Key elements will be ensuring staff understand cognitive load theory, how to use priory knowledge, how to work with misconceptions, and sequencing learning, alongside knowing how to support and develop pupil well-being and resilience.
A staff-centric conversation
We should place professional development at the very core of our recovery and the future growth of our profession. A commitment to appraisal as a staff-centric conversation about mutual goals will give staff confidence in their purpose and commitment to their delivery, provided those goals are tied closely to supporting the professional to adapt and modify their own practice.
Schools are collaborative communities and staff want to feel their contribution is recognised and valued and they are also intrinsically motivated.
Giving them the opportunity for professional growth is the key to driving recovery and change.
There is more on performance management and how to manage it in these challenging times in this briefing paper: Performance Management – The Changed Landscape, featuring Denise Inwood and Craig Vincent, Partner and Head of HR Consultancy Services at Stone King.