Raising the standards of the teaching workforce through effective professional development Delivering outstanding professional development for teaching Sean Harford HMI National Director, Education Manchester 21 September 2016

Ofsted’s role and responsibilities in inspecting the quality of professional development in teaching Ofsted’s role in inspecting the quality of ITT and CPD. Ofsted inspects: ITE partnerships effectiveness of CPD during section 5 inspections, especially with respect to the leadership and management of teaching.

The ITT, induction, CPD continuum The teaching workforce… …different professional development needs. Training and professional development’s key role for the quality of the teaching workforce retention development of school leaders. Links between teachers' standards, ITT, induction, PM and CPD.

The importance of teaching: The Schools White Paper 2010 ‘…good teachers…successful education system’ . Teachers’ Standards 2012. Changing regulations for QTS and induction (2012). School-led system, for ITT and CPD. Self-improving system: collaboration, support and the design and delivery of ITT and CPD.

Teacher training reform and reports ‘Training our next generation of outstanding teachers’ https://www.gov.uk/government/publications/training-our-next-generation-of-outstanding-teachers-implementation-plan The Carter review https://www.gov.uk/government/publications/carter-review-of-initial-teacher-training Three post-Carter expert reports https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review

Post-Carter expert review reports July 2016 The three reports emphasise: the Teachers’ Standards ITT is INITIAL Teacher Training The importance of high-quality CPD.

Standard for teachers’ professional development - July 2016 Raising expectations for effective professional development: improving teachers’ practice impact on pupil outcomes underpinned by evidence collaboration and expert challenge sustainable leadership takes it seriously.

Education Excellence Everywhere Chapter 2: Great teachers – everywhere they are needed Importance of the quality of teaching Recruitment, delivery and content for ITT Replacement of current QTS CPD and teaching materials Retention Workload College of Teaching

Common features of high-quality ITE: outcomes for trainees High standards of personal and professional conduct. Good subject knowledge, research and theory-informed practice and preparation to teach NC. Effective interactions with pupils through relationships and strategies to manage behaviour. Strong on critical reflection and setting high expectations High employment rates and good preparation of NQTs.

Common features of high-quality ITE: the quality of training Responsive to trainees’ needs High-quality personal support High-quality up-to-date training Good range of placements offered, including in schools that require improvement Skilful mentoring Accurate assessment

Common features of high-quality ITE: leadership and management Partnerships with a shared vision Committed to school improvement Effective monitoring Strong analysis and use of data, feedback and other evaluative information Capacity to take action

Ofsted’s published reports on effective professional development Continuing professional development for Teachers in Schools 2001 The logical chain: continuing professional development in effective schools 2006   Good professional development in schools 2010: how does leadership contribute? So now moving from training and qualification in the profession to continuing development… Over the last decade or so, we have published thematic reports on this topic – see slide.

Continuing professional development for teachers in schools 2001 Looked at the effectiveness of professional development and raising standards in schools Key factors Identification of teachers’ professional needs Wide and relevant range of professional development activities to meet their corporate and individual priorities Schools sharing expertise

Continuing professional development for teachers in schools 2001 continued Weaknesses in schools included: lack of coherent individual plans for teachers failure to allow enough time for effective professional development poor evaluation of whether needs had been met weak evaluation of CPD activities in terms of improving teaching and raising achievement.

The logical chain: continuing professional development in effective schools 2006 Key factors: strong commitment of leaders close alignment of CPD and performance management self-evaluation and priorities for improvement flexible use of time, resources and expertise  balancing needs of the individual and the institution.

Good professional development in schools: how does leadership contribute? 2010 Identified four key questions 1. To what extent is PD integrated with school improvement? 2. How well does the school provide policies and frameworks for its staff to secure consistency and quality in their work? 3. How far is the expertise of staff used? 4. How well does the school monitor and evaluate the professional development of staff?

Good professional development in schools: how does leadership contribute? 2010…continued Key characteristics of good practice associated with the four areas identified. Same key factors from the 2006 report’s findings plus a focus on the wider school workforce. Emphasised the impact of investment in professional development on recruitment and retention.

Good professional development in schools: how does leadership contribute? 2010…continued Three barriers to schools providing good professional development 1. Weaknesses in evaluation and assessment of the value for money. 2. Low priority given to teachers’ knowledge of subjects other than English and mathematics in primary schools. 3. School leaders lacking skills in self-evaluation and in dealing with weaknesses.

Focus during inspection: L&M From the ‘Outstanding’ grade criteria for leadership and management: ‘Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school. Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.’

Improving teaching standards: summary Effective teaching leads to improved learner achievement Importance of investment in learning and professional development Integrate continuing professional development into school improvement plans Effective monitoring and evaluation of professional development, including reviewing roles Collaboration and support provided in a self-improving system

Ofsted on the web and on social media www.gov.uk/ofsted http://reports.ofsted.gov.uk www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews