Profesional Development Policy

 

PROFESSIONAL REVIEW AND DEVELOPMENT POLICY (PRAD)

 

Policy statement

IBSB is committed to providing a supportive and rewarding environment for teachers and recognizes that the quality and professionalism of its staff is critical to the achievement of the school’s mission and central to continuous school improvement. The implementation of the professional development policy is focused on addressing areas of improvement which are detected through the annual Self Evaluation.

 

Procedures

The programme of Professional Development contains activities including the following:  induction week at the start of the academic year, weekly INSET sessions, training sessions (including those from the UK) workshop and conferences in the UK and Europe, external coaching, mentoring and professional networking.

 

Implementation

As IBSB is a student orientated school, the professional development is focused on improving student performance and development. The programme is based on analyses of the differences between targets, objectives and actual outcome. The Self Evaluation process feeds into the annual strategic development plan and gives a base to the professional development programme.

 

Weekly INSET (Tuesday) is built on the collective knowledge and expertise of staff and provides teachers opportunities to acquire and practice new strategies and techniques.Different sessions and topics are addressed with the support of all staff members. These are meant to improve the quality of teaching in the school and eventually help students’ progress and performance in and out of class.

 

The Self–Evaluationis an annual process and it is part of the school calendar. It involves a number of tools and activities such as: lesson observation, pupil and parents’ questionnaires, staff questionnaires, work scrutiny, pupil interviews, exam analysis, pupil profiling, etc. The annual SEF involves all teachers, students and parents covering all areas of the school’s educational process and governance and management.

 

Peer observations– teachers are strongly encouraged to observe other colleagues in order to learn from each other. Peer observation forms are completed by the observer and discussions can take place after the lesson as a reflection on strengths and areas of improvement.

 

Departmental meetings – Teachers will regularly meet in Key Stages or Departments sharing and examining data on student performance, discussing any possible updates of the curriculum, planning strategies for departmental development, professional development and resources.

 

PRAD Folder - all teachers will keep a professional review and development folder containing a collection of documents related to qualifications and professional development acquired before and during the time spent in the school. A set content is agreed on by the management of the school.

 

Target Setting and Performance Review –The school management is keen on effective monitoring and review of performance. Meetings are scheduled at set times during the year and are meant to give staff clear directions and positive feedback on performance. Target meetings and performance review meetings are scheduled every year and evidence is kept in the PRAD folders. These records are instrumental in assessing staff performance and contribute greatly regarding decisions pertaining to possible promotions and/or other career advancements.

 

The professional development programme is coordinated by the SMT with the support and implementation from the MMT of the school.
 

Information regarding external professional development will be disseminated to the whole staff and to parents as appropriate.