“I’m really proud of my professional development portfolio.”

In Jemima Smith’s school, there is a strong culture of CPD. All support staff have professional development portfolios (PDPs) and receive induction. Every Wednesday after school, time is set aside for CPD. This may be training, a CPD activity or a meeting. TAs/HLTAs are paid to attend CPD sessions. They receive day release, and are paid, to do an NVQ (eg the NVQ in Supporting Teaching and Learning in Schools). There is an expectation that all staff will do some CPD activity during the year. CPD is not just seen as ‘going on a training course’. When a member of staff has attended training, learning outcomes are followed up and shared with others.

There are several key points about how a school might view the CPD of its TAs/HLTAs in this example. The fact that the school has adopted PDPs and uses them actively is important. It means that there is an up-to-date record of every individual’s learning and development. The sense of pride is also crucial. The expectation that CPD will be undertaken by all staff sends out a strong message about the school’s expectations, ie that ‘if you work here, you learn here too’. The school clearly values its staff because it pays them to be at CPD sessions and to go on training courses. Staff are expected to share what they learn on training courses so that other staff in school benefit. This means that the school’s investment in the individual extends to others, and the individual is accountable to the school. The use of the word ‘culture’ portrays the strength of the school’s commitment. This starts with induction, on which expectations of CPD are founded.

The following material illustrates this area, giving an impression of what is available or what can be done. Refer to the Using section for a more detailed explanation.

	A headteacher's perspective

	An HLTA's perspective

	Course evaluation: Primary support staff induction

	Sheffield: HLTA application checklist

	Sheffield: HLTA Information & Guidance

	Sheffield: Person specification: HLTA

	Sheffield: Person specification: Senior TA

	Sheffield: NAPTA Workforce Development Programme flier

	Sheffield: Agenda and form for a network meeting

	Sheffield: Prompt for discussion about future network meetings

	Sheffield: HLTA News: November 2008

	Moving on up to HLTA: Steven Green and Jane Knight

	What being an HLTA means: Tracy Klein

	Arbourthorne Community Primary School: Tracy Klein

	My journey to QTS: Karen Heeley

	Working with Teaching Assistants: Indicator 6

	National Association of Professional Teaching Assistants (NAPTA) – Information about an organisation that champions support staff.

	NAPTA: Professional Development Review – Information about a training needs analysis tool available from NAPTA.

	TDA: Unlock the potential of your support staff

	TDA: Support staff development: Five key stages – Click on 'Support staff development: the five key stages (PDF 149 KB)' to view a diagram about the deployment of support staff.

• Working with Teaching Assistants: A Good Practice Guide (DfEE, 2000)

In the Tools section, the tools CPD pathways and Playing to strengths may be useful.

“I wanted to work at a higher level in my current role.”

When Jared Singh, a TA, applied to join the HLTA initiative, he felt his previous experience in school stood him in good stead. It made him a strong candidate. He was supported actively by his headteacher and line manager. The school was aware of his potential, and this was down to its culture of CPD. All the TAs/HLTAs in his school have professional development portfolios (PDPs) and receive induction, and the school offers access to training courses for all. There is an active staff development group for support staff and there are skills clinics. Now that Jared is an HLTA, he represents all TAs/HLTAs in the staff development group and helps to plan the school’s staff development programme.

This example has several important facets. In return for giving staff CPD opportunities, the school expects staff to take on greater responsibility. It is expected that staff demonstrate what they have learnt in CPD by being more skilled and knowledgeable in practice. It is evident that the school knew Jared’s potential before he applied for HLTA status. Indeed, the school knows the potential of all its members of staff because all staff have a PDP – Jared is not an isolated case, just an example of general practice. The fact that the school expects HLTA representation in the staff development group also demonstrates a commitment to meeting the CPD needs of TAs/HLTAs. This starts with induction, on which expectations of CPD are founded.

The following material illustrates this area, giving an impression of what is available or what can be done. Refer to the Using section for a more detailed explanation.

	Course evaluation: Secondary support staff induction

	Sheffield: HLTA applications: Questions for candidates

	Sheffield: HLTA applications: Questions for headteachers

	Sheffield: HLTA application checklist

	Sheffield: HLTA Information & Guidance

	Sheffield: Person specification: HLTA

	Sheffield: Person specification: Senior TA

	Sheffield: NAPTA Workforce Development Programme flier

	Sheffield: Agenda and form for a network meeting

	Sheffield: Prompt for discussion about future network meetings

	Sheffield: HLTA News: November 2008

	My journey to QTS: Karen Heeley

	Working with Teaching Assistants: Indicator 6

	National Association of Professional Teaching Assistants (NAPTA) – Information about an organisation that champions support staff.

	NAPTA: Professional Development Review – Information about a training needs analysis tool available from NAPTA.

• Working with Teaching Assistants: A Good Practice Guide (DfEE, 2000)

In the Tools section, the tool Playing to strengths may be useful.

1. Do the school’s structures enable TAs/HLTAs to receive CPD?
2. How do senior leaders/governors know TAs’/HLTAs’ CPD needs/achievements?
3. How are TAs/HLTAs encouraged to keep up-to-date records of their CPD?
4. How do senior leaders/line managers use evidence of TAs’/HLTAs’ CPD achievements to reward them and to fulfil their need for further CPD?
5. How are TAs’/HLTAs’ CPD needs built into the school’s staff development programme?
6. How are TAs/HLTAs supported professionally in developing confidence in face-to-face contact with parents/carers?
7. How do staff meetings (including meetings for the whole staff, phase groups, year groups, department teams or class-based teams, etc) accommodate and ensure the attendance of TAs/HLTAs?
8. How often do TAs/HLTAs have professional support meetings and who leads these?
9. How do senior leaders/line managers identify that TAs/HLTAs are ready to progress, eg from TA to HLTA or from HLTA to first line management?
10. How is the school’s professional regard for TAs/HLTAs communicated to pupils, ie how is the ethos of professionalism demonstrated?

1. Are there clear processes to establish your awareness of the school’s CPD policy for TAs/HLTAs?
2. How do you ensure that TAs/HLTAs receive appropriate CPD opportunities during working/contracted hours?
3. How do you help TAs/HLTAs to realise their potential and develop more confidence?
4. How do you ensure that resources are divided equally between TAs’/HLTAs’ CPD and their training?
5. How do you help TAs to achieve HLTA status?

1. Do you help to determine TAs’/HLTAs’ CPD needs?
2. How do you find out TAs’/HLTAs’ CPD needs in the area of teaching and learning?
3. How effective is the school at identifying potential leaders of learning amongst the TAs/HLTAs?
4. In what ways are TAs/HLTAs encouraged to become leaders of learning?
5. How are TAs/HLTAs with responsibility for teaching and learning included in the development and review of classroom practice?

1. Are teams of TAs/HLTAs and teachers clear about team CPD needs?
2. What forms of support for reflecting in and upon practice are there in teams of TAs/HLTAs and teachers?
3. How do teams of TAs/HLTAs and teachers ensure that all team members have the opportunity to be involved in observations/discussions to develop the team’s practice?
4. How do teams of TAs/HLTAs and teachers indicate a need for CPD beyond that met in day-to-day practice, eg in the school’s staff development programme or out of school?

1. Can you identify your CPD needs?
2. If you can identify your CPD needs, how well are they met in your team, in the school’s staff development programme, or through training?
3. How are you rewarded in school for your CPD achievements and for fulfilling your CPD needs?
4. How are your CPD achievements recorded (eg in a record of achievement or a professional development portfolio)?
5. How do you routinely update your record of CPD achievements and who else sees that record?
6. How does the school help you to feel confident and informed when you meet parents/carers?
7. When working towards becoming an HLTA, in what ways does/did CPD help you to meet the HLTA standards?
8. As an HLTA, how do you identify your next steps for CPD?

1. Do you know the CPD needs of the TAs/HLTAs with whom you work?
2. How do you contribute to TAs’/HLTAs’ CPD?
3. How do you enable the TAs/HLTAs with whom you work to reflect in and upon practice?
4. How has working with TAs/HLTAs led to your own CPD?