Getting the most from your PE CPD
One of the most enjoyable parts of my job is delivering professional development in schools and there’s never been more focus on PE CPD than right now. So how can schools ensure they get the most from their training?
With primaries receiving on average £16,000 in the 17/18 school year and with a need for sustainability, teacher training and CPD should be a consideration for most schools. PE CPD for whole school staff has not, historically, been a priority for schools. Going forward any organisation wishing to receive a good appraisal of their PESS premium spending need to consider their staff’s competency and confidence to deliver good PE.
What are the key areas that a PE coordinator or head teacher need to consider when planning an effective CPD strategy for their school?
Teacher training days are rare and are often given over to key subjects such as numeracy and literacy. Getting in early with your request for a whole / half day or twilight CPD is essential. Some schools will plan their entire professional development schedule including staff meetings up to a year in advance.
A huge part of successful PE training is down to the tutor. But getting your teachers and support staff 100% involved in what is happening is what makes the training a success. See the photos below from our most recent CPD session at Pickhurst Infant School for what an involved staff looks like!!
Due to the physical nature of PE getting everyone up and moving really brings life to the training. Make sure your teachers know what to expect so they can wear appropriate clothing and feel comfortable and confident.
It also helps to let your tutor know of any participants who need special consideration so the session is inclusive, this could be an injury or disability.
Finding out what training your staff require, rather than what you think they need is useful. When teachers feel they are getting the training they want they are more likely to ‘buy in’.
A quick simple staff audit can be undertaken which will highlight areas for development. Gathering information on teachers’ competency in the following areas is a good starting point;
- Activity specific knowledge e.g. gymnastics, athletics etc
- Confidence in breaking down and teaching skills
- Effectively using assessment for learning in PE
- Differentiation and teaching inclusively
- Setting up and using specialist equipment
- Health and safety
Know what you want to achieve so your tutor can personalise your training. For example, ‘dance’ is something I often get asked to deliver; but what skills and competencies do you want your staff to walk away with at the end of the day?
I always as my client schools to provide a 3-point wish list for the session and use this to shape what is delivered.
What happens now? You’ve had your day / half day or twilight training session and your staff are pumped to get out on the field. What needs to happen to ensure your outcomes transfer in to everyday school life?
Your development plan might involve buying equipment, rearranging PE teaching slots, pairing staff up to deliver, learning walks timetabled and so on. Whatever needs to be done, harnessing the momentum from the professional development will ensure the best experience of PE and school sport for your pupils and staff alike.