What are Training Schools?

As a High Performing Specialist School (HPSS), Woodchurch High was awarded a second specialism by the DCSF - Training Schools Status.

Training schools are schools that have attained high performing specialist schools status (HPSS), and focus on initial teacher training and continuing professional development, as well as outreach and dissemination.

Training schools are jointly managed by the DCSF and the TDA. Through collaborative outreach with ITT providers, local authorities, partner schools and other relevant agencies that contribute to the well being of the child, training schools disseminate knowledge and good practice.

Training schools are expected to contribute to supporting the whole school workforce through training programmes that are relevant, personalised and contribute to teaching and learning.

Key Performance Indicators

As a Training School, we have to meet an number of 'Key Performance Indicators', along with a series of targets set annually by the Training and Development Agency (TDA). The whole-school workforce shares in the responsibility in ensuring those targets are met.

The 'Key Performance Indicators' are:

Benchmark	Features of excellence	Key Performance Indicator
1.A culture and ethos of training and professional development for all	Commitment to using high-quality school-based evidence to inform school improvement	1. 20% of teaching staff are currently engaged in practitioner-led research
	Whole-school commitment to the Training School, and desire to ensure succession planning	2. 30% of teaching staff contribute to the development and or delivery of in-house training programmes. Support staff are also involved.
2.Securing School Workforce Supply	Capacity to support new and existing teachers to improve performance	3. 30% of teaching staff have been trained in mentoring or coaching
	Whole-school commitment to support all ITT programmes and routes into teaching	4. 75% of subject departments take one or more ITT trainees each year; other departments seek to contribute in other ways
	Commitment to evaluate ITT work in terms of its impact on teaching and learning; commitment to quality assurance	5. 90% of all trainees evaluate their school-based training as good or better
3. Supporting workforce development	Commitment to the value of collaborative work with key stakeholders and to working in partnership	6. 50% of Training School funding is spent on collaborative outreach
	Commitment to a culture of quality continuous professional development for all staff	7. 25% of all staff have participated in accredited or award-bearing professional development in the last three years
	Commitment to evaluate all professional development in terms of its impact on teaching and learning; commitment to quality assurance	8. 90% of all staff can demonstrate the positive impact that CPD has had on their own professional practice

Coaching

Coaching is essential if staff are to further raise competences and contribute to school improvement. Below are some definitions:

• COACHING - is increasingly being used to support professional learning. A number of definitions are emerging but there are some key characteristics that are generally accepted. It involves helping others to develop the capacity to change. Adults respond well to deciding on their own focus and them being supported in their reflection through being asked searching questions. This questioning, when carried out skilfully, will support the person being coached to arrive at his or her own solutions and plans. They will have ownership of the learning. Peer coaching is a term used to define a process where colleagues make a reciprocal commitment to support each other’s learning through coaching. Whilst some of the skills associated with coaching are transferable (eg active listening and clarifying questions) it is advisable to take advantage of training opportunities available through local authorities or other providers.
• MENTORING - a mentor is usually an experienced member of staff who provides support for an individual. Mentoring is often provided at the early stages of a career, when taking on a new role or project or when changing schools. The mentor will encourage needs analysis and action planning and broker a coherent learning programme for the mentee. An important feature of the mentoring role is supporting the mentee in taking an increasingly active role in their own learning and career progression.

Continuing Professional Development

CPD supports individual needs and improves professional practice. At Woodchurch High School, all school staff, irrespective of role or responsibility, have full access to CPD. Consequently, this policy is applicable for the Whole-School workforce. Thus, realising our aim of being a Professional Learning Community, committed to collaborative working and expanding capacity.

CPD is much more than ‘going on a course’, successful CPD occurs in many ways within the whole school community.

Individual

• Evaluating personal needs in relation to personal and school targets/priorities
• Attending a professional course/conference
• Participating in and/or leading a working group/network
• Studying for a relevant qualification or status
• Self evaluation against national standards
• Engaging in Performance Management Process
• Developing a personal ‘Professional Learning Plan’
• Becoming a mentor/coach/trainer/assessor/examiner
• Professional enquiry, research and reflection
• Being observed by a colleague
• Leading school-based CPD activity
• Leading or contributing to CPD activities for other organisations (e.g., other schools, the LA etc.)
• Teacher placements

Pairs

• Peer support
• Learning conversations
• Working with Advanced Skills Teacher/Lead Teacher/HLTA/Excellent Teacher
• Sharing good practice
• Coaching/Mentoring
• Classroom observations
• Attending a course with a colleague followed by joint action planning

Groups / Networks

• Team Teaching
• Visiting other schools
• Peer/subject networks
• Working groups, e.g. School Council/Parent Groups
• Team planning and development activities
• Professional networks
• Moderation activities
• On-line Conferences and/or forums

School

• Staff professional development days (SDD)
• Performance management process
• School Improvement Plan and related development activities
• Working groups
• Action research
• Professional discussion/Learning Walks
• Learning networks
• Staff Meetings etc

Local Authority

• School Workforce Development Teams
• Governor Support teams
• National Strategy teams
• Facilitating networks
• Brokering CPD opportunities
• Support for career stages e.g. Induction NQTs/Headteacher support
• Web sites
• Secondments – Trading Places
• Project work
• Voluntary / community organisations

Regional

• Centres for Education Leadership (CEL), Manchester & Liverpool
• Regional conferences and exhibitions
• Further & Higher education institutes
• Centres of vocational education
• Learning and Skills Councils
• TDA Regional Advisors
• Specialist Schools & Academies Trust
• DCSF, NCSL, TDA, CWDC, National Association of Governors
• Awarding Bodies of national standards
• Web sites e.g. www.teachernet.gov.uk
• Specialist NCSL, programs e.g. Leading from the middle, NPQH, NPQICL Professional Associations and Trade Unions.

Thus, CPD is vital to raising standards and improving job satisfaction. A survey carried out by the GTC(E) (General Teaching Council for England) in 2006 identified that more than a third of respondents identified CPD as enhancing their career development, whereas 12% indicated that their career development had been constrained by insufficient or poor quality CPD.

In addition, CPD promotes job satisfaction, personal achievement, builds team-working skills and helps in the school achieving its strategic aims.

Induction

All staff and governors receive a planned Induction Programme. The Co-ordinator and Team Leaders have specific responsibilities within these processes (ref., Induction / EPD Policy).

Induction for PGCE / GTP students, from a range of HEI’s, takes place in line with partnership agreements between school and the various institutions concerned (ref., Initial Teacher Training Policy Document).

Newly Qualified (teaching) Staff (NQT’s) have access to an Early Professional Development (EPD) programme, in line with Local Authority, TDA and DCSF guidelines. In addition, NQT’s will have full access to the MTL (Masters in Teaching and Learning) programmes of study, under the direction of Government Office North West.

The benefits of the EPD programme include:

• improving the quality of teaching and the confidence of recently qualified teachers (RQT’s) as practitioners
• increasing the focus and understanding of career development
• increasing the contributions made as a second and third year teacher to the work of school and colleagues, and
• broadening pedagogical skills and increasing reflection on classroom practice.

Initial Teacher Education

As a Training School, we take very seriously our commitment to the training of PGCE and GTP students. We work with a range of institutions that ensure we not only keep fully abreast of the latest developments,but also provide a range of experiences.

We are committed to ensuring at least:

• 30% of teaching staff are mentor trained
• 75% of subject areas take trainees
• 100% of subject areas contribute to the ITT programme in some other way (e.g.through 'hot lessons')
• 90% of trainees evaluate school based training as good or better.

The provision of a structured programme for Trainee Teachers at Woodchurch High School should be given a high priority in order to ensure a supportive environment for the Trainees and the pupils in our care. We believe that Trainees can make a unique contribution to the life of the school and at the same time provide a firm basis upon which they may realise their own potential.

We work closely with various universities, such as Liverpool Hope University, Chester University, John Moores University andEdge Hill University.

The Open School Programme

As an Open School, we welcome visitors who are exploring a career in teaching. To date, we have welcomed over 10 people to school this term. If you are interested in the Open Schools Programme, please contact the TDA directly, stating that you would like to do your placement at Woodchurch High School.

Below is an example of the type of activities you could complete during your visit:

• The Open Schools Programme offers people considering teaching, the opportunity to spend time in a real school environment.
• The Open Schools Programme at Woodchurch High School is overseen by Miss. Victoria McNamara.

Wirral Initial Teacher Training

Woodchurch High School has recently taken over the hosting of this collaboration of Wirral Secondary Schools. Up to 130 trainee teachers from across the borough come to school periodically over the year, for key-note sessions covering subjects such as ‘additional needs’, ‘what makes a good teacher’ and ‘behaviour for learning’. Trainees are accompanied by the Professional Mentors for these important networking and learning events.

School Support Staff

In conjunction with the Local Authority school has taken on the role of Training & Development Co-ordinator for School Support Staff in Wirral and are pleased to announce that Julie Merry has recently been appointed to this role.

Many of you may already know Julie through her work as a teaching assistant and more recently as a Lecturer and Trainer/Assessor for NVQ’s in Childcare through Wirral Metropolitan College. Julie is keen to combine the training already delivered through the Local Authority with that offered free through Woodchurch High Training School and we are confident that this new partnership will open up a host of new training and development opportunities for the whole school workforce.

For queries about school support staff training and development please contact: Julie Merry, Training and Development Coordinator on 346 6622.

Student Associate Scheme

The school continues to work with local universities in supporting the Student Associate Scheme (SAS).

The Student Associates Scheme places students in schools in England. It supports our purpose to raise children’s standards of achievement and promote their well-being by improving the training and development of the whole school workforce. A key aim is to help students make an informed decision about any subsequent career in teaching.

Currently 53 organisations, including 46 higher education institutions (HEIs) are providing high quality induction and training experiences, closely aligned to the core programme for student associates, to prepare students in higher education for placements in schools.

The driving forces for the scheme are the impact of the student associates on young people in school and overall quality of provision.

Students progress during the 15 day placement will be assured and recorded using the Student Associates Scheme training entry profile, which they may later use to demonstrate their achievements when applying for an initial teacher training course.

Some of the benefits to schools participating in the Student Associates Scheme are:

• more teachers involved in mentoring
• improved relationship between the school and the scheme provider, usually a higher education institution
• a positive impact on approaches to teaching and learning
• enhanced or enriched curriculum
• improved links between the school and university subject departments
• a contribution to the school improvement agenda
• a contribution to raising attainment / aspirations of pupils
• students associates develop subject materials to use in schools
• the school develops skills and experience in offering initial teacher training (ITT)
• students bring new ideas to support teaching and learning
• the student placement can benefit support staff
• promotes widening participation ie Aim Higher initiative in schools

The scheme also benefits school staff by:

• contributing to teachers’ continuing professional development (CPD)
• improving teachers’ contact with tutors from the university
• improving teachers’ awareness of the routes into further and higher education
• opening up promotion opportunities for staff
• teacher's personal skill developed through supporting and overseeing student associates work

The Student Associate Scheme is overseen at Woodchurch High School by Miss. Jenny Byrne