At JFK we believe that all staff should be involved in a continuing process of improvement.  We are committed to fostering a positive ethos of continuous learning for all our staff.

Continuing Professional Development (CPD) is the means by which we are able to motivate and develop our staff community.  This development takes place at a number of levels including: individually, as a team, whole school and through wider networks.

CPD planning is integrated with School Development Plan and based on priorities identified through the performance appraisal process.

All forms of professional development are based on the following principles:

• All staff will be encouraged to develop their knowledge, skills, understanding and attitudes to enhance their professional work.
• All staff will have regular opportunities to discuss their development needs and professional aspirations.
• All staff have a responsibility to participate in school focused CPD and personal career development.

JFK uses a range of providers/types of provision and endeavours to source the provision of CPD according to the best value.  Quality assurance mechanisms ensure that the school accesses provision of a consistently high standard.

Leadership and Management of CPD

At JFK we have a named CPD leader, who will have responsibility for the leadership and management of CPD.

• The CPD leader is responsible for collating the CPD needs of the school and the staff.
• Reports to the governing body on the provision and impact of CPD.
• Ensures  follow up to the training takes place, e.g. impact on curriculum/subjects.
• Provides guidance to colleagues on the most effective procedures for disseminating information following professional development training.

Supporting a range of CPD activities:

JFK supports a wide portfolio of CPD approaches in an effort to match the preferred learning styles of staff and to maximise the impact within the school. These CPD approaches may include:

• Attendance at a course or conference.
• In-school training using the expertise available within the school, e.g. team teaching, coaching/mentoring, skills in classroom observation, sharing existing expertise.
• School-based work through accessing an external consultant/adviser or relevant expert such as a lead teacher.
• School visits to observe or participate in good and successful practice, e.g. visits to a school or subject area with similar circumstances, a training school.
• Shadowing opportunities to observe experienced colleagues in another setting.