Transcript Document

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
Teachers
Performance 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
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.
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)
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Costs and
funds for these
projects and
associated
workstrands
already within
TDA budget
Induction And The Second Year Of
Teaching – Building On And Extending
Training In The Employment Context
There 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)
Work with subject associations to increase membership of
trainee teachers
Strengthen transition from all training routes to employment
Analysis and identification of dislocations in induction with
action to strengthen
Strengthen transition from the NQT year to the second
year of teaching
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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.
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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.
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Research And Development
Continuous search for and dissemination of
evidence of effective practice in the performance
development of teachers
Training and development testbeds (42 schools)
Evaluation and development of the Postgraduate
Professional Development Programme
Evaluation of the impact of courses on the
performance development of returning teachers
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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
Standards for classroom teachers
EXCELLENT
TEACHER STANDARDS
SENIOR TEACHER
(THRESHOLD)
STANDARDS
QTS
AST
STANDARDS
INDUCTION STANDARDS
QTS STANDARDS
QTS
LEADERSHIP
STANDARDS
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
[email protected]
• Contact Liz Francis at
[email protected]