Training and development agency for schools (TDA)

Alison Atkinson and Liz Francis

Outlook for Teachers Directorate

2006 - 2009

Outlook for March 2006 – March 2009

The three year outlook:

• builds upon a strong evidence base of the training and development needs of teachers and schools

• uses the evidence base to set priorities for training and development between April 2006 – March 2009

• develops an effective communication strategy which sets out the direction of travel for the professional development of teachers

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Performance Development Of All TeachersPerformance development is the integration of the professional standards, performance management through teaching and learning reviews, identification of training and development needs and provision to enhance the performance of the teacher

Thorough review of standards for classroom teachers (2005-06) to drive intelligent demand for training and development with exemplification of standards to foster a shared understanding

Thorough review of leadership standards (possibly 2006-07)

In collaboration with DFES, WAMG & RIG develop a communication strand with the focus on performance development of teachers

Through the field force and TDA strategic partner, strengthen capacity in schools to achieve fair, valid, reliable and consistent performance development for all teachers enabling them to meet the expectations within Every Child Matters and the white paper entitled Higher Standards, Better Schools for All.

Costs and funds for these

projects and associated

workstrands already within TDA budget

2

Induction And The Second Year Of Teaching – Building On And Extending Training In The Employment ContextThere is strong evidence that effective early professional development leads to sustained impact on teachers’ performance and on teachers’ commitment to the profession

Revised standards for induction developed (May 2006) and implemented (September 2008)

Strengthen transition from all training routes to employment

Work with subject associations to increase membership of trainee teachers

Analysis and identification of dislocations in induction with action to strengthen

3

Strengthen transition from the NQT year to the second year of teaching

Developing And Enhancing Subject Knowledge (1)Research notes a lack of focus on subject based CPD for some in recent years. Evidence reinforces the impact of teachers’ subject knowledge and pedagogy on pupil outcomes.When looking for subject specialist input 65% of teachers responding to a recent GTCE survey said that they engaged with subject or specialist associations

For all teachers:

• New, more challenging professional standards developed with an enhanced emphasis on subject knowledge.

• Subject knowledge a priority area for funding on the PPD programme.

• Working with subject associations and others to provide subject knowledge, training and development which enhances and extends teachers’ performance in the classroom and addresses national priorities as identified by Ofsted. Close involvement with the National and Regional Centres for Science and the National Centre for Excellence in the teaching of Mathematics (NCETM).

4

Developing And Enhancing Subject Knowledge (2)

Focusing on teachers in third and fourth year of teaching:

• Greater stretch and enhanced emphasis on subject knowledge in standards for senior teacher. Enhanced quality and building capacity through prompting schools and providers to focus on the training and development of all teachers in their 3rd and 4th years of teaching.

• Prompt subject and specialist associations to target teachers in their third and fourth years of teaching who are not yet members of a subject association.

• Pilot training and development programme to improve the quality of primary subject leadership (20 day course) *

• Pilot of training and development programme for serving mathematics teachers (14-19) from unconventional backgrounds (40 days) *

* Funding not yet agreed

Working With Providers

Feasibility study with providers of training and development to investigate the value and impact of voluntary quality indicators for the provision of training and development for teachers. If appropriate, develop voluntary quality indicators.

Work with providers (HEIs, LAs, Subject Associations and the larger private providers of training and development) and the National Reference Group to encourage a focus on the agreed national priorities to secure more effective performance development of teachers

Use funding criteria for PPD programme to build more partnership models of postgraduate-level CPD provision, incorporating more federations of schools to increase the relevance of provision.

In collaboration with NCSL, develop a provider management strategy to create stronger, more coherent national network of providers which matches provision of training appropriately to the demand from teachers.

5

Providing Coherence And Leadership

Through the National Reference Group for Training and Development, agree priorities and co-ordinate the contribution each national organisation will make to achieving these priorities.

Develop regional and local leadership through TDA field force channel and strategic partners. Develop models and networks to effect resonance between national priorities and regional and local operational activity informed by research into the emerging structures of local authorities.

6

Research And Development

Training and development testbeds (42 schools)

Continuous search for and dissemination of evidence of effective practice in the performance development of teachers

Evaluation of the impact of courses on the performance development of returning teachers

Evaluation and development of the Postgraduate Professional Development Programme

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Rationale for the review

• The TDA has been asked to bring coherence to the framework of professional and occupational standards used throughout the school workforce

• The review is taking place to achieve a coherent and progressive framework which will provide a reference point for teachers as they review and plan their training and development

• October White Paper – ‘a thorough reform…will set out what can be expected of teachers at every stage of their career….need for good up-to-date knowledge of their subject specialism as part of a clear commitment to effective professional development. We will introduce into this framework more stretch at all levels.’

Context for the review

• ‘New Professionalism’ with a strong focus on professional development

‘career progression and financial rewards go to those who are making the biggest contribution to pupil attainment, those who are continually developing their own expertise, and those who are helping to develop expertise in others’ – DfES five year strategy for children and learners

• Teaching and Learning Reviews• Introduction of the Excellent Teacher Scheme• New relationship with schools, increased emphasis

on self evaluation

QT

S

QTS

LEADERSHIP STANDARDSAST

STANDARDS

QTS STANDARDS

INDUCTION STANDARDS

SENIOR TEACHER (THRESHOLD) STANDARDS

EXCELLENT TEACHER STANDARDS

Standards for classroom teachers

Process of review

• Autumn developmental seminars and on line consultation

• Using the evidence base• Writing group’s initial drafting • Reviewing and further development • Winter consultation seminars and on line

consultation on draft standards• Revising drafts in light of consultation• Advice to Secretary of State

Consultation views on uses of standards

Revised standards will:• set expectations;• guide aspirations;• underpin performance development (including

Teaching and Learning Reviews);• help to identify professional development needs and

support coaching and mentoring;• enable schools to make valid, reliable and consistent

decisions regarding performance development, pay and career progression.

Key points arising from seminars and on line consultation

• Scope of the review – agreement but need to ensure Children’s Agenda is reflected appropriately

• Strong support for a common structure and for QTS to underpin all Standards

• General design guidelines – agreement with minor amendments

• QTS – support for design guidelines; support for changes greater for QTS than for other standards – repetition, need to be streamlined, too complex

• Support for all other design guidelines• Need to differentiate between AST and Excellent

Teacher Scheme

Key points arising from seminars and on line consultation

• Excellent Teacher Scheme – coaching and mentoring, share good practice, articulate effective practice in pedagogy, train others, motivate/inspire pupils, commitment to pupil performance, creativity, innovation, risk taking, curriculum development, leading learning, reflective practitioner

• Support for Senior Teacher (Threshold) to show clear progression with more emphasis on whole school issues

• All standards should emphasise self evaluation and reflection

Revised standards

• Coverage of the common core of skills and knowledge for the children’s workforce

• Assessment• Working with others• Behaviour management• Personalised learning• New Professionalism• Progressive standards that set out expectations of

teachers’ performance at each career stage

Next steps

• Early April 2006 - advice to Secretary of State followed by a period of statutory consultation

• January – May 06 exemplification of standards • From September 06 – standards used by schools • September 07 – revised standards for QTS used for

those starting training

Exemplification of Standards for Classroom Teachers

• To develop a shared understanding of the standards for classroom teachers.

• Contact Alison Atkinson at alison.atkinson@tda.gov.uk

• Contact Liz Francis at liz.francis@tda.gov.uk