The school workforce will develop more effectively when the range of approaches matches the needs and learning styles of individuals.
A Lincolnshire Secondary School found that raising awareness of the possible range of CPD led to staff being more structured and proactive in their planning for CPD. The inclusion of non-teaching staff was particularly beneficial in raising the level at which they engage with colleagues and challenge students about their work and fostered a keenness to undertake specialist subject training.
Self evaluation guidance can be found here. It provides brief grade descriptions defining the key characteristics of school workforce development under the headings: outstanding, good, satisfactory and inadequate.
Mentoring and coaching
A focus on the success the staff at King Edward VI School have gained from coaching and mentoring as productive forms of in-house CPD.