We are delighted to be launching a new and improved Partner School programme for the new academic year.
After developing a successful programme of high impact professional development courses for schools, the new Partner and Affiliate School programmes are designed to offer a cost-effective CPD solution for schools, while offering a more hands-on and bespoke support to help your school develop its CPD strategy.
Including support for schools in Art, Behaviour Management, Computing, EAL, EYFS, Emotional Literacy, Family engagement, Geography, History, Leadership, Literacy, Mathematics, More Able, Nurturing approaches, Pastoral support and SEND – click the link below to find out more:
To become a Partner School, Affiliate School or engage in individual elements of the programme please email firstname.lastname@example.org
More About The Partner School Programme
Becoming a Partner School of the Learning Partnership not only gives schools free and unlimited access to our online CPD courses throughout the year, it also provides schools with more hands-on support and guidance from our consultants to help develop your CPD strategy.
The Learning Partnership will meet with your school on a termly basis to help guide and develop your CPD strategy, in line with your school development plan. It will also give you exclusive access to our school-to-school support network, and the opportunity to shape, present and attend our Partner School Webinar programme – aiming to facilitate meaningful collaboration and sharing of best practice among our member schools.
And, best of all, this will all come at a simple and easy to understand fixed annual cost.
Alongside this, we will also be offering an Affiliate School programme – a slimmed down and flexible version of the Partner School offer which offers discounted access to our CPD courses as well as access to many of the Partner benefits.
Of course, schools and teachers will also be able to book onto individual courses as they have previously done so as well.
Individual teachers who work outside school employment e.g. supply staff, can also join the Partner School programme. Individual teachers are charged £50.00 per year.
Rob Gooding, CEO Rutland Learning Trust (Partner Schools 2021-22): “Underpinning this partnership is an ethos, culture and values which align to that of the trust! Integrity and relentless vision and commitment for sustainable system wide improvement ” 8th June 2021
Mary Myatt: “I’ve always had enormous respect for Iain’s work. I am delighted to see this programme up and running and delighted to play a part in it as well. I value and rate the Learning Partnership’s work highly.” 8th June 2021
“Effective teaching requires considerable knowledge and skill, which should be developed as teachers’ careers progress”.
And that’s not just coming from us! It is stated in the Department for Education’s Standard for Teachers’ Professional Development document published in 2016.
Quality Continuing Professional Development (CPD) for teaching staff is widely recognised as playing a key role in school improvement. We have first-hand experience of seeing how our programme of high-quality and targeted CPD helps to develop schools by developing teachers.
Yet thousands of teachers are working in schools with zero or no budget for providing CPD, and 60% of teachers feel they don’t have enough time and space in their working week to access the CPD they need.
This research paints a negative picture for the future of CPD and its role in attracting and retaining the best teaching talent, as well as the potential impact on attainment and improvement levels for pupils.
So, how can schools and school leaders make sure CPD is effective, supports their school development plan, and delivers meaningful impact?
1 – Explore whether professional development is positioned as part of an on-going development cycle, or as a remedial intervention?
How do you ensure your CPD strategy enables alignment between staff development and the SDP?
2- Explore teachers’ current perceptions of how professional development quantity and quality are balanced
Surveying staff will give you a detailed and honest appraisal of the ‘mood’. Don’t just assume that staff are keen to engage in CPD because it’s good for the school.
3 – Reflect with leaders and teachers about the links between professional learning, pedagogy, pupil progress and their development as people
How would you manage this in your school? What process allows for this reflection to have genuine action and development?
4 – Explore how to make explicit links to the school development plan, plus the teachers’ own development plans
Do you allow time for staff to draft, edit and adapt their development plans whilst making explicit links to the SDP? How are staff encouraged to take ownership of their development plans?
5 – Ensure the professional development is, where possible, part of an ongoing process over time, and incremental.
How many times have we been sent on a standalone course that has no relevance to our personal development or that does not enable follow-on learning? Is there an ongoing strategy plan for each member of staff and their CPD which develops over time, growing and developing?
We are experienced in helping schools assess and develop their plans, and work in partnership with school leaders to identify the best quality and cost-effective CPD courses that delivers real school improvement.