1. Hilary Emery Executive Director
The 21st Century school system: professional development for the children’s workforce in schools
Hilary Emery
Executive Director
for Development and Improvement
27 November, 2009 1

2. The TDA’s role as set out in the Secretary of State’s letter, September 2004
Highlighted 4 areas for action:
i) bringing coherence to the occupational and professional standards used throughout the school workforce;
ii) providing clear, high quality guidance to schools on CPD and human resources and giving leadership to local authorities in these areas;
iii) monitoring the quality and coverage of CPD in regions and subjects and helping to shape national CPD strategy and priorities year-on-year; and
iv) co-ordinating specific CPD programmes, where appropriate. 2

3. The TDA’s role: Education Act 2005
TDA’s objectives:
to contribute to raising the standards of teaching and of other activities carried out by the school workforce,
to promote careers in the school workforce,
to improve the quality and efficiency of all routes into the school workforce,
to secure the involvement of schools in all courses and programmes for the initial training of teachers.
TDA required to “have regard, in particular, to the desirability of securing that the
school workforce is well fitted and trained”. 3

4. TDA advice and guidance 2005-2006
Definition of CPD: “a planned and sustained series of activities, designed to improve a teachers’ knowledge and skills”(TDA, 2005).
TDA’s CPD Strategy for Teachers 2006 focused on:
i) Stimulating informed demand for CPD through revised performance management arrangements and the new framework of professional standards for teachers.
ii) Bringing coherence to CPD by working with stakeholders, providing leadership to local authorities and providing guidance to schools so that messages are consistent and priorities are agreed.
iii) Ensuring that the range, variety, coverage and quality of CPD meets the needs of schools and is fit for purpose.
In parallel published strategy development of the wider workforce “Developing people
to support learning”. 4

5. Some highlights since then…
Development of framework of professional standards for teachers, the NOS for staff supporting teaching & learning, and professional standards for HLTAs - majority of teachers are using the standards in performance management (PM).
Guidance on effective CPD and its evaluation and national CPD database. With National College, developed a national programme for CPD leaders, established a network of CPD leaders in LAs, and trained nearly 400 local CPD champions to support schools.
Through “The State of the Nation” and other research established a baseline of current practice and arrangements for future monitoring
Supported postgraduate PD programmes, worked with others to develop training and development routes for the wider workforce, and started developing the MTL. 5

6. 21st Century Schools System - white paper vision
Builds on Every Child Matters and the commitment to personalised learning
Schools working in partnership through clusters – critical role of school leaders
Excellent teaching meeting needs - Pupil and Parent Guarantees, personal tutors, one to one tuition
Local and central government setting vision, direction, commissioning services and accountability- extended services
Well-led, highly skilled workforce - increased collaboration through Children’s Trusts 6

7. The Pupil and Parent Guarantees
Extended services including support and advice on parenting
Parent’s views on quality of schools
Personal Tutors
School performance and improvement
One-to-one tuition in English or mathematics
Swift and easy access to support
14-19 choices
Childcare (primary)
High-quality activities in school and out of school hours

8. Extended services are key to delivering the vision – managing the complexity is a critical factor in their effectiveness 8 8

9. The 2020 Workforce Strategy identified priorities for reform
Integrated working to improve outcomes – clarity about who and when; strengthen evidence base; encourage multi-agency training; quality support materials; review of regulation to remove barriers
Leadership & management: Leadership programmes for DCSs and aspirant DCSs; NCSL led group to develop proposals for middle leaders; talent management programme supporting interchange between future leaders
Shared values and common skills and knowledge: refresh the Common Core of Skills and Knowledge so that contains key skills everyone needs and is the basis for training in all parts of the workforce
Working with and supporting parents: Common core to include new material on partnership with parents; improving quality of parenting skills support (by NAPP)
Qualifications, training and progression: improvements in sectors; explain how Integrated Qualifications Framework will bring coherence, flexibility & common standards
Recruitment: joint recruitment strategy from CWDC/TDA; promote children’s workforce as a career option through IAG in schools and to graduates
Evidence & data: knowledge bank of workforce evidence (addressing gaps); coherence in data collection; understand supply issues for all parts of workforce (currently just teaching)
Vulnerable groups: ensuring workforce delivers for vulnerable group will be a key ambition of National Partnership and in implementation. Hope to develop differentiated skill framework.
Clear strong arrangements for local leadership: CT legislation to include workforce plan as part of CYPP; support for CTs through CWDC Workforce Reform tool kit and from CWDC/TDA/NCSL joint local support offer.

10. Roles and responsibilities
Central government:
Set direction and drive improvement
Children’s Trusts/local authorities:
Strengthen commissioning
Accountability and intervention to address poor performance
Seek and take account of parents’ and children’s views
Local authorities:
Drive school improvement
Promote schools’ engagement and compliance
Intervene effectively to tackle poor performance
School governance:
Strengthened model for individual schools and clusters

11. Workforce reform – developed and delivered in partnership
Stage three: Excellence maintained, led and delivered by strong employers and workforce, supported by government
Stage one: Workforce is high priority & not fit for purpose – intensive government led reform
Stage two: reforms embedding; workforce- employer leadership partnership maturing
Government leadership and delivery of workforce reform
Sector leadership and delivery of workforce support
Intensive reform – Government led with sector bodies involved
Different parts of the children’s workforce are currently at different points on this spectrum and will move at different paces
Maintaining excellence – workforce support and development is led and delivered by sector, in partnership with government

13. The impact of local authorities:
‘significantly influence schools’ ability to deliver Every Child Matters and Extended Services agendas
MOST EFFECTIVE LAs
LEAST EFFECTIVE LAs
Clear vision
Facilitate, broker and coordinate services
Single referral process (schools & agencies)
Not a ‘top down’ approach
View as a means to raise standards
Mutual respect and trust
Securing better life chances for young people
Remove barriers to learning
Culture of collaboration
Safe forums for information and discussion
Broker and foster trusting relationships
Put ECM and ES at centre of school development work
‘Top down’, bureaucratic approach
Different and competing referral processes
See ECM and ES delivery as schools’ agenda
Infrastructures encourage differences and low trust
No clear, devolved delivery structure (such as clusters, hubs, partnerships)
No clear model of change management
No structure for supporting schools (so schools bypass the LA to get what they want) 13 13

14. TDA’s Impact Evaluation Model (IEM)14 14

15. The TDA’s Professional Development Strategy 2009
Developed through the National Advisory Group of partners with TDA
Reflects basis for TDA engagement provided by legislation and remit and builds on progress to date.
Reflects policy intentions in 2020 Workforce Strategy & 21st Century Schools System White Paper.
Provides a national vision and a set of underpinning principles and identifies three national priorities that will shape TDA’s support for PD over next 3 years.
Specific TDA activities in support of each national priority are set out in an
implementation plan that will be reviewed on an annual basis.

16. A 3-year professional development strategy
CPD leadership training and development programme
Embedding the links
Coherent support offer to Children’s Trusts
CPD database
Cluster-based CPD
Impact evaluation guidance
Training schools 16

17. Effective professional development17

18. Effective professional development18

19. How the TDA’s plans relate to teachers & the wider children’s workforce in schools
Professional Development strategy provides a single vision; a single set of underpinning principles; and a single set of national priorities for the whole of the children’s workforce in schools.
But the scope of specific activities varies - some apply across the whole workforce and some are role specific - this reflects different starting points, contexts and needs.

20. The current Professional Development landscape for teachers & wider children’s workforce in schools
Statutory induction
Statutory PM providing context for setting and reviewing individual development objectives
Single framework of professional standards setting expectations that underpin career & pay progression
Range of PD options available – some with accreditation
Aspiration that teaching becomes a Masters level profession
Policy commitment to a CPD entitlement and Licence to Practice
Wider Workforce
Non-statutory induction
Policy commitment to performance review for whole school workforce
Range of national occupational standards and some role specific professional standards
Range of PD options available – some with accreditation
Aspiration that all staff working to support pupils’ learning will have or be working towards a Level 3 qualification
So far no national terms & conditions that could provide basis for a CPD entitlement or Licence to Practice

21. The future Professional Development landscape for teachers & the wider children’s workforce in schools
Reflects a single direction of travel towards more school-based Professional Development supported by clusters and other partnerships, including partnerships with HEIs and other ITT providers - providing scope for more joint development with other professionals, including and EY workforce.
Based on effective links between standards, performance review, professional development,school improvement and impact evaluation across the whole workforce
Is about developing a coherent continuum of professional development for teachers and the wider workforce that is grounded in the vision and principles of the Professional Development strategy that helps to raise standards, improve well being and narrow the achievement gaps.
Helps to develop and retain a well trained workforce who are innovative, collaborative and committed.