In order to achieve this vision access is provided to the following development and training opportunities:

• Discipline with Dignity^® is a flexible programme for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect and shared decision making for both staff and students. This approach was developed by Dr Richard Curwin and Allen Mendler, the internationally acclaimed authors of Discipline with Dignity.
• Speed of Trust is a programme that underlines and reinforces the importance of maintaining high trust in a successful acadamey or school. It is agreed by many that there is one thing that is common to every individual, relationship, team, family, organization and civilization throughout the world—one thing which, if removed, will destroy the most powerful government, the most thriving economy, the most influential leadership, the greatest friendship. On the other hand, if developed that one thing has the potential to create unparalleled success and prosperity in every dimension of life. Yet, it is the least understood, most neglected, and most underestimated possibility of our time. That one thing is trust.
• Leadership programmes are embedded throughout the IMPROVE™ framework and leadership potential is actively encouraged and developed at all levels in order to secure leaders for the future - in developing Academies it is believed that everyone has a leadership role. CPD therefore, is designed to offer all staff a menu of programmes, courses and activities including sustained access to coaching and mentoring opportunities.
• Aspiring AST pathway programme - in line with the focus on leadership and bespoke CPD, this programme supports participants in attaining AST Status. The structure of the pathway is strategically designed to follow the assessment procedure for AST verification, covering all aspects of the national assessment. Identification for this programme is through initial application via senior managers and Head Teachers/Principals of their own schools and academies.
• Masters Study - in order to support staff who want to commit to accredited study, individual academies working under the IMPROVE™ framework will, where possible, support HE courses in terms of the completion of both Masters modules and complete programmes. Some academies are currently working in partnership with HEIs to design and deliver bespoke modules that have been created to suit the needs of their staff. These are, wherever possible, funded through TDA PPD funding to increase access for staff to Masters level study.
• Mentoring and Coaching - is employed at all levels to maximise staff performance. Research suggests that individuals need and value: feedback on their progress; ongoing support from a professional colleague; a rigorous development plan and room for reflection. Therefore, coaching and mentoring is essential in the development of high performing individuals and is critical in accelerating and sustaining development.
• Access to action based research, including the TLA - it is widely agreed that through action research, teachers gain a greater understanding of their own practice and their students' behaviours. They are therefore "empowered to make informed decisions about what to change and what not to change, link prior knowledge to new information, learn from experience (even failures) and ask questions and systematically find answers" Fueyo & Koorland, 1997, cited in Mills, 2003. For this, and the desire to provide bespoke and blended CPD, staff engagement with action based research is both supported and promoted.
• Rigorous and robust Performance Management is a key element to the success of staff professional development and when used effectively cannot fail to raise standards and improve whole academy performance. By ensuring a systematic approach to PM the aim is to provide appropriate and effective personal development and training opportunities to develop all staff, both as individuals and teams, raising the status of professional learning and development and providing access for all staff to a variety of methods for development and training that are suited to different staff needs.