A5: Changes to staffing roles

5a. Collaboration between staff and roles changing

CPD opportunities cover the development needs of all adults in the school and are accessible, of high quality, and their impact is evaluated
Professional development programmes are available to all staff whose role is undergoing change
CPD includes the opportunity to learn from the achievements and experiences of staff in other schools, particular those known to have innovative practice
School leaders take full advantage of CPD opportunities designed to develop their leadership role
Opportunities are found for staff to spend time developing their use of new software applications and to learn about new uses of ICT for personal and professional use
Online learning is aiding professional development and curriculum development through the use of video conferencing and distance learning systems
Teachers show by their own example that learning continues throughout life

In response to more flexible curriculum choices some teachers adapt to working across several schools, perhaps also using video conferencing
Collaboration between schools allows the sharing of staff expertise to provide broader curriculum choices for students
Complete courses, learning resources and assignments are put online, allowing teachers to develop their mentoring role further
For some groups of learners half of the day is spent in teacher-led tutorials and the other half is spend on personal learning assignments using workstations
As well as providing specialist input, teachers can act as tutor, mentor and challenger, guiding young people in their acquisition of knowledge, skills and understanding

There are effective systems in place for staff communication, consultation, representation and appraisal
Broad information relating to pupils welfare and performance is made known to those professionals who need to act upon it, with agreed safeguards in place
Internal communications make use of email and other systems which keep staff fully informed and involved in decision making
ICT is fully used to increase professional dialogue and share learning resources
There are effective links with partner schools to enable experiences, expertise and resources to be shared and drawn upon by staff and pupils

5b. Staff attitudes are supportive of ICT and there is an expectation of staff undertaking CPD for career enhancement
Staff demonstrate that they are reflective practitioners by undertaking action research and keeping in touch with pedagogical research
All changes to courses, facilities, resources or learning methods are accompanied by staff development opportunities
Staff are expected to take the initiative regarding their CPD needs, and to demonstrate how they have build CPD experiences into their professional practice
An ongoing, whole-school CPD focus is to fully understand and exploit a significant pedagogy towards learning with ICT
School leaders should seek to involve their school in innovation and developments that keep the school sharp and up-to-date, and to capture the impact of such work
All staff are supported in meeting requirements to demonstrate a sound understanding of learning and teaching styles and the varied pedagogical approaches which involve all students in effective learning
ICT is a key professional tool for all staff; if need be, targets are set for staff to acquire appropriate expertise in the use of this professional tool
Leadership decisions ensure that ICT is fully available to all staff and pupils whenever it can improve the teaching or the learning
The school ICT strategy is supported by a sound CPD programme to ensure that the vision is achievable rather than aspirational
School leaders make use of effective CPD in ICT to ensure that the school becomes an e-confident community
School Leaders strive to make the school into a place of employment worthy of the best and most committed staff
The school develops a shared vision and understanding of the ‘transformed curriculum’, what its components are and what the school will look like when this goal is achieved

5c Parents fully in communication with their children and the teachers, about learning and any issues inhibiting learning

Parents are fully informed about the school's vision, strategy and development plans and particularly how the school intends to provide a top quality education for every student
Parents receive frequent information about school developments and their child's progress
Manageable systems are developed to encourage parents to communicate with the school
The school uses its website as a showcase of student's work and a host to individual pupil's workspaces
ICT is used to fully involve parents in their child's learning; their involvement actively supports the aims of their teachers and extended learning
Parents and other adults are invited to join in and support activities including lessons
Parents' views on the effectiveness and impact of learning programmes on their child's progress are actively sought
The school reports on how it has acted on parents' suggestions and what the impact has been
The school web site is fully developed as a dynamic information source and record of school developments and achievements

a Naace development