KYRA Professional Development Brochure 2021-22
Standards for Professional Development
At KYRA we know that professional development opportunities, that are carefully designed and have a strong focus on pupil outcomes, have a significant impact on student achievement. Through our work and learning with Teacher Development Trust, we model our design and delivery of professional development around the components that constitute “careful design”, outlined in the Developing Great Teaching report.
These components, and our commitments, are:
| TDT components | KYRA commitment |
|---|---|
|
The duration and rhythm of effective support. |
Consideration is given to ensure opportunities are provided to embed sessions within a longer programme of support and engagement. |
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The consideration of participants’ needs. |
Our programmes are carefully designed to allow for frequent, meaningful engagement from participants. All programmes are underpinned by strong evidence and a clear rationale. We aim to develop participants’ skills to critically engage with this knowledge base, and balance this with opportunities to implement and apply to practice. |
|
Alignment of professional development processes, content and activities. |
We create opportunities for learning that are consistent with the principles of the student learning being promoted. We will consider how best to reflect and model the approaches we share with colleagues in the delivery models used. |
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The content of effective professional development. |
We value the importance of focussing on generic and subject-specific pedagogy. We will ensure course content allows for the development of participants’ critical skills, and for discussion around the application of alternative pedagogies to different needs and subject-specific areas. |
|
Activities associated with effective professional development. |
We will ensure opportunities to translate what is learnt during CPD into classroom practice, whilst encouraging each other to experiment in our workplaces. We value the importance of the use of evidence. We will support participants to critically engage with evidence and evaluation. |
|
The role of external providers and specialists. |
We will look for opportunities where external expertise is appropriate and needed. Through relationship and dialogue, we will engage in discussing before, during and after the CPD to ensure specific expectations and impact is agreed. |
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Collaboration and peer learning. |
Will ensure peer support and learning is embedded in our programmes, whilst seeking out collaborative problem-solving opportunities. All collaboration will have a focus of improving the outcomes of the children we serve.
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Leadership around professional development. |
We will engage with partners during the design and delivery of professional development. We will support colleagues with the skills to model skills learnt and disseminate information where appropriate. |