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June 2023QUALITY ASSURANCE PROCESSFORGE CPD

WWW.FORGECPD.COMINTRODUCTION The impact that high quality teaching has on the learning and life chances of children and young people is indisputable. Research evidence demonstrates that professional development can and should play a crucial role in improving teaching quality, teacher confidence and teacher retention (2011 Sutton Trust). The time and opportunities education staff have for CPD should be spent on efficient, effective and high-quality learning opportunities. There is a growing body of evidence about what constitutes high quality CPD. The DfE 2016 Standard for teachers’ professional development sets out the basic principles behind effective CPD which support the vision we have for ForgeCPD.;1. Professional development should have a focus on improving and evalua<ng pupil outcomes.2. Professional development should be underpinned by robust evidence and exper<se.3. Professional development should include collabora<on and expert challenge.4. Professional development programmes should be sustained over <me.And all this is underpinned by, and requires that: 5. Professional development must be priori<sed by school leadershipDuring April 2021, a partnership of Sheffield Institute of Education, the TDT, the Wellcome Trust and The Chartered College of teaching examined and established twelve key requirements for a CPD quality assurance system.Key requirements of a CPD quality assurance system • the system must function as part of a complex and varied system of teacher professional development • the system must have a clear purpose which is meaningful to stakeholders • the system needs to be underpinned by a clear definition of ‘high quality CPD’ • assessment must be undertaken by well-trained, suitably experienced assessors; be rigorous and fair; and not privilege certain types of content, provision or providers • the outcomes of the process must be clear and meaningful • guidance should be provided to schools to support them in using the outcomes of the process to support the commissioning of high quality CPD 1

WWW.FORGECPD.COM• CPD providers should be supported to engage with the process and the qualityassurance criteria• the system needs to be managed by a reputable organisation with trusted and transparent governance • the quality assurance system and criteria must be relevant to the broad variety of CPD available to teachers and schools • costs and benefits must be a consideration in any future system of quality assurance • any CPD accredited through quality assurance must be open to future review andreaccreditation• any quality assurance system that is launched into the sector must be open to ongoing evaluation and developmentSince then, in October 2021 the Education Endowment Foundation produced the Effective Professional Development Guidance Report which focuses on the mechanisms s within professional development, and provides a new guiding set of principles to ensure that PD is as effective as possible in order to improve pupil outcomes. In addition, there is a growing body of research around the use of online CPD including the use of videos within CPD which has been accelerated by the recent pandemic including the Education Endowment Foundation’s 2020 Rapid Evidence Assessment: Remote Professional Development Summary. HOW DOES FORGE CPD MEASURE UP TO THESE STANDARDS? In the development of ForgeCPD platform we reviewed these key requirements to refine where needed our vision of the site. The platform will function as part of a complex and varied offer, including providers delivering online, face to face synchronous and a-synchronous training, which is both commissioned from a school leadership level as well as directed from a professional development perspective. Our purpose and ethos has clarity, providing bite size, short video training segments, which can be utilised in a variety of methods, through coaching, staff groups or by individual direction. This document identifies how we ensure high quality CPD, and the validation and suitability of the trainers. This goes on to demonstrate that following the selection of trainer, how we ensure that the end product is monitored for clarity and meaningfulness, providing a vast range of training for the whole school workforce. Our site has a step by step guide in how to use the site and thus supports schools in the use and commissioning of CPD. Forge CPD is held in high regard by educational partners and our development is testament to the reputation the organisation has built. We have a clear mandate, organisation and governance. The platform is accessible to all and thus provides the ultimate value to the system and we are open to regular review, evaluation and development.2

WWW.FORGECPD.COMHOW WILL FORGE CPD BE UTILISED AS A TRAINING PLATFORM ForgeCPD is designed to be used as a tool to meet whole school, department or individual professional development targets. A whole school coaching model will utilise specific video based content to structure a professional dialogue, this may be focussed on wider school or individual staffing needs. This then can be widened out to meet school developmental priority needs which will be prescribed in action planning. In both these methods, ForgeCPD is facilitating a ‘Structured CPD’ approach, through which clarity of impact and measurable gains can be planned, discussed and reflected upon. ForgeCPD is designed to be also delivered as a self-directed tool. The training, documents, research and signposting to future training and in particular to accredited providers is very powerful.STRUCTURED CPD SELF-DIRECTED CPD Structured CPD is considered a formal learning environment, which typically includes training courses, online eLearning programs, workshops and staff training sessions. These can be accredited or non accredited but involve a two-way interaction between school and individual developmental needs. Structured CPD can often contain impact outcomes and case studies, with a focus on ensuring clarity of key learning and processes to embed in practice. They will be used as part of the individual’s personal CPD record.Self-directed CPD is often a 1-way directional learning journey, which focuses on the needs of an individual. This may or may not encompass the overarching needs of a school and does not necessarily follow a consistent and methodical approach to knowledge sharing. Self-directed CPD can be quite broad in terms of the eLearning activities completed and may include reading news articles, blogs or books, general industry study and research, watching relevant educational videos, informal discussion groups and reflective analysis. Of the self-directed learning completed, individuals should elaborate on a personal CPD record as to what new knowledge has been obtained, what will be put into practice and why. Self-directed CPD should be relevant to individual career aspirations.3

WWW.FORGECPD.COMDEFINITIONS • Accredited CPD credit-bearing individual units/ programmes/ short courses, academic credit awarded on completion – Signposted to professional bodies such as universities.• Non-accredited CPD non-credit-bearing individual units/ programmes/short courses, are not awarded academic credit on completion – See Quality Assurance of CPD Authors below.CONTENT DESIGN ForgeCPD will use the findings from the April 2021 report Quality Assurance of Teachers’ Continuing Professional Development: Design, development and pilot of a CPD quality assurance system commissioned by the Wellcome Trust and delivered by the Chartered College of Teaching, the Teacher Development Trust and Sheffield Institute of Education CPD criteria concerning ‘intent’, ‘design’ and ‘delivery’ .4

WWW.FORGECPD.COMIntent: We will identify need and establish clear and focussed video content which stimulates each school/leader/staff member or school partner to identify developmental need, develop skills and or knowledge and enable a strong reflection on impact and progress.Design: We will use a rigorous process to identify required content need, content author selection and a review procedure for all video material. Our goal is to strengthen the school system and support sustained change management.Delivery: We will monitor delivery through participant usage statistics, user feedback, leader discussion and case study analysis. To refine and improve our offer.Quality assurance systems for professional development can be broadly classified as: • Kite-marking – CPD provision meets an accepted minimum standard • Professional recognition – CPD provision is accredited against professional requirements and career progression pathways.QUALITY ASSURANCE OF CONTENT AUTHORS As an educational system, we have a wide range of providers in the market and we have devised a simple and clear process for initially validating content authors.Tier 1: Kitemarked - Department for Education & OFSTED material – The school system needs access to material published by the DfE & OFSTED – we seek to provide a one stop platform to access and curate this content.Tier 2: Kitemarked - Department for Education Endorsed providers – The system has a growing range of accredited providers, usually operating under a DFE Hub name, such as English Hub, Maths Hub, Science Hub, Behaviour Hub etc. We will seek to work in partnership with these organisations to again collect and curate content for the school system.Also included in Tier 2 are the Education Endowment Foundation, recognised and well regarded education charities, appointed research schools and the university research network.5

WWW.FORGECPD.COMTier 3: Professional Recognition - School System TrainersThe system has for a long-time produced trainers who have offered their expertise and knowledge to improve practice and delivery in the classroom. Content will only be approved for inclusion at Tier 3 if the author is accredited and approved by one of the following:• A Higher Education Institute• A Professional Body or Subject Association• A Kite Marked Training Association• A Teaching School Hub• A Local Authority school improvement service or similar arms-length organisationOr is a nationally recognised and established published author and/or educationalconsultantQuality Assurance of content A <ght team of Na<onal Leaders of Educa<on will facilitate a review of Quality Assured Authors content before final publica<on on the site to ensure the content meets standards. Current NLE panel – David Silvester, Helen Headleand, Helen McLaughlin These ac<vi<es will be approved and annually reviewed. Monitoring & review ForgeCPD will facilitate user and school leader feedback about specific training and to gather views on a wider basis on the site biannually. We will review and monitor non-accredited CPD. This must include some form of student feedback and con<nuous monitoring process. We will seek case study evidence to demonstrate impact where appropriate and update and publish ac<on planning for the coming year. Appendix 1 References Sutton Trust (2011) Improving the impact of teachers on pupil achievement in the UK – interim findings https://www.suttontrust.com/wp-content/uploads/2019/12/2teachers-impact-report-final-1.pdfDepartment for Education (2016) Standard for teachers’ professional developmenthttps://www.gov.uk/government/publications/standard-for-teachers-professional-development6

WWW.FORGECPD.COMK Chedzey, M Cunningham & E Perry (2021). Quality Assurance of Teachers’ Continuing Professional Development: Design, development and pilot of a CPD quality assurance system: Final report. Chartered College of Teaching, Londonhttps://chartered.college/quality-assurance-of-teachers-continuing-professional-development/Education Endowment Foundation (2021) Effective Professional Development Guidance Report https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-developmentEducation Endowment Foundation (2020) Rapid Evidence Assessment: Remote Professional Development Summaryhttps://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/remote-professional-developmentJames Zuccollo & Harry Fletcher-Wood (2020) Evidence review: The effects of high-quality professional development on teachers and students The Education Policy Institutehttps://epi.org.uk/wp-content/uploads/2020/02/EPI-Wellcome_CPD-Review__2020.pdfSteve Mann, Ross Crichton and Adam Edmett (2019) Evaluating the role of video in supporting reflection beyond INSET System An International Journal of Educational Technology and Applied Linguistichttps://f.hubspotusercontent10.net/hubfs/1603217 Evaluating_the_role_of_video_in_supporting_reflect.pdfCat Scutt and Sarah Harrison (2019) Teacher CPD: International trends, opportunities and challenges Chartered College of Teachinghttps://chartered.college/international-teacher-cpd-report/Appendix 2 ADDITIONAL CPD RESEARCH SOURCES Key findings Evidence review: The effects of high-quality professional development on teachers and students (Feb 2020) Education Policy Institute (EPI) https://epi.org.uk/publications-and-research/effects-high-quality-professional-development/ 7

WWW.FORGECPD.COMThe impact of professional development on pupils • High-quality CPD for teachers has a significant effect on pupils’ learning outcomes. • Evidence suggests that quality CPD has a greater effect on pupil attainment than other interventions schools may consider, such as implementing performance-related pay for teachers or lengthening the school day.• Teacher CPD may be a cost-effective intervention for improving pupil outcomes • CPD programmes generally produce positive responses from teachers, in contrast to other interventions.The impact of professional development on teacher retenJon • Increasing the availability of high-quality CPD has been shown to improve retention problems, particularly for early-career teachers. • Induction training and mentoring programmes are particularly effective for improving retention rates early on. Improving access to professional development for teachers • Teacher turnover is a major impediment to the effectiveness of a CPD programme: those programmes that can offer flexibility to account for volatility in the teacher labour market are more likely to be successful. • Professional development is more accessible for teachers and has a greater impact when it receives sustained support from school leaders. • CPD programmes that make allowances for workload and limited teacher time are also likely to be more effective. EvaluaJng the role of video in supporJng reflecJon beyond INSET (2019) Steve Mann, Ross Crichton, Adam Edmett System An International Journal of Educational Technology and Applied Linguistichttps://f.hubspotusercontent10.net/hubfs/1603217/Evaluating_the_role_of_video_in_supporting_reflect.pdf Findings: • Video clips enabled focused talk and reflection which allowed opportunities for meaningful and concrete discussion (Beilstein, Perry, & Bates, 2017; Harford & MacRuairc, 2008). • Given opportunities to observe and articulate connections between theory and practice (Harford, MacRuairc, & McCartan, 2010), teachers can be encouraged to develop more evidence-based reflection. This is most clearly demonstrated when discourse is built around face-to-face social interaction between teacher and mentor and amongst peers. 8

WWW.FORGECPD.COM Changing APenJon Span and What it Means for Content in 2021 Ranieri & Co (January 2021)https://www.ranieriandco.com/post/changing-attention-span-and-what-it-means-for-content-in-2021•Quality over QuanJty To access content, people need short sharp concise information, which strengthens memory and reflection.•Content Shock Vast amount of content, information and sites available online that users can’t keep up with it all, and even great quality content can quickly become buried, known as ‘content shock’.•MulJtasking There are some schools of thought that believe the time on our phone sharpens our multitasking skills and allows us to get more done, or can enhance a boring task. A podcast lets you multitask whilst learning, entertaining or challenging your brain. 9Telephone : ! 0 1 7 09 763905Email!Info@forgeCPD.com Ellis House, Brampton Road,Wath Upon Dearne,Rotherham,S63 6BB