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Professional Learning Policy

Author Emma Silvestri-Fox
Date: March 2024
To be reviewed:  March 2026

Every teacher needs to improve, not because they are not good enough, but because they can be even better”

Dylan Wiliam

“When teachers stop learning, so do students”

Jim Knight

“Investing in yourself is the best investment you will ever make. It will not only improve your life, it will improve the lives of all those around you.”

Robin Sharma

 Our vision for a member of staff states that staff members feel their career aspirations are known, valued and supported; that their professional learning is recognised, nurtured and tailored to them as an individual.

At JCG we aim to continually develop our staff to facilitate and encourage opportunities for them to share new ideas and foster a culture of excellence. We believe that a staff body invested in their own learning will be excellent role models who will inspire our students and one another, ensuring that JCG is a constantly evolving and reflective organisation. Investing in staff development assists in staff feeling valued and motivated. We are fully committed to supporting all members of staff in their learning and, as such, Professional Learning is a key aspect of the development of the College. Our staff seek to excel in everything they do and have a positive impact on our students, our colleagues and our community.  For the purposes of this policy, every time we refer to ‘teachers’, this is to be understood as ‘educators’ and all staff whose work has an impact on our students i.e. all staff at JCG.

Our philosophy of Staff learning

Professional learning has 5 key areas:

  1. Pedagogical – reflecting on our craft and the methodology of teaching and learning.
  2. Subject Specific – keeping up to date with exam specifications and course content.
  3. Individual – gaining new qualifications to aid career progression.
  4. Mandatory – studying courses essential to our duties as teachers e.g. Safeguarding, Health & Safety.
  5. Staff Wellbeing – equipping staff with resilience and the ability to ensure a work/life balance.


  • To promote the Professional learning of all staff.
  • To ensure all staff learning activities have a positive impact on our organisation.
  • To create an environment which enables everyone to perform at their best.
  • To support individual needs and improve professional practice.
  • To encourage reflective activity, designed to improve an individual’s knowledge, understanding and skills.
  • To reflect and support the development of the key priorities in the SDP.
  • To continually improve the learning experience for our students

Individual members of staff have responsibility for:

  • Being proactive in identifying any professional learning needs and discussing these with their line manager.
  • Keeping their Personal Learning Log up to date.
  • Participating in, and contributing to, whole school Professional Learning sessions and the annual appraisal programme.
  • Constantly evaluating their practice and discussing their needs with their line manager.
  • Sharing learning with other colleagues as appropriate.
  • Being an active member of forums and discussion groups.
  • Observing other staff and sharing good practice.
  • Ensuring that any new skills learned and knowledge gained has an impact on their practice.
  • Keeping up to date with current educational thinking.


Line Managers have responsibility for:

  • Ensuring all staff within their area are trained and developed appropriately;
  • Conducting a formal appraisal on an annual basis and ensuring that regular conversations continue throughout the year to sustain the appraisal process;
  • Helping staff develop their performance and effectiveness by identifying areas for development in line with departmental and College priorities, and considering the career progression of the individual;
  • Supporting staff in identifying suitable training;
  • Identifying any additional training needs within the department in response to organisational change or curriculum developments;
  • Taking a leading role in forums, discussion groups and Professional Learning sessions to ensure that Professional Learning is shared amongst and discussed with relevant staff.
  • Observing colleagues and assisting with the development of their teaching, including Learning Walks and formal and non-judgemental observations.

Assistant Head Teacher Staffing has responsibility for:

  • Creating a culture that encourages the development of all staff;
  • Considering staff requests for Professional Learning and allocating resources accordingly;
  • Supporting Middle leaders in the development of their knowledge, skills and professional qualities;
  • Evaluating the quality and effectiveness of any training undertaken;
  • Identifying appropriate dates for whole College Professional Learning training and ensuring that these are included in the annual calendar;
  • Discussing College needs for training with SLT and allocating these as required to the identified dates throughout the year and at Professional Learning days;
  • Reviewing and evaluating the effectiveness of the Staff Development Policy on a regular basis to ensure that it meets its objectives and is in line with College priorities as identified in the SDP;
  • Managing the annual appraisal system for all staff;
  • Identifying areas for staff learning and creating an INSET programme which meets these needs.
  • Managing and monitoring the school Professional Learning budget;
  • Discussing individual needs and aspirations with staff members as required and advising where appropriate;
  • Providing information for the Governors’ report on Professional Learning undertaken by staff;
  • Liaising with Education regarding training courses delivered on-island;
  • Encouraging staff to take a proactive approach to their own personal professional development;
  • Ensuring that provision is made to support the induction of ECT and JGTTP members of staff;
  • Ensuring that a thorough induction programme is in place for all newly appointed staff and for members of staff taking on new positions of responsibility;
  • Working with AHT Curriculum to share appropriate pedagogical reading recommendations for staff.  
  • Managing the JCG Professional Learning Subsidy scheme.

The Principal has responsibility for:

  • Deciding the budget for whole school Professional Learning following discussion with relevant personnel in relation to the SDP priorities and the constraints of the overall College budget;
  • Accounting to the Governing body for the expenditure of the Professional Learning budget;
  • Ensuring that staff possess the skills required to meet the aspirations of the College
  • Monitoring and reviewing the effectiveness of the Staff Development Policy.


Appendix 1 - CPD Overview

Appendix 2 - Appraisal templates

Appendix 3 - Teachers' Standards 

Appendix 4 - Booking and attending a course procedures 

Appendix 5 - Professional Learning Subsidy scheme 

Appendix 6 - JCG Leadership Profiles: Section 2 Professional Learning 

Appendix 1 - CPD Overview

Appendix 2 - Appraisal templates

Teacher Appraisal Non-Teaching Appraisal

All appraisal documents can be found in the Appraisal folder in the Staff SharePoint area.


Appendix 3 - Teachers' Standards

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. 

A teacher must:

  1. Set high expectations which inspire, motivate and challenge pupils
  • establish a safe and stimulating environment for pupils, rooted in mutual respect
  • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

  1. Promote good progress and outcomes by pupils
  • be accountable for pupils’ attainment, progress and outcomes
  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
  • guide pupils to reflect on the progress they have made and their emerging needs
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

  1. Demonstrate good subject and curriculum knowledge
  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
  • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
  • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

  1. Plan and teach well-structured lessons
  • impart knowledge and develop understanding through effective use of lesson time
  • promote a love of learning and children’s intellectual curiosity
  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
  • reflect systematically on the effectiveness of lessons and approaches to teaching
  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

  1. Adapt teaching to respond to the strengths and needs of all pupils
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

  1. Make accurate and productive use of assessment
  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  • make use of formative and summative assessment to secure pupils’ progress
  • use relevant data to monitor progress, set targets, and plan subsequent lessons
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

  1. Manage behaviour effectively to ensure a good and safe learning environment
  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

  1. Fulfil wider professional responsibilities
  • make a positive contribution to the wider life and ethos of the school
  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
  • deploy support staff effectively
  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
  • communicate effectively with parents with regard to pupils’ achievements and well-being.

Part Two: Personal and Professional conduct 

A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

  • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
  • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
  • showing tolerance of and respect of those with different faiths and beliefs
  • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law
  • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

Appendix 4 - Booking and Attending a Course

When you have identified a course that you would like to attend please discuss with your line-manager before sending an email request to AHT Staffing for approval.   

Once approved please book your place on the course.  

If possible, please request that an invoice is sent to Finance; if not, please arrange to pay online using a purchase card. If you do not have access to a purchase card within your faculty, please ask the Finance team for assistance.  

If your course is off-island, travel and hotel accommodation will be booked by Finance, and all must be booked through the States corporate contract with HRG. The Finance team will send you a travel and accommodation spreadsheet to complete and this will be sent to the budget holder to approve; the Finance team will then book travel and accommodation for you.  

When you are on the course, detailed receipts must be obtained to support all expense claims.  For food this would be a payment receipt plus itemised restaurant bill. You may be liable for the cost if a detailed receipt is not submitted.  

Additional hours worked away and travelling time are not claimable.  

Please ensure that you speak with your line manager regarding your absence and that suitable cover work is arranged for any classes that you are missing.  

Emergency assistance contact 

The following numbers are available if you get into difficulties with Travel arrangements whilst away:

Who Description of Service Number Policy Ref
HRG 24 hour travel emergencies 44 (0)1252 881010  
First Assist 24 hour employee medical 44 (0)20 8763 3155 RTT220281
First Assist 24 hour student trip medical 44 (0)20 8763 3155 RKJ344578
First Assist 24 hour motor insurance 44 (0)20 8763 3155 RKK885196

Appendix 5 - JCG Professional Learning Subsidy scheme

JCG is committed to the professional learning of staff and seeks to support this financially where possible.  JCG recognises that, in addition to the time spent studying, some courses can be expensive and, in recognition of the sacrifices being made each year a portion of the CPD budget will be allocated to help staff attend courses relating to their personal development.   

This fund will be called the JCG Professional Learning Subsidy scheme.  Subsidies of up to £2000 per school year will be available and staff can apply for this subsidy by completing the Professional Learning Subsidy Scheme application form. This will be followed by an invitation to attend an interview with the Vice Principal, AHT Staffing and Bursar where the applicant will be given the opportunity to highlight the benefits to them as an individual but also to the College. 

We accept that there will be a benefit to the College while you are undertaking the training but we are keen to ensure that JCG benefits in the long term from this financial commitment. If a successful applicant decides to leave the College within three years of completing their course, JCG reserves the right to reclaim the financial support given on the following reducing scale:

Within 1 year of completing the course    100% of the school contribution 

Within 2 years of completing the course    65% of the school contribution 

Within 3 years of completing the course    30% of the school contribution  

If the staff member is unsuccessful in attaining the qualification they will be liable for repayment of the full amount, and this will also apply if they withdraw from the course before completion.  

Appendix 6 - JCG Leadership Profiles Section 2: Professional Learning

Area 2                        


Year Two


Classroom Teachers and

KS co-ordinators


 HoDs, HoFs, HoYs


Senior Leadership Team

L E A R N I N G  
Be actively involved in the identification of your learning and development needs.   Ensure the learning and development needs of your staff are met. Be actively involved in the identification of your learning and development needs.   Know and understand the development needs of staff and the organisation and how these link to the SDP. Be actively involved in the identification of your learning and development needs.  
Attend appropriate induction and training. Ensure all staff within your area are trained and developed appropriately.   Create a culture that encourages the development of all staff.
Continually develop your academic expertise and knowledge of pedagogy. Develop your academic expertise and create a culture of academic excellence amongst their staff.   Foster a climate of academic excellence.
Keep up to date with current educational thinking. Ensure your staff are familiar with current thinking and practice in their subject.   Remain up-to-date with current educational thinking and policy and use this to inform policy decisions in the College.
Contribute to the development of other staff where appropriate, including through coaching/mentoring. Effectively manage the staff in your team, recognising achievement. Providing inspirational and motivational leadership for staff, praising the success of others.
Constantly evaluate and reflect on your practice and how it might improve. Review your own practice with your line manager. Constantly evaluate your practice and lead others in your teams in reflecting on their own practice, resulting in improvement. Review performance, taking action to address unsatisfactory aspects and praising positive features.   Recognise how effective support and investment in people can lead to improvement. Lead others in reflecting upon and developing their own practice. Review performance across the College, taking action to address unsatisfactory aspects and praising positive features.
Seek career advice and be proactive in planning your own professional development. Provide career advice and inform line managers of successes and difficulties within their areas of responsibility. Provide support for middle leaders in the development of their knowledge, skills and professional qualities.
Observe colleagues, including non-judgemental learning reviews. Observe colleagues and assist with the development of their teaching, including formal and non-judgemental observations. Lead leaders in the development of their colleagues’ teaching, including formal and non-judgemental observations.
Lead discussions on aspects of Teaching & Learning.   Lead effective T&L in your areas of responsibility. Manage effective T&L across subject areas.  Model and disseminate good practice in T&L by mentoring and coaching others.
Are active members of forums and discussion groups. Take a leading role in forums and discussion groups. Establish forums and discussion groups, linked to the College Development Plan.
Effectively manage your own workload. Effectively manage your own workload and model work-life balance and support colleagues where necessary. Effectively manage your own workload and model work-life balance and concern yourself with that of others.
Set challenging appraisals targets.   Set and review challenging targets for team members. Set, review and monitor challenging targets for all staff.
Observe other staff and share good practice. Observe lessons and set developmental targets for your staff. Observe lessons of staff at all levels, setting developmental targets.