Aims:

  • Build a learning community where learning is a focus for all teaching and non-teaching staff.
  • All staff to be engaged in Growth Management focusing a goal that aligns with the Campus priority
  • Encourage all staff to be involved in the coaching of staff to enable them to further develop
  • Provide a quality programme of professional development that focuses on progression at each stage of a teachers’ career.
  • Provide in-house leadership programmes and deliver the Teach First ECF in conjunction with Leicester and Leicestershire Teaching School Hub 
  • Continue our strong links and networks with the Teaching hubs and TELA and deliver professional learning to colleagues from other schools
  • Develop a Professional Learning programme where teachers take control of their learning and are continually involved in a process of research and development
  • Teachers who feel part of a campus where talent is nurtured and good practice is shared, recognised and rewarded.
  • Encourage collaborations with other local professionals through our school to school support network.
  • Engage in current research in conjunction with Kyra Research School
  • Continue our strong links with PiXL both implementing and sharing ideas

Teaching Staff Professional Learning

“Every teacher needs to improve, not because they are not good enough, but because they can be even better.” 

Dylan Wiliam

As the most important profession for our nation’s future, teachers need considerable knowledge and skill, which need to be developed as their careers progress. As the Teachers’ Standards set out, teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. The Teachers’ Standards (overview) set out a number of expectations about professional development; namely, that teachers should: 

  • keep their knowledge and skills as teachers up-to-date and be self-critical; 
  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues; 
  • demonstrate knowledge and understanding of how pupils learn and how this has an impact on teaching; 
  • have a secure knowledge of the relevant subject(s) and curriculum areas; 
  • reflect systematically on the effectiveness of lessons and approaches to teaching; and 
  • know and understand how to assess the relevant subject and curriculum areas.

At Brookvale Groby Learning Campus, we prioritise effective professional learning for teachers as a core part of securing effective teaching. It cannot exist in isolation, rather it requires a pervasive culture of scholarship with a shared commitment for teachers to support one another to develop so that our students benefit from the highest quality teaching. The thousands of professional decisions that must be made every day need to be informed by the best evidence, knowledge and professional wisdom. Our professional learning programme is a key driver of staff development, recruitment, retention, wellbeing and school improvement. 

Our professional learning programme at BGLC is underpinned by the standard for teacher’s professional development:

  1. Professional development should have a focus on improving and evaluating pupil outcomes. 
  2. Professional development should be underpinned by robust evidence and expertise. 
  3. Professional development should include collaboration and expert challenge. 
  4. Professional development programmes should be sustained over time. 

And all this is underpinned by, and requires that: 

  1. Professional development must be prioritised by school leadership.

The table below sets out the professional learning opportunities available for all teaching staff at BGLC. This table is not exhaustive and staff engage in individual professional learning dependent on their career aspirations and needs.