PROFESSIONAL
DEVELOPMENT PORTFOLIO
BASED ON
NATIONAL OCCUPATIONAL STANDARDS
FOR SUPPORTING
TEACHING AND LEARNING IN SCHOOLS
FOR COVER SUPERVISORS
Please consult Training School website for CPD support materials and other useful booklets
Sections of PDP for Cover Supervisors
Section 2 / Previous Performance Management Documentation
Section 3 / Preparations for Performance Management – Needs / Progress Analysis Against the Standards
Section 4 / Performance Management Review
Section 5 / Evidence for Level 2,
Core / Mandatory (working towards NVQ)
Section 6 / Evidence for Level 3
Core / Mandatory (working towards NVQ)
Section 7 / Evidence for Level 3
Option A, STL 31,
Option D, STL 57,
Option E, STL 62, STL 64, STL 65
Section 8 / Record of Inset Activity
Section 9 / WholeSchool Contribution
Section 10 / Other
Forward from Carol Rushton
Workforce reform and other developments in schools have led to support staff carrying out increasingly diverse and responsible roles. This has an impact on their training and development needs together with the type of Professional Development Portfolio (PDP) they may wish to keep.
The National Occupational Standards form a baseline for the PDP I have produced. They describe what Cover Supervisors need to do, know and understand in their roles. This will develop capacity and capability and support the organisation in achieving the vision of the 21st Century school set out in the recent Children’s Plan.
On-line guidance assists development and progression ( It also links to a range of relevant training programmes and resources.
The Standards are set out in this way for Cover Supervisors:
Level 2-Core / Mandatory STL 1, 2, 3, 4, 5
Level 3-Core / Mandatory STL 18, 19, 21, 22
Level 3-Option Group A, STL 31
Level 3- Option Group D, STL 57
Level 3-Option Group E, STL, 62, 64, 65
(Option Groups B and C do not apply)
I have produced grids for each of the above, which can be used as a needs analysis and then to track progress / development.
I think that this is a positive development which raises the profile of Cover Supervisors and the important, much valued work that they do.
Carol Rushton
Useful websites
Section One
C.V. and Other Relevant Documentation
Relating to Post
Section Two
Previous
Performance Management Documentation
Section Three
Preparations for Performance Management-Needs / Progress Analysis Against the Standards
The following pages provide descriptions of each unit relating to the work of the Cover Supervisor. Some units relate to other suites of National Occupational Standards across the Children’s Workforce. The suite of Standards that the unit originates from is referenced in brackets in the title. The full name of the suite is listed below.
Abbreviation / Suite of national occupational standards / Organisation responsible for the standardsCCLD / Children’s Care, Learning and Development / Skills for Care and Development
HSC / Health and Social Care / Skills for Care and Development
PW / Playwork / Skills Active
IL / Information and Library Services / Lifelong Learning UK
OP / Outdoor Programmes / Skills Active
CHS / Clinical Health Skills / Skills for Health
YW / Youth Work / Lifelong Learning UK
LDSS / Learning, Development and Support Services for children, young People and those who care for them / Skills for Care and Development
M&L / Management and Leadership / Management Standards Centre
MV / Management of Volunteers / UK Workforce Hub
L&D / Learning and Development / Lifelong Learning UK
Grid for Level 2
Core / Mandatory Units STL1 – STL5
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL1
Provide support for learning activity
STL2
Support children’s development
(CCLD 203)
STL3
Help to keep children safe
(CCLD 202)
STL4
Contribute to positive relationships
(CCLD 201)
SLT5
Provide effective support for your colleagues
S = Secure
D = Developing
N = Needs developing
Grid for Level 3
Core / Mandatory Units STL3, STL18 – STL22
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL3*
Help to keep children safe
(CCLD 202)
STL18
Support pupils’ learning activities
STL19
Promote positive behaviour
STL20
Contribute to positive relationships
(CCLD 201)
SLT21
Support the development and effectiveness of work teams
SLT22
Reflect on and develop practice
(CCLD 304)
S = Secure
D = Developing
N = Needs developing
Grid for Level 3, Option A
Supporting Pupils’ Learning,STL31
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL31
Prepare and maintain the learning environment
S = Secure
D = Developing
N = Needs developing
Grid for Level 3, Option D
Supporting the Wider Work of the School
STL57
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL57
Organising cover for absent colleagues
S = Secure
D = Developing
N = Needs developing
Grid for Level 3, Option E
Working with Colleagues,
STL62, STL64, STL65
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL62
Develop and maintain working relationships with other practitioners
STL64
Provide leadership in your area of responsibility
(M&L B6)
STL65
Allocate and check work in your team
(M&L D5)
S = Secure
D = Developing
N = Needs developing
Section Four
Cover Supervisor PDP / Performance Management Review Booklet
The Bishop of Hereford’s BluecoatSchool
Training School
COVER SUPERVISOR PDP /
PERFORMANCE MANAGEMETNT BOOKLET
The Bishop of Hereford’s BluecoatSchool
Training School
Tupsley
Hereford, HR1 1UU
Tel: 01432 347529
Fax: 01432 347566
e-mail:
List of Standards Relating to Cover Supervisor’s Post
Level 2-Core / Mandatory Units
STL1 Provide support for learning activity
This unit is about support provided to the teacher and pupils to ensure effective teaching and learning. It involves agreeing with the teacher the individual’s role in supporting planned learning activities, providing the agreed support and giving feedback to the teacher about how well the activity went. The learning activities may be for individual pupils, groups of pupils or the whole class. However the contribution to supporting the learning activities is likely to involve working only with individuals or mall groups. The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements.
STL2 Support children’s development (CCLD 203)
This unit is about routine observation of children and young people’s development in everyday work. It is a competence that required knowledge and understanding of children and young people’s development from 0 to 16 years and the ability to demonstrate competence with the children/young people the individual is working with. It covers observing children / young people, sharing observational findings, contributing to the implementation of activities to support development and contributing to planning to meet children and young people’s needs.
STL3 Help to keep children safe (CCLD 202)
This unit is about keeping children and young people safe during day-to-day work activities. It covers responding to accidents, emergencies and illness, and requires familiarity with and the ability to set in motion safety, safeguarding and welfare procedures, according to the policies and procedures of the setting.
STL4 Contribute to positive relationships (CCLD 201)
This unit is about interacting with and responding positively to children, young people and adults. It includes verbal and non-verbal communication skills involved when working with children and young people, and when dealing with adults, together with the importance of valuing people equally.
SLT5 Provide effective support for your colleagues
This unit is about being an effective member of the school staff. It involves working effectively with colleagues and taking an active role in developing skills and expertise.
Level 3-Core / Mandatory Units
STL3 Help to keep children safe(CCLD 202)
This unit is about keeping children and young people safe during day-to-day work activities. It covers responding to accidents, emergencies and illness, and requires familiarity with and the ability to set in motion safety, safeguarding and welfare procedures, according to the policies and procedures of the setting.
*This unit appears in both level 2 and level 3.
STL18 Support pupils’ learning activities
This unit is about support provided to the teacher and pupils to ensure effective teaching and learning. It involves identifying what needs to be done to support planned learning activities and promote independent learning, providing the agreed support and giving feedback to the teacher about progress made by the pupils. The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements. The learning activities may be for individual pupils, groups of pupils, or the whole class and may be delivered in the absence of the teacher, e.g. when providing cover supervision or working with pupils outside of the classroom.
STL19 Promote positive behaviour
This unit is about implementing agreed behaviour management strategies to promote positive behaviour and supporting pupils to manage their own behaviour.
STL20 Contribute to positive relationships (CCLD 201)
This unit is about developing and promoting positive relationships with children and young people, communicating with children / young people and adults, and fostering positive relationships between children / young people and with other adults. It is appropriate for all settings and services where children and young people are present.
SLT21 Support the development and effectiveness of work teams
This unit is about being an effective member of a work team. It involves taking an active role in supporting and developing team effectiveness.
SLT22 Reflect on and develop practice (CCLD 304)
This unit is about needing to reflect on practice. Self-evaluation and reflection will enable the individual to learn and develop their practice. It also includes taking part in continuing professional development and how this has been used to develop their practice.
Level 3-Option Group A
STL31 Prepare and maintain the learning environment
This unit is about ensuring that learning environments, learning resources and materials are available and ready for use when needed. It involves setting out the learning environment and preparing materials for planned learning activities as well as helping to maintain the learning environment and resources during and between lessons,
Level 3-Option Group D
STL57 Organise cover for absent colleagues
This unit is about organising cover when a teacher or support staff colleague normally responsible for teaching or supporting a particular class is absent from the classroom during the time they have been timetabled to teach / support. This includes absence which is known in advance (e.g. where a colleague has a medical appointment or is undergoing professional development) and unexpected absence (e.g. absence due to illness).
Level 3-Option Group E
STL62 Develop and maintain working relationships with other practitioners
This unit is about working effectively with other practitioners by doing what can be done to support their work and using their strengths and expertise to support and develop the individual’s working practices and procedures.
STL64 Provide leadership in your area of responsibility (M&L B6)
This unit is about providing direction to colleagues in a clearly and formally defined area or part of an organisation and motivating and supporting them to achieve the vision and objectives for the area.
STL65 Allocate and check work in your team (M&L B5)
This unit is about ensuring that the work required of the team if effectively and fairly allocated among team members. It also involves checking on the progress and quality of the work of team members to ensure that the required level or standard performance is being met.
The Bishop of Hereford’s Bluecoat School
Professional Development Portfolio
INTRODUCTION
Every period in education seems to be marked by one or other particular priority; a current emphasis in professional development of all staff, teaching and Associate Staff.
As an establishment having Training School Status, Investors in People and Charter Mark, we are proud to place Continuing Professional Development at the heart of school activities and to consider it an important element of the School Improvement Plan. We are also pleased to make new experiences and responsibilities open to staff, in itself an opportunity for professional development. Performance Management and discussion of training and development needs is a right of all colleagues.
More recent developments have put a new emphasis on individual staff taking more responsibility for their own development, and recording their experiences in some formal way. Newly Qualified Teachers record their achievements against Induction Standards and use their Career Entry and Development Profile as a baseline for development targets. ASTs have a record of evidence of their success. All staff, under the recommendations of the Green Paper, will need to have documented their success in reaching targets as part of their preparation for assessment, should they wish to proceed to higher salary scales.
Given these developments our Governors’ Staffing Committee requested that we develop a pilot form of Professional Development Portfolio which was used on a trial basis during the academic year 1999 – 2000. During the year, the revised arrangements for Teaching Staff Appraisal, (now referred to as Performance Management), have come into force. Accordingly all staff are now expected to keep their PDP up to date, with copies of their appraisal, INSET and other records. Much of the contents of the first PDP has been revised, along with extensive revision to the documentation used for appraisal (Performance Management). A full set of the new PDP sheets is now provided for all teaching staff.
Newly Qualified Staff will continue to have their own Career Entry and Development Profile for their first year of teaching, where they work towards Induction Standards.
All documentation will be on the Training School website, with copies of lesson observation sheets, etc. being in the Staff Quiet Room. The Training School is able to support requests for Continuing Professional Development and materials etc, that staff may need.
Learning Support Assistants working towards accreditation for Higher Level Teaching Assistant status will have a portfolio of evidence of training but will still have Performance Management Review meetings and keep a P.D.P.
The Governors are continuing to take a close interest in how we are able to use the documents for the benefit of the school, the teams we work in and most importantly for the individual concerned.
The Bishop of Hereford’s Bluecoat School
Professional Development Portfolio
THE PDP ALLOWS EACH INDIVIDUAL:
AIMS
- To take some responsibility for their own professional development by:
-Building up a record of their own professional development during the academic year, both in and out of school.
-Having both an interim review and a summative review with their team leader during the academic year.
-Drawing up appropriate targets in consultation with team leader at the beginning of each academic year.
-Making a record of these targets.
-Collecting evidence in support of the achievement of these targets.
-Reviewing the achievement of these targets during and at the end of the academic year.
-Making a record of lesson observations (i.e. lessons in which they have been observed and lessons which they have observed).
NB
- There should be at least three and usually not more than six targets.
- One of these must refer to the development of teaching and learning styles.
- One must relate to pupil progress.
- One should relate to some aspect of professional development.
- One should relate to the role as specified in the job description.
- Targets should be challenging.
- Targets should also be measurable.
- Targets should be agreed with the appropriate team leader
- Targets will be reviewed by the appropriate member of the Senior Leadership Team to ensure that they are thorough and challenging.
- Following a review, appropriate feedback will be given to each team leader.
The Bishop of Hereford’s Bluecoat School
Professional Development Portfolio
THE REVIEW CYCLE
Previous review.Identification of
Present performanceTraining Needs
(Early Autumn Term)(September)
Self Review and EvaluationReview Meeting
(Easter and Summer(September/October)
Review Targets
(October – March)
TIMESCALE
- September – October
Initial target setting meeting with appropriate team leader and informing Training School of CPD needs.
- October onwards
Collection of evidence by appraisee and team leader
- March – April
Interim review meeting with team leader
- June
Summative review meeting with team leader
Consideration of appropriate targets for next academic year
COVER SUPERVISOR PERFORMANCE REVIEW
Name: / Job Title:Line Manager: / Does the job holder have a Job Description:
Yes / No
Date of Current Review: / Date of Last Review:
Please consider, discuss and record the findings of your shared discussion.
- Comment on those areas which have been performed very well during the review period.
- In which areas have things not gone so well and why?
- Are there any items no longer appropriate to include in the job description?
- Please give details of any additional areas of responsibility which should be added to the job description.
Targets
There should be no more than 3 targets which should be challenging and measurable. At least one should relate to some aspect of professional development and at lease one should relate to the role being carried out. Targets must be agreed with the appropriate line manager.
Target and National Occupational Standard(s) to which it relates
/What help or support can be provided to enable the Job Holder to achieve these Targets?
1.