Professional development of staff creates the expectation that, because of the importance of CPD, resources will routinely be made available for CPD activities. It is likely to have the greatest impact when this expectation matches reality, particularly through the allocation of time.

Senior leaders will need to help teachers who are using this programme to prioritise their time effectively, particularly as music teachers have many extended-curriculum responsibilities which can take significant amounts of time.

They will need to give clear messages that signal the importance of the KS3 programme, and provide practical support to make sure that teachers can dedicate sufficient time to it.

The planned professional development addresses individual needs (e.g. for a particular career pathway) as well as that of the team and school

Senior leaders need to ensure that teachers use the self-review section of the Leadership guide to accurately assess which units should be a priority. Any decisions should also be linked to the school and departmental improvement plan.

Leaders aiming to create learning communities will be committed to developing sustained professional relationships, with high levels of trust, high levels of mutual selfawareness, and a shared and negotiated set of purposes.

Senior leaders will need to ensure that the involvement of the music department and individual teachers is negotiated effectively and sensitively.

The involvement of music teachers with local networks and coaching collaborations to create a sense of professional development will be critical to the success of the work

Successful school improvement requires paying unswerving attention to improving classroom teaching and learning, and making accompanying changes in ‘internal arrangements’ so that any advances in teaching and learning are shared and spread.

Senior leaders should encourage music teachers to recognise the impact of their work in the classroom, and to share this with:

• other class music teachers;
• other subject teachers across the school, in teaching and learning groups;
• other musicians working in the school

Coaching and mentoring are effective means of supporting the professional development of teachers in the workplace.

They can encourage the development of professional learning and can provide a cost-effective method of supporting CPD.

Senior leaders should ensure that music teachers undertaking the programme are supported via internal coaching and mentoring mechanisms, and via LA-wide support.

All LAs have been asked to develop systems that will help music teachers collaborate, and senior leaders should ensure that access to these systems is an integral part of the programme. You can use the contacts page to find out who might be responsible for the programme in your locality.

Being reflective is a key aspect of professional development. Using video in the classroom brings objectivity to reflection that overcomes problems of other methods that rely on memory and/or note taking, such as working with a coach or mentor, or reflecting on the lesson by yourself.

Senior leaders should ensure that music teachers have enough time and guidance to support reflective analysis.

They should be encouraged to use the Recognising impact statements within each unit as a key mechanism for this process.

Given the transitory nature of the subject, teachers should be encouraged to use video and / or audio recordings to analyse impact in the classroom.

There are aspects of teacher development related to pedagogy that are shared by all subjects, for example developing questioning techniques or establishing effective group work, which can be supported through generic CPD. However, effective teaching is critically dependent on good subject knowledge.

Senior leaders should ensure that where music teachers are exploring a generic technique (such as modelling in Unit 4 of the programme) they are supported by other teachers in the school who have expertise in that particular aspect of pedagogy.

They should also ensure that teachers are prepared to think deeply and take risks when developing new, music-specific ideas (such as mapping progression against statements of musical understanding in Unit 5)

Teachers encourage their pupils to engage in enquiry systematically, and with a concern for evidence. These same principles apply to the learning of teachers themselves.

Senior leaders should ensure that teachers use a wide range of evidence to gauge the impact of the work: end of Key Stage Teacher Assessments will be important indicators, but so will interviews with pupils, the capacity of pupils to work independently, interest in extended curriculum activities, etc.

Thorough school CPD provides personalised provision which takes into account the differing needs of staff at different stages in their careers.

Senior leaders should ensure that different members of the music department take appropriate routes through the materials. NQTs are likely to find Unit 2 most helpful; more experienced teachers may find Unit 3 and Unit 5 more appropriate.

Schools with a high capacity for CPD make extensive use of internal and external sources of expertise.

Senior leaders should ensure that music teachers are able to access local expertise. Many LAs will have clear programmes of support for the materials from School Improvement Advisers, Music Services, ASTs, Specialist School lead teachers, etc.

For evaluation to have value it must focus on the outcomes of professional development activities.

Senior leaders should ensure that there is an appropriate focus on pupil impact, and not just on teachers’ practice

Performance management provides a real opportunity to unite teachers, heads and governors in their primary task to secure high standards of education for all their pupils.

Senior leaders should ensure that music teachers undertaking the KS3 programme have linked their work explicitly to their annual performance management cycle

As the Strategy moves from ‘implementation’ to a phase where the emphasis is on embedding and sustaining change, its approaches, support and materials now reflect the need for schools to build their own internal capacity to sustain improvements.

Senior leaders need to ensure that music teachers recognise that the programme is not a set of tasks or activities to be ticked off when completed. It is a long-term CPD programme, in which the process of reflective development is critical.