CPD POLICY (EXAMPLE)
This policy is an example that a school might use for CPD and covers four areas:
•Principles, Values and Entitlements
•Identifying CPD Needs
•CPD Provision
•Evaluating Impact and Disseminating Good Practice
Principles, Values and Entitlements
1. This school is a “learning community” where all are involved in a continuous process of
improvement and enrichment. The school is committed to fostering a positive climate for
continuous learning. CPD is the means by which the school is able to motivate and
develop its community. It does so at a variety of levels – individual, team, whole school
and through wider networks with an emphasis on collaborative learning. It conforms
closely to the GTCE’s Professional Learning Framework.
2. The school believes in the DfES philosophy that “effective teachers should take
ownership and give a high priority to professional development”. It believes that a
coherent and progressive opportunity to develop professionally and personally both
improves standards and raises morale through personal and professional fulfilment and
assists recruitment and retention. The CPD will be co-ordinated by a CPD Leader with a
clear job description and who will be a member of the school leadership team but who will
be assisted by others in taking forward this policy
3. All those involved in the school community shall have an entitlement to equality of
access to high-quality induction and continuing support and development.
4. The central features of the CPD policy comprises effective auditing and identification of
need and aspiration, ensuring appropriate match of provision to learning needs of the
individual, reliable and explicit evaluation of the impact of provision, effective
dissemination of good and successful practice to ensure that such practice is embedded and
reinforced
5. The school will obtain appropriate quality standards in organisations that support
effective CPD, eg Investors in People, Charter Marks, Basic Skills Quality Marks.
6. The school will use a range of types of provision and providers adopting “Best Value”
principles in determining these.
7. The school’s CPD provision will allow staff to develop skills and competencies
progressively allowing them to build on and reinforce skills and expertise dealt with
earlier, particularly across the key areas identified in the appropriate Standards
Frameworks.
8. The school will support professional recognition including accreditation of the CPD
undertaken.
Identifying CPD Needs
1. The school will have a named CPD Leader who shall be deemed to be fulfilling a
leadership and management responsibility in relation to this post. The CPD Leader will
receive training and support as appropriate in order to fulfil this role effectively and attend
