ESCUELA BRITÁNICA DE MARKETING INTERNACIONAL

CONTINUOUS PROFESSIONAL DEVELOPMENT POLICY

1. Principios, ethos y derecho

• British School of Marketing International is committed to providing all members of academic and non-academic staff with a continuous process of improvement. We believe that a robust, carefully planned CPD training improves standards, the quality of teaching and learning. It also plays an important role in maintaining staff motivation and morale, which assists with recruitment and staff retention rates.
• The CPD policy supports BSMI’s values, ethos and mission in providing a safe environment for all students where they can improve their personal and academic skills during the course of their studies. One of the school’s objectives is to make all staff aware of their responsibilities in safeguarding and grow their confidence in becoming a proactive member of staff to prevent any future incidents.
• In order to achieve this, BSMI offers all staff CPD training to enhance their skills and knowledge in safeguarding so that they can adopt the best practice in maintaining the health and safety standards.
• The focus of CPD will be on improving standards in teaching, safeguarding for young and vulnerable adults and encouraging professional growth within the school.
• All academic and non-academic staff will have an equal access to a comprehensive induction and continuous development.
• CPD training will be integrated with the school’s development plan.
• Observation feedbacks for teachers will be incorporated into further training
• All school staff are entitled to join any type of CPD training delivered by BSMI.
• BSMI has an effective way of monitoring and measuring the effectiveness of CPD training through yearly appraisals.
• During appraisals, all staff will have equal opportunities to discuss their development needs and motivating factors

2. CPD Training in Safeguarding, Health and Safety and Professional Development

BSMI’s CPD Policy reflects the school’s stance on safeguarding, health and safety and professional development. Therefore the development takes place at a number of levels, which are Safeguarding, Health and Safety and Professional Development.

CPD in Safeguarding:

• All members of BSMI are required to take the Level 1 training in Safeguarding
• BSMI gives comprehensive induction training to all staff relating to safeguarding and health and safety.
• BSMI currently has two members of staff with Level 2 and Level 3 certificates in Safeguarding.
• BSMI has a member of trained and certified in Prevent and Anti-Radicalisation.
• BSMI has a member of staff trained and certified in Data Protection for Education.

CPD in Health and Safety

• BSMI has a member of staff trained and certificated in Diabetes.
• BSMI has a member of staff trained and certified in Dyslexia.
• BSMI has two staff members with Fire Marshall and First Aid Certificates undertaken with St Johns Ambulance.

CPD in Professional Development

• BSMI provides staff with appropriate training to support their professional roles within the company.
• The Marketing Manager has undertaken a fully certified training in Sales, Pricing and Marketing Skills.
• The Managing Director has completed a fully accredited diploma course in DELTM Management.
• The Managing Director completed a fully accredited CELTA certificate in English Language Teaching to Adults.

3. Planning for Effective CPD

CPD will be planned in conjunction with the school’s priorities, resources and staff’s interests and expectations of their roles. BSMI will also take the following criteria into consideration whilst planning for CPD:

• Meeting identified individual and school needs
• To ensure that CPD is based on best practice
• CPD is provided by people with great levels of expertise
• CPD is planned based on the evidence from previous inspections and appraisals
• Developing effective monitoring systems to evaluate the impact of CPD on the school’s development, students progression and performance

4. Leadership and Management of CPD

The Managing Director, (Miss Duygu Cevik) is the CPD Leader responsible for addressing school CPD needs. The CPD Leaders duties are as follows:

• Promote CPD as part of performance management
• Identifying school’s CPD needs through self -evaluation, analysis of appraisals, student feedback forms and formal and informal meetings with members of staff. The outcomes of the needs analysis will be a CPD Plan, which forms part of the school’s improvement plan.
• Find the most appropriate CPD resources for the staff and be responsible for communicating those resources to staff.
• CPDs will be linked to lesson observation feedback from observers and self – evaluations of teachers along with identified CPD areas from teacher feedback forms and formal and informal requests from teachers

5. CPD Resources

In order to meet the needs of the staff and to maximise the impact on learning and teaching, BSMI will offer a range of CPD sources, which may include but not limited to the following methods:

• Attendance on a course or conference.
• Provide in-school training in classroom management, observations, safeguarding and health and safety.
• Professional networks with other schools. This may include sharing ideas and curriculum, observations of their teachers or developing shared practices with other schools.
• Opportunities for teachers and staff to develop their expertise in their specialism.
• Providing courses that are accredited with certification.
• Developing international partnerships with other schools to share best practices.
• Distance learning such as e-learning, relevant resources such as journals and publications, training videos and reflections.
• Teachers have opportunities to request extra resources at relevant intervals either in meetings, informally or on the teacher feedback form.

6. Assessing the impact of CPD

The CPD Leader will assess the impact of the CPD by the following:

• Students performance and progression
• Improved teaching and learning
• Increased staff awareness for safeguarding and health and safety
• Increased staff confidence in their areas of professional practice
• Staff motivation
• Recruitment retention and career progressions
• Evaluation of staff throughout the year, which will be used for planning the next cycle of training