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3. Positive
impact
on
middle
leadership attitudes towards the
school, their roles, the programme’s
impact;
4. Staff retention (year on year);
5. Staff promotion (over a 3 year rolling
cycle);
6. Programme
quality
(assessing
quality of facilitation, coaching
support,
online
community,
relevance of content);
7. Value for money.
A full review of the first year of the
programme identified a number of
positive benefits. Whilst many of these
are quantifiable and tangible, it is also
important to acknowledge the non-
quantifiable buzz and engagement,
that has come from CPML at BSM.
Participants acknowledge the positive
benefits of having the opportunity to
lead a whole school project as well as
the recognition afforded participants,
through
sharing
their
practice
with others. Our CPML evaluation
indicated that:
1. The quality of the programme
overall has been highly rated with
nearly 74% of participants “Strongly
Agreeing” that it has been beneficial
to their professional development;
2. The programme has:
i. Been a catalyst for the sharing
of good practice through
Teachmeets and whole school
CPD sessions, with wider
opportunities for joint practice
development;
ii. It
has
signaled
a
culture
of leadership at all levels,
competency
development,
disciplined innovation, inspiring
and motivating colleagues;
iii. Had a positive effect on pupil
progress and attainment in a
number of cases.
3. Participants
note
that
they
have
developed
leadership
competencies as outlined by the
NCTL middle leaders’ competency
framework and COBIS Leadership
Audit, i.e. they are better middle
leaders as a result of doing the
CPML. The self-review and 360
diagnostic, were powerful catalysts
for this.
4. We have built capacity in addressing
our School Development Plan
(SDP) priorities i.e. we have had 40
participants in school, who have
developed a Leadership Challenge
that contributes directly to a school
development priority in the SDP.
5. The programme has signaled
a message that professional
development is ongoing, involves
reflection and action learning and is
more than going on a course.
6. No CPML participant has left BSM.
25% of participants (measured
against BSM and other schools’
participants) that completed the
programme have taken a promotion
into 2016-17.
7. Coaching has been a powerful
element of the programme and
many participants cite this as a
tool they will want to employ in
developing the effectiveness of
others.
8. Participants
believe
that
involvement in the programme has
or will impact on learning. 34%
Strongly Agree and 48% Agree
that it has impacted already; with
56% Strongly Agreeing and 37%
Agreeing that it will impact on
pupils’ learning