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FEZA Professional Development Policy

FEZA Professional Development Policy

CPD (continuous professional development) is a structured and planned process which cultivates and improves the professional qualities and relevant personal attributes of individual members of staff. The purpose of CPD is

  • to maintain and enhance present and future performance to meet the needs of individuals
  • to manifest a culture of lifelong learning that is school wide
  • to raise the achievement of all pupils within the school

In addition to the main purposes of CPD we at FEZA feel a strong programme of CPD increases staff motivation, retention and work satisfaction.

The process is a continuous one, from recruitment and induction onwards, with phases that match different career stages – development, extension and refreshment – with review and feedback as an on-going practice. At FEZA we consider an appropriate, continued professional development as empowering and enabling; providing and developing skills; imparting knowledge and facilitating the growth of ideas and attitudes.

It is a process intended to match school purposes with the fulfilment of individual needs. This complex aim is compounded by individuals having different expectations and limited CPD opportunities in the locality. Nevertheless, by exercising initiative, there is much that individuals can do to facilitate their own continued professional development within the school as well as inset from other providers.

The CPD will help the school aspire to be an outstanding school and become an establishment that stimulates and inspires pupils to achieve to their highest level. To do this there will be a network of mentoring and monitoring and within this all staff will recognise the need to be lead learners.

Principles of CPD

  • CPD will help to put into effect the School Development plan and the aims and objectives of the school.
  • All staff will be included and their training/development needs addressed. Needs that may be identified as a whole school initiative (eg curriculum change) or individualised (e.g. appraisal)
  • CPD will include in-service education and training both on and off the premises for present positions and future individual and school needs.
  • CPD will involve the career development of all staff.
  • Staff Development will be involved in providing positive outcomes from any appraisal, and in line with the school Appraisal System.
  • CPD will encompass the school commitment to equal opportunity.
  • CPD exists to promote good relationships within the school, offering a stimulating and challenging experience.
  • CPD exists to enhance the reputation of the school as a centre of learning and as a caring community, wanting all its members to develop to his/her full potential.

Relevant CPD may include:

  • Working groups/committee membership
  • course attendance local and international
  • Departmental or faculty meetings/training/workshops (both internally and externally led)
  • Teacher placements/secondments
  • Visits to other schools – (primary and second and special)
  • Support from specialist teachers/HOD /SMT
  • Membership of local support groups/networks
  • Mentoring
  • After school activities
  • Consultancy
  • Voluntary additional responsibilities
  • Work shadowing
  • Classroom observation

 

Professional Development Checklist (PDC) shall be used to evaluate teachers in order to help improving themselves.

 

 

A1      TEACHER  EVALUATION  FORM

“ The aim of this table is not to inspect the teachers.

The aim is to help/direct teachers how to  improve themselves  “

Class
Marks of criteria 1. 2. 3. 4. 5. 6.
1.     Using updated official documents?

(Scheme of work: 2 marks,   Log book: 2 marks ,   Lesson plan: 2 marks)                            

6            
2.     Writing objectives to the board and following  them up

( Writing: 3 marks,    Followed up them: 3 marks )

6            
3.     Interesting start, interesting explanation and interesting finish during class time.

( Attractive Introduction: 2 marks,   Interesting explanation: 2 marks ,   Interesting finish: 2 marks )

6            
4.     Ability to relate one part of the lesson to another.

( One time: 2 marks,   Two times: 4 marks,   Three times: 6 marks )

6            
5.     Using black/green board effectively.

( Divides into three parts: 3 marks,   Heading: 2 marks, Writing key words and their meanings: 5 marks)

10            
6.     Timing/Punctuality

( Starting on time: 2 marks,  Finishing on time: 2 marks , Giving time to students to write: 2 marks)

6            
7.     Ability to promote full participation (5 marks)

of all the students through group work (5 marks)

10            
8.     Ability to arouse and handle students` question.

( One question: 2 marks, Two questions: 4 marks,  Three or more than three  questions: 6 marks)

6            
9.     Ability to use both recalling and provoking question.

( One time: 4 marks ,  Two times: 4 marks )

8            
10.  Using multimedia / Teaching aids  / ( Multimedia: 2 marks  , Teaching aids: 6 marks ,  Making demonstration: 4 marks ) 12            
11.  Observing class management

( Control: 4 marks  ,  Organization: 4 marks )

8            
12.  Revising previous topic and checking homework to students.

( Revision: 3 marks,  Checking homework: 3 marks )

6            
13.  Did he/she give homework for the next period?

( If  he/she gives: 3 marks ,  If not: 0 marks )

3            
14.  Using previous national exam questions during this period.

( If used : 5  marks ,  If not : 0 marks )

5            
15.  Checking that students are writing topics/parts into their exercise book or not.

( If he/she checks: 2 marks,   If not: 0 marks )

2            
Average of Evaluation: 100            

                    Head of Department:                                                                                                                                 DEPUTY DIRECTOR

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