Teach Middle East Magazine Jan-Feb 2018 Issue 3 Volume 5 - Page 25

Featured School 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