At Nower Hill we are committed to ensuring all new colleagues feel welcome, are known personally and fully supported in the school. We hold an induction day for all new but experienced teaching staff in July, and an induction procedure for those who begin at other points during the academic year. Members of educational support staff have a dedicated induction and probationary period when they start their career with us.
We have a proud tradition of ‘growing our own’ which includes training Teacher Apprentices, School Direct and PGCE trainees with the goal of appointing them to permanent positions. The school-based programme for Early Career Teachers includes, where possible, appointment as soon as their PGCE course is complete and a three-week intensive initial induction in July. This is followed by dedicated support and a comprehensive programme from both a faculty and whole school mentor throughout their induction two-year period.
To encourage the sharing and development of good practice informed by the most up to date research evidence, whole-school training ‘Briefings’ take place each Wednesday before registration; regular faculty and student support meetings are held as part of the school's twilight cycle of meetings. Learning observations are undertaken by faculty line managers following annual coaching training which takes place during our October INSET day. This model (which consists of two annual cycles of learning observations) facilitates regular opportunities for support and guidance within a culture of trust and collaboration to inform and strengthen already high quality teaching and learning. Our adoption of Iris Connect, a video-enabled reflection and collaboration tool, is providing us with further opportunities to share and develop excellent classroom practice.
All Curriculum Leaders are proactive in the allocation of their own training budgets and use these to enable teachers and faculty based educational support staff to make best use of development opportunities for meeting individual and faculty-based targets. A central CPD budget is held by the AHT Development to meet any additional needs for all school governors, leaders, support and teaching staff.
7 teachers are currently going through a rigorous process of self-reflection and evaluation to achieve Lead Practitioner status. This nationally recognised accreditation not only improves the individuals’ professional skills and expertise but is part of our drive to develop leadership at all levels.
Our CPD G-drive contains a wealth of advice, information and support to enhance our live training opportunities. These have been enhanced through the addition of recorded training sessions made possible by our recent advances in remote and blended teaching. Furthermore, we place great emphasis on the professional development of all staff and provide a very wide range of high quality in-house CPD programmes to complement our PAD (progress and development) process which includes a dedicated line manager for each colleague. Teachers' line management meetings provide termly opportunities for discussion about pedagogy and career development. Members of educational support staff have their own twice yearly performance management meetings.
As a member of the Harrow Collegiate Alliance (HCA) all our staff have access to the full range of development opportunities it provides; details of all those offered this academic year can be found via their website at: www.hctsa.org