagreement and exploration in the field of their subject. The best teaching is borne out of departments where the conversation is ongoing. In discourse we nurture distinction.' Ruth Ashbee (2021)
We invest time in excellent department CPD that develops subject expertise and curriculum refinements. Heads of department with the support of the T&L team and SLT plan for department CPD and curriculum development over terms so that the focus is sustained and approaches can be truly embedded. CPD input is evidence-informed and provided by an expert. There is time to discuss and collaboratively plan how the theory introduced could be applied in the classroom. This might involve collaborative planning work linked to the CPD, adapting lesson resources and scheme of work. Or, it might involve scripting and rehearsing strategies. Teachers then engage in deliberate practice implementing the new approach in the classroom and reflecting on impact on student learning. Department CPD is situated within the context of teaching taking place over the coming term. This supports immediate implementation and means that CPD has a direct impact on the teaching taking place that term.
Individual CPD
Teachers also explore their own individual areas of development through elective CPD sessions providing autonomy over professional development. Last year’s topics were talk in the classroom, modelling and explanation, coaching and giving feedback, and disciplinary literacy. This year, topics include oracy, “assess and adapt”, and feed-forward. An expert facilitator provides input to build knowledge and acts as the ‘group coach’ encouraging goal setting, deliberate practice, feedback, and reflection. The focus is sustained over the year and best practice from each strand shared through T&L briefings.
Every teacher has a feedback partner who is an expert practitioner and subject specialist who carries out curriculum drop ins. This ensures that all teachers have an opportunity to engage in reflective dialogue and receive regular feedback. A large proportion of staff have been trained in coaching and giving feedback including all heads of department and mentors. The T&L feedback waterfall supports high-quality feedback aligned with the DGS T&L Principles and includes granular and actionable steps. In addition to this the T&L team conduct termly T&L learning walks providing further individual feedback.
Bespoke CPD
Bespoke CPD is provided for teachers at different stages of their career through initial teacher training, the early career framework, a supportive new staff induction programme and one-to-one coaching. We have a dedicated professional tutor, an ECT and new staff induction tutor and a T&L team made up of lead practitioners and SLT. Staff at any stage of their career have access to professional coaching.
Leadership CPD
In the same way that we believe in leadership for all students we also support staff to develop their leadership skills. All staff are encouraged to reflect on leadership skills through leadership focussed CPD briefings. Staff may also opt in to a leadership elective and a termly leadership forum. A leadership CPD strand also runs through curriculum and pastoral leader meetings.
Staff are supported to explore their own CPD interests further with T&L Weekly Wins promoting further reading and a T&L library. Many staff also engage in wider CPD opportunities including a range of NPQs and Master’s level qualifications.
