Professional Development Board for Physical Education (PDB)

In order to ensure there is broad and balanced representation, afPE is looking to recruit new members to the Professional Development Board for Physical Education (PDB) from the following areas of the PESS profession:

• Infrastructure Posts
• ITTE
• Local Authorities

The Board plays an important role in supporting and maintaining high quality standards in professional development and if you are interested in being part of this vital group please will you register your interest? You should supply the following information:

• Description of your current role and its responsibilities 
• An overview of your experience in physical education
• A brief explanation of what skills and experience you would bring to the PDB and why you would like to be a member of the PDB

Please will you register your interest, together with the above information to: helen.chadwick@afpe.org.uk no later than Thursday 19th June 2008.

It is important you appreciate that registering an interest does not guarantee that you will be successful.

Application to become an afPE approved Professional Development Board (PDB) Provider Initial Self Review

Introduction:
Welcome to the new submission process that replaces the previous method for obtaining PDB licences and kite-marks. This is an opportunity for you to obtain recognition from afPE that the CPD opportunities you offer are of high quality. The nature of the professional development may be courses, resources (including web-based), networks, peer support or seminars, in other-words anything that impacts on standards of teaching, coaching and learning in physical education and school sport.

What is the process?
The new process is one of self-review, which is rigorous, but flexible and is designed to meet your unique circumstances. The process is ongoing. Your initial submission will establish that you are a provider of high quality CPD and following this your annual review will provide evidence that quality is not only being maintained but is continuously improving.

Who should apply?
The approval process is open to:
- Individual providers
- Corporate providers
- Private organisations
- Local, regional and national providers
- Consortia
- Institutions such as schools, colleges, universities.
- Any others who provide CPD for physical education and school sport not covered above

  Hotlink - Who Should Apply

Why apply?
The Physical Education profession is at the forefront in encouraging providers to be accountable for the quality of their continuing professional development provision. Teachers and others now demand that CPD providers are accountable to their clients for the quality of provision.  afPE will play its part in this process by raising teachers’ awareness of best value CPD and as a result they will become more discerning with regard to quality provision.

Some of the benefits that approved providers will enjoy are:
• Raised profile within, across and beyond the profession
• The CPD provision you offer will be listed on the PDB website.
• Your clients will instantly know that your provision is of the highest standard and demonstrates best value

  Engagement with this process:
• Helps you to make an informed view of the quality of your CPD provision.
• Ensures effective monitoring and evaluating processes are in place.
• Highlights strengths and celebrates successes.
• Identifies areas where further development is needed and highlights significant challenges and priorities.
• Provides a basis for you to set out the direction CPD is taking.
• Provides evidence to explain how you are meeting challenges.
• Shows that you are self critical, reflective and planning for improvement through clear strategic thinking.
• Facilities ongoing self review.
• Shows you are committed to raising standards.

How do you apply?
• There will be one initial submission for approval and then you will be expected to complete a brief annual review in order to retain your approved status.
• Please supply information under the headings provided and use the questions as a guide. There is no application form as this is a flexible process that you can tailor to your particular circumstances. However please note that we will use the questions listed under each heading to help us to consider your submission.
• You are encouraged to make your application electronically but can if you wish to send some examples of resources by land mail.

N.B. Before embarking on your submission please make use of the additional and supporting online information which is there to assist you. This information not only exemplifies minimum acceptable practice but also provides examples of very good practice under each category.   

1. Use the headings and questions to review your provision.  Remember that the questions listed under each heading are those that we will use to help us to consider your submission. You should provide evidence and examples to support your answers to the questions.
2. Each question has a hot-link to a case study plus supporting information, please use this information.  Use these exemplars to clarify each question

What evidence do you have to support your self-review statements?
Our quality assurance team will make support visits to some applicants, and will ask to see supporting evidence that supports your self-review.  Sources of evidence can include:
• Participant evaluations
• Supporting statements from learners, clients
• Follow up visits to learners, following training
• Reports, letters, recommendations
• Annual reviews
• References
• Tutor/trainer self reviews,
• Records of tutor observation visits, professional development records
• Independent quality assurance reports
• Longitudinal research
• Inspection reports

N.B. Remember, the questions under each heading of the PDB self-review process are those that the afPE panel will use when assessing your self-review process.

Management:

Values, aims, purpose of provision
Is the purpose of the provision clearly articulated and documented?
Does the provider have clear course aims and learning outcomes?
Do all course providers have good knowledge of the organisational context?

  Hotlink - Values, aims, purpose of provision

Policy environment
Is the provider aware of recent and relevant policies relating to the provision being offered?
Is the provision underpinned with references to recent and relevant policies, research, and theory?

  Hotlink - Independent Consultant & National Organisation

Stakeholders
Is the provider able to articulate clearly the range of stakeholders for whom the provision is made?
Have these stakeholders been involved in the development of the provision?

  Hotlink - Local Delivery Agency & Local Education Authority

Credibility
Does the provider have appropriate qualifications and /or professional credentials?

  Hotlink - National Governing Body of Sport & Local Education Authority

Funding and sustainability
Is there sufficient funding for the provision to be sustainable?

  Hotlink - National Governing Body of Sport/Independent Consultant/Local Delivery Agency 

Accountability and regulation
Is the provision regulated (national body/association/Government)?  If so, by whom?  If not why?
Where provision is regulated, what accountability systems are in place?
Where provision is not regulated what systems of accountability are in place?
Does a higher education institution accredit the provision?

  Hotlink - Local Delivery Agency/Local Education Authority/National Organisation

Design, Development and Preparation

Content
Does the content of the provision relate clearly to the stated purpose, aims and learning outcomes?
Is the content of the provision relevant to and appropriate for the clients for whom it is provided?
Is it underpinned with reference to recent and relevant policy, research and theory?

  Hotlink - National Professional Development Programme Design

Staffing
Is the competence of the staff involved in design, development and preparation of provision assessed?
What is the process of recruitment for these staff?

  National Standards Framework for Authors

Recruitment
What are the processes in place for marketing and recruitment?
What arrangements does the provider have in place for communication with clients?

  Hotlink - Local Education Authority

Delivery and Provision

Context
Does the provider assess and ensure the suitability of staff employed to deliver the provision?  Are staff appropriately qualified? Do they have relevant teaching or practice based experience?
Does the provider assess the suitability of the physical context used to deliver the provision?
Does the provider ensure that there are appropriate and sufficient resources for the provision?
Does the provider train the staff delivering CPD?
Are clients’ welfare needs addressed?

  PESSCL National Standards Framework for tutors and trainers

  DfES Guidance Good Value CPD - A Code of Practice for Providers of Professional Development for teachers

  PESSCL NCPD Operational Guide for LDAs

Inclusivity 
Is the provider aware of disability and equality policy and legislation?
Does the provider demonstrate an awareness of a range of needs and strategies to address these needs?
Are accessibility issues in relation to the provision considered?

  Hot Link – Local Education Authority

Flexibility, Responsiveness and Support
Does the delivery of the provision adequately address the learning needs of all clients?
Does the provision provide for participation and feedback?
Is this feedback used immediately to improve the provision?
How are delegates’ feedback contributions valued?

  Hot Link - National Organisation & National Professional Development Programme

Course Delivery
Do the learning and teaching methods of the course relate to the purpose, aims and learning outcomes of the provision?