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Continuing Professional Development 
‘The PRD model recognises that professional development is at its most powerful when it is focused on coaching and mentoring; reflective practice; action research; and participation in PLCs. All practitioners in Wales are expected to use these approaches to address their professional development needs.’

‘We are keen to encourage a cultural change in approach to CPD away from investment in “one-off” courses for individuals and towards more effective forms of CPD’

 

School Effectiveness Grant and Pupil Deprivation Grant 2012-13.Guidance. Welsh Government (March 2012)

 

Diagram1: Professional experiences


Both SEG and PDG are the principal means of support for the Welsh Government’s (WG) three national priorities for schools:
  • Improving standards in literacy;
  • Improving standards in numeracy; and
  • Reducing the impact of poverty on educational attainment

April 2012 marks the start of the second year when schools local authorities and consortia will continue to use SEG funding to improve outcomes for learners in respect to the three national priorities.

The new PDG taking effect from April 2012 is set to reinforce WGs intention to reduce the impact of poverty on educational attainment. This is to be achieved through the application of funds toward whole school/Family improvement initiatives aimed at benefiting pupils from a deprived background in addition to directly targeted programmes. WG guidance clearly states that ‘whilst the PDG is a separate and new grant it must exist hand in glove with SEG – for this reason LA/ consortia processes for this grant must be tied to their SEG arrangements’. The LA is of the view that this principle applies equally to school and Family processes.

For the full text of the WG guidance relating to SEG and PDG click on the following link:

 

School Effectiveness Grant and Pupil Deprivation Grant 2012- 2013

The LA has produced a PowerPoint presentation which can be used by schools to provide a simplified overview of the guidance to staff. In addition to highlighting the key themes within the national guidance document, the PowerPoint presentation also emphasises the importance attached by the LA to the promotion of Community focused schools, ALN reform and communication accross the curriculum through ICT in meeting national priorities.

To access the PowerPoint presentation click on the following link:

An overview of SEG and PDG

School Spending Plans
Dyffryn Aman 2012-13
Bro Myrddin 2012-13
Bryngwyn 2012-13
Coedcae 2012-13
Cwm Gwendraeth 2012-13
Dyffryn Taf 2012-13
Emlyn 2012-13
Glanymor 2012-13
North County 2012-13
Pantycelyn 2012-13
QE High 2012-13
St John Lloyd 2012-13
Strade 2012-13
Tregib 2012-13



This guidance document builds on guidance produced by the LA during the introduction of SEG in 2011 to assist Family Headteacher Steering Groups in initial planning meetings. It also develops the guidance provided to Family CPD and PLC leaders during 2011 in terms of their roles and responsibilities in supporting the implementation of SEG priorities. As well as new guidance in relation to PDG, a further new element in the guidance relates to the role of proposed Area CPD System Leaders

The updated guidance is intended to assist schools in planning, communicating, monitoring and evaluating the implementation of SEG and PDG during 2012-13 with a stronger emphasis on measuring the outcomes of both grants in terms of quantifiable pupil achievement

To access the LA guidance document click on the following link:

LA guidance for SEG & PDG 2012-13

The LA is required to submit its SEG/PDG Spending Plan to WG by the end of May 2012 setting out how the LA will work in partnership with schools to spend both grants. Discussions are currently taking place in which WG and the four consortium
SEG coordinators are seeking to achieve a greater consistency in the completion of plans across Wales so that meaningful comparisons can be made in measuring the impact of both grants on raising standards of achievement. The approach that Carmarthenshire’s has taken in formulating its spending plan is included in these discussions, as an attempt to produce a common format for adoption by both the LA and its Families of schools which is more focused on quantifiable outcomes than was the case during the initial year of SEG in 2011-2012.
The joint Local Authority and Families of Schools Spending Plan (Annex B) is a working document which sets out how the LA and Families will continue to work in partnership to utilise both SEG and the new PDG during 2012-2013, to promote ongoing initiatives as well as focusing on new strategies

To access Annex B click on the following link

Spending Plan 2012-2013


The School Improvement Service has compiled a Directory which provides a summary of the PLCs and professional networks in which schools are engaged. It also lists Family PLC membership, including PLC leadership as well as details of Family CPD Leaders and Family LA Link Officers. The Directory also:

  • Lists the roles and responsibilities of all PLC stakeholders;
  • Illustrates how roles and responsibilities can be matched to the revised Professional Standards, and;
  • Incorporates details of cross Family PLCs including the Secondary Middle Leader Learning Communities and Special School/attached Units networks

The Directory should be regarded as a working document which will continue to be updated with the support of Family and Area CPD System Leaders, and will continue to evolve as a resource to assist in the making of connections and the sharing of practice within and across Families and schools.

To access the Directory click on the following link:

Promoting Professional Learning Communities within and across Carmarthenshire Schools


As well as improving teaching and learning through a stronger link between professional standards, performance management and CPD, the All-Wales Review has recognised the need to: 

  • strengthen the contribution that all members of the school workforce make to teaching and learning,
  •  progressively develop leadership skills to reflect the wider scope of leadership responsibilities held by practitioners,
  • reflect regularly on their practice using nationally agreed descriptions of practice, and as part of this process, identify areas for further development and,
  • participate in professional experiences, (see diagram 1: Professional Experiences) which will lead to further development in the areas identified, based on evidence of effective practice

WG also recognises that the PRD model should provide a career-long focus on improving practitioner effectiveness including CPD which is delivered through a combination of required (mandatory) professional development (RPD) and agreed professional development activities (APD). The model further recognises increasing leadership responsibilities with the need to develop leadership skills through focused professional development

 





Diagram 2: Career development and progression
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