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Professional Standards for Teaching and Leadership in Wales
Mick Waters January 2017
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Teaching Tomorrow’s Teachers OECD Academy for Leadership
Drivers for change Qualified for Life Successful Futures Teaching Tomorrow’s Teachers OECD Academy for Leadership Professional learning Passport Changing constructs Curriculum Qualifications Well being Accountability Standards Training CPD Leadership ALN
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expansive rather than reductive address the new agenda for Wales
Professional standards that are… expansive rather than reductive address the new agenda for Wales aimed at professional growth and career development dealing with professional complexity engaging, motivating and challenging a vehicle for growing effective professional practice web based with examples
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Purposes of the curriculum
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My schooling… My learning… was rooted in the real world
gave me knowledge and skills to manage my own life allowed me to look back years later and reflect it was all worth it made me ready for tests and examinations protected my joyous childhood gave me a voice My learning… introduced me to my local, national and global world was an entitlement to experiences My curriculum showed me the world of work Taught me about Welsh culture and language
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Implementation or exploration..?
Too often, the significant thinking and planning are done at headquarters and the franchise holders are expected to adhere to corporate policies. Relative successful implementation is then measured as a reflection of effectiveness of the implementation rather than the policy. ‘Why should any effort at innovation be expected to be other than a first approximation of what needs to be done? Education reform has so often been totally unaware that its initial models are …just that….first approximations….that would lead to better ones. Strategic exploration Faithful implementation After Saranson:1996
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address the new agenda for Wales
Professional standards … the consultation message address the new agenda for Wales ambitious and expansive standards intended to enable professionalism to enable the 95% rather than set minimums for the 5% part of a continuing professional conversation rather than an annual administrative demand supporting career long growth linking teaching and leadership
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Values & Dispositions
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Overarching values and dispositions
Teachers exhibit high professional standards in values, dispositions and the practice of teaching Values & Dispositions
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Values & Dispositions Welsh language & culture
Every teacher consistently emphasises the central importance of the promotion of Welsh culture and language. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence. The teacher has a professional right to be part of a school that sees itself as a learning organisation. The teacher has the autonomy to be a contributing part of a local, national and global profession and has the right to instigate and support improvements to the school to the benefit of learners. Welsh language & culture Professional entitlement Rights of learners Values & Dispositions The teacher is committed to learners everywhere and is an influential part of a developing and coherent education culture in Wales. The needs of and rights of learners will be central and take priority in the teacher’s approach to their job. The teacher exhibits high expectations and commitment to the achievement of all learners. System role Literacy, Numeracy, & Digital Professional learner Every teacher consistently emphasises the central importance of literacy, numeracy and digital competence. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence. Teachers see themselves as professional learners and commit to continuous engagement in career long development, collaboration and innovation.
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Values & Dispositions Welsh language & culture
Every teacher consistently emphasises the central importance of the promotion of Welsh culture and language. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence. The teacher has a professional right to be part of a school that sees itself as a learning organisation. The teacher has the autonomy to be a contributing part of a local, national and global profession and has the right to instigate and support improvements to the school to the benefit of learners. Welsh language & culture Professional entitlement Rights of learners Values & Dispositions The teacher is committed to learners everywhere and is an influential part of a developing and coherent education culture in Wales. The needs of and rights of learners will be central and take priority in the teacher’s approach to their job. The teacher exhibits high expectations and commitment to the achievement of all learners. System role Literacy, Numeracy, & Digital Professional learner Every teacher consistently emphasises the central importance of literacy, numeracy and digital competence. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence. Teachers see themselves as professional learners and commit to continuous engagement in career long development, collaboration and innovation.
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5 Dimensions of the Professional Teaching and Leadership Standards
Pedagogy …. is paramount Collaboration Leadership …. allows it to spread …. helps it grow Professional Learning Innovation …. moves it forward …. takes it deeper
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Working as one…to secure effective pedagogy
Collaboration Leadership Professional Learning Innovation Working as one…to secure effective pedagogy
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Teaching Expectations of professional teaching By the end of ITE
Pedagogy Collaboration Leadership Professional Learning Innovation By the end of induction Sustained highly effective practice Teaching
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Formal leadership roles
Expectations of formal leadership practice Pedagogy Collaboration Leadership Professional Learning Innovation New formal leadership role Sustained highly effective formal leadership Formal leadership roles
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Teaching Unpacking Pedagogy…fitting with ‘Successful Futures’ Refining
Advancing LEARNING Influencing LEARNERS Teaching
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Advancing learning… through effective application of subject knowledge and discipline
QTS / Induction Sustained highly effective practice Four purposes for learners Exploiting areas of learning Blended learning experiences Real life, authentic contexts Progression in learning Cross curricular themes Formal leadership Teaching
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Refining teaching…towards sustained highly effective practice
QTS / Induction Sustained highly effective practice Managing the learning environment Assessment Differentiation Recording and reporting Involving partners in learning Formal leadership Teaching
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Influencing learners…building positive learner disposition
QTS / Induction Sustained highly effective practice Challenge and expectations Listening to learners Learners leading learning Sustained effort and resilience in learners Reflection Learning outcomes and well-being Formal leadership Teaching
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Collaboration Teaching Seeking advice and support
QTS / Induction Sustained highly effective practice Seeking advice and support Working with in-school colleagues Supporting and developing others Enabling improvement Formal leadership Teaching
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Professional Learning
QTS / Induction Sustained highly effective practice Wider reading and research findings Professional networks and communities Continuing professional learning Welsh language skills Formal leadership Teaching
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Innovation Teaching Offering expertise Developing new techniques
QTS Induction Sustained highly effective practice Offering expertise Developing new techniques Evaluating the impact of changes in practice Formal leadership Teaching
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Leadership Teaching Taking responsibility for self
QTS / Induction Sustained highly effective practice Taking responsibility for self Exercising corporate responsibility Leading colleagues, projects and programmes Leading departments and phases Formal leadership Teaching
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Descriptors for teaching
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Advancing learning… through effective application of subject knowledge and discipline
QTS / Induction Sustained highly effective practice Four purposes for learners Exploiting areas of learning Blended learning experiences Real life, authentic contexts Progression in learning Cross curricular themes Formal leadership Teaching
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Real life, authentic contexts
PEDAGOGY: Advancing learning… through effective application of subject knowledge and discipline Real life, authentic contexts 32. Learners initiate, drive and reflect upon authentic experience which reinforces prior learning and provides context for further development across all four purposes. 31. There is evidence of real life, authentic contexts for learning being provided as a natural part of the learning experience. Teaching
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Real life, authentic contexts
Descriptor to be met by the end of induction: 31. There is evidence of real life, authentic contexts for learning being provided as a natural part of the learning experience. Evidence for award of QTS: As descriptor. Additional evidence for induction: Records of ongoing use of real life, extended contexts in the routine of teaching. Qualified Teacher Status and statutory induction – required evidence
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Refining teaching…towards sustained highly effective practice
QTS / Induction Sustained highly effective practice Managing the learning environment Assessment Differentiation Recording and reporting Involving partners in learning Formal leadership Teaching
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Managing the learning environment
PEDAGOGY: Refining teaching… towards sustained highly effective practice Managing the learning environment 48. Learners articulate the way that their own organisational skills are developing to ensure they take growing responsibility for their own learning. 47. Organisation of learners and colleagues, routines and resources is focussed on learning habits and behaviours that meet the four purposes and are understood by learners in that context. Teaching
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Managing the learning environment
Descriptor to be met by the end of induction: 47. Organisation of learners and colleagues, routines and resources is focussed on learning habits and behaviours that meet the four purposes and are understood by learners in that context. Evidence for award of QTS: Learning experiences promote positive behaviour to maintain a purposeful, productive and safe learning environment. Additional evidence for induction: Longer term successful classroom organisation; good resource management, effective use of colleagues to enhance learning and learners with ALN included. Four purposes are at the heart of learning experiences. Qualified Teacher Status and statutory induction – required evidence
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Involving partners in learning
PEDAGOGY: Refining teaching… towards sustained highly effective practice Involving partners in learning 42. Parents and carers are given strong support in helping their child develop in terms of the four purposes. Employers and other stakeholders are actively encouraged to support the four purposes and, in particular, the drive to build authentic experience as a natural part of learning. 41. Effort is consistently made to involve parents, carers, other partners and stakeholders in learner development in terms of the four purposes. Teaching
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Involving partners in learning
Descriptor to be met by the end of induction: 41. Effort is consistently made to involve parents, carers, other partners and stakeholders in learner development in terms of the four purposes. Evidence for award of QTS: The importance of positive parent involvement and use opportunities to observe and evaluate processes are understood. Additional evidence for induction: Engagement with some parents and carers is productive with examples of tangible benefit the learner’s progress. The skills needed to communicate effectively with a range of parent and carer concerns are evident. Qualified Teacher Status and statutory induction – required evidence
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Influencing learners…building positive learner disposition
QTS / Induction Sustained highly effective practice Challenge and expectations Listening to learners Learners leading learning Sustained effort and resilience in learners Reflection Learning outcomes and well-being Formal leadership Teaching
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Challenge and expectations
PEDAGOGY: Influencing learners… building positive pupil disposition Challenge and expectations 22. Learners relish the opportunity to extend themselves and exploit previous skills whilst developing new ones. 21. The teacher communicates appropriate levels of challenge and expectations of their learners which are reflected in the quality and achievement in their learning. Teaching
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Listening to learners Teaching
PEDAGOGY: Influencing learners… building positive pupil disposition Listening to learners 40. Processes are in place which expect learners to offer their views to inform all stages of learning. 39. Learners’ views are sought, understood and acted upon. Teaching
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Learners leading learning
PEDAGOGY: Influencing learners… building positive pupil disposition Learners leading learning 38. Learners take an active role in managing their own learning agenda with self-initiated and determined activity helping them to set their own high expectations. 37. Learners are encouraged to suggest ways in which learning can be further developed or interpreted. Teaching
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Collaboration Teaching Seeking advice and support
QTS / Induction Sustained highly effective practice Seeking advice and support Working with in-school colleagues Supporting and developing others Enabling improvement Formal leadership Teaching
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Seeking advice and support
COLLABORATION Seeking advice and support 68. Proposed new approaches are clearly articulated to colleagues at all levels to elicit critical advice and support. 67. The active seeking of support from colleagues when meeting a new challenge is a natural part of teaching. Teaching
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Seeking advice and support
Descriptor to be met by the end of induction: 67. The active seeking of support from colleagues when meeting a new challenge is a natural part of teaching. Evidence for award of QTS: As descriptor. Additional evidence for induction: Examples of new challenges and dimensions to work being supported by other colleagues. Qualified Teacher Status and statutory induction – required evidence
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Supporting and developing others
COLLABORATION Supporting and developing others 82. High levels of sustained professional practice embody support for emerging skills and qualities in others and benefit learners through active, purposeful and structured contributions to the development of teachers and other staff. 81. The teacher supports the development of others as a natural part of their role including contributing to whole school initiatives and involvement in programmes which extend expertise and have impact on learning outcomes. Teaching
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Supporting and developing others
Descriptor to be met by the end of induction: 81. The teacher supports the development of others as a natural part of their role including contributing to whole school initiatives and involvement in programmes which extend expertise and have impact on learning outcomes. Evidence for award of QTS: A commitment to working with others and taking a lead is evident with positive impact on learners is evident. Additional evidence for induction: Examples of positive contribution to taking a lead on learning developments within school. Qualified Teacher Status and statutory induction – required evidence
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Professional Learning
QTS / Induction Sustained highly effective practice Wider reading and research findings Professional networks and communities Continuing professional learning Welsh language skills Formal leadership Teaching
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Wider reading and research findings
PROFESSIONAL LEARNING Wider reading and research findings 50. There is structured engagement in an action research community and evidence of practice informed by wider reading and research findings on a national and international scale. 49. The teacher makes reasoned decisions in terms of their pedagogy based upon relevant reading and research findings. Teaching
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Wider reading and research findings
Descriptor to be met by the end of induction: 49. The teacher makes reasoned decisions in terms of their pedagogy based upon relevant reading and research findings. Evidence for award of QTS: Knowledge, skills and understanding are effective in planning and practice of pedagogy with links between theory and practice made explicit. Additional evidence for induction: The Professional Learning Passport records the range of learning experiences and their outcomes related to the teaching standards. Qualified Teacher Status and statutory induction – required evidence
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Continuing professional learning
56. Continuous professional learning is driven by the teacher carefully framing professional growth within the context of the four purposes and a commitment to lead development for colleagues within and beyond the school. 55. The professional learning passport is used to support reflective practice and record an active commitment to continuous professional learning leading to the controlled implementation of new or revised techniques and approaches. Teaching
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Continuing professional learning
Descriptor to be met by the end of induction: 55. The professional learning passport is used to support reflective practice and record an active commitment to continuous professional learning leading to the controlled implementation of new or revised techniques and approaches. Evidence for award of QTS: The Professional Learning Passport is an influence upon the ongoing learning of the teacher and its use is developmental in outlook prompting further professional growth. Additional evidence for induction: The consistent use of the Professional Learning Passport as a vehicle for growth and extended expertise. Qualified Teacher Status and statutory induction – required evidence
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Welsh language skills Teaching PROFESSIONAL LEARNING
ZZ. The teacher actively seeks opportunities to apply and extend their understanding and skills in the use of the Welsh language. XX. There is a commitment to incremental development of personal skills in the use of the Welsh language. Teaching
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Welsh language skills Descriptor to be met by the end of induction: XX. There is a commitment to incremental development of personal skills in the use of the Welsh language. Evidence for award of QTS: As descriptor. Additional evidence for induction: As descriptor. Qualified Teacher Status and statutory induction – required evidence
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Innovation Teaching Offering expertise Developing new techniques
QTS Induction Sustained highly effective practice Offering expertise Developing new techniques Evaluating the impact of changes in practice Formal leadership Teaching
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Offering expertise Teaching INNOVATION
70. Expertise and experience is brought to bear by contributing professional skills to help other colleagues address new challenges. 69. The teacher’s emerging expertise and support is made available to colleagues who are trying something new in their repertoire of teaching techniques. Teaching
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Developing new techniques
INNOVATION Developing new techniques 72. Evidence-based, disciplined techniques are used effectively to meet challenges and take learning forward. 71. There is a willingness to develop and apply new techniques to suit the purposes of intended learning in a structured and considered approach and to learn from the experience. Teaching
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Leadership Teaching Taking responsibility for self
QTS / Induction Sustained highly effective practice Taking responsibility for self Exercising corporate responsibility Leading colleagues, projects and programmes Leading departments and phases Formal leadership Teaching
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Taking responsibility for self
LEADERSHIP Taking responsibility for self 78. Personal professional responsibility includes the sustained development of excellent practices across the professional standards. 77. The teacher accepts responsibility and demonstrates the commitment to learners through professional organisation and management. Teaching
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Taking responsibility for self
Descriptor to be met by the end of induction: 77. The teacher accepts responsibility and demonstrates the commitment to learners through professional organisation and management. Evidence for award of QTS: Professional attitudes and behaviours demonstrate a personal commitment to learners and to the teaching profession. Additional evidence for induction: Sustained professional outlooks are apparent in all aspects of work. Qualified Teacher Status and statutory induction – required evidence
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Leading departments and phases
LEADERSHIP Leading departments and phases 88. Perceptive and positive contributions are made where necessary to support the work of the school wherever it is needed using expertise and experience to fulfil the aims of the school. 87. The teacher actively supports the work of the phase or department and begins to demonstrate an awareness of the range of processes and skills involved. Teaching
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Descriptors for formal leadership roles
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Formal leadership roles
Expectations of formal leadership practice Pedagogy Collaboration Leadership Professional Learning Innovation New formal leadership role Sustained highly effective formal leadership Formal leadership roles
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Formal leadership roles
Leading Pedagogy Refining TEACHING Securing standards, well-being and progress Advancing LEARNING Influencing LEARNERS From vision to provision to impact Policy into practice Formal leadership roles
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Influencing learners … securing standards, well-being and progress
New formal leadership role Sustained highly effective leadership Accepting accountability for outcomes in learning and well-being. Ensuring and protecting learner entitlement Monitoring and evaluating impact Reporting on school effectiveness Teaching descriptors Formal leadership roles
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Accepting accountability for outcomes and learner well-being
PEDAGOGY: Influencing learners… securing standards, well-being and progress Accepting accountability for outcomes and learner well-being EC 3 Leadership promotes collaboration with less succeeding schools and accepts professional responsibility for supporting and enabling the success of others. 1126 Leadership promotes, demands and ensures that the learning success, achievement and well-being of all learners is evident throughout the school. Formal leadership roles
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Monitoring and evaluating impact
PEDAGOGY: Influencing learners… securing standards, well-being and progress Monitoring and evaluating impact EP 3 Effective pedagogy is at the heart of the school and is the driving focus of leadership. 1134 Effective systems are used consistently to monitor and evaluate the impact of all learning experiences for pupils and to bring about improvement. Formal leadership roles
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Advancing learning…policy into practice
Promoting Welsh language and culture New formal leadership role Sustained highly effective leadership Ensuring the four purposes for learners Exploiting areas of learning Driving real life, authentic contexts Using cross curricula themes Teaching descriptors Formal leadership roles
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Promoting Welsh language and culture
PEDAGOGY: Advancing learners… policy into practice Promoting Welsh language and culture 136 Leadership seeks out and uses every opportunity to value and promote Welsh culture and extend the use of the Welsh language in formal and informal situations. Leadership sets example to learners, colleagues and community with a positive commitment to enjoy learning the Welsh language. Formal leadership roles
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Driving real life, authentic contexts
PEDAGOGY: Advancing learners…policy into practice Driving real life, authentic contexts 1351 Effective leadership expects and enables learners to initiate, drive and reflect upon authentic experience across the four purposes. Leadership supports colleagues in structuring authentic experiences within and across subject boundaries. Formal leadership roles
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Using cross curricular themes
PEDAGOGY: Advancing learners…policy into practice Using cross curricular themes 1324 Leadership plans for and ensures that the use of cross-curricular themes is routinely employed. The range exploits complex learning which is made explicit through effective reflection on learning. Leadership supports colleagues in building links between subjects and areas of learning to develop coherent experiences for learners. Formal leadership roles
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PEDAGOGY: Refining teaching…from vision to provision to impact
New formal leadership role Sustained highly effective leadership Promoting the pedagogic vision for 2025 Sustaining highly effective teaching Ensuring that strategy and infrastructure are fit for purpose Creating the effective and inclusive learning environment Advancing pedagogic approaches Listening to learners Teaching descriptors Formal leadership roles
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Promoting the pedagogic vision for 2025
PEDAGOGY: Refining teaching… from vision to provision to impact Promoting the pedagogic vision for 2025 EP 2 Future generations of teachers and leaders are given the best possible start through the involvement of leadership in ensuring that Initial Teacher Education reforms are successful locally. 29. Leadership develops strategies, structures and systems to ensure that the school is working effectively towards the achievement of its vision. Formal leadership roles
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Sustaining highly effective teaching
PEDAGOGY: Refining teaching… from vision to provision to impact Sustaining highly effective teaching EP 4 Building enthusiasm in all staff for the fascination with learning is a key leadership endeavour to encourage all to better themselves to the benefit of learners. 1114 Leadership ensures that pupils experience highly effective teaching in all contexts. Formal leadership roles
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Collaboration Formal leadership roles
New formal leadership role Sustained highly effective leadership Seeking advice and support Sustaining a collaborative culture Working productively with external agencies Engaging with the widest school community Enabling continuous improvement Teaching descriptors Formal leadership roles
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Sustaining a collaborative culture
COLLABORATION Sustaining a collaborative culture EC 1 Partner schools and departments within schools benefit mutually from an imaginative range of sustained high quality and flexible support. 217 High levels of sustained professional practice embody support for emerging skills and qualities in others and benefit learners. Formal leadership roles
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Professional Learning
New formal leadership role Sustained highly effective leadership Wider reading and research outlooks Professional networks and communities Supporting growth and system wide leadership Supporting growth in others Continuing professional learning for all staff Teaching descriptors Formal leadership roles
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Wider reading and research outlooks
PROFESSIONAL LEARNING Wider reading and research outlooks EPL 1 Leadership is a reservoir of knowledge and understanding about pedagogic reading and research and able to make connections for the teaching community linked to their working context. Leadership maintains and develops a constructive and relevant attitude to study in colleagues. Formal leadership roles
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Supporting growth in others
PROFESSIONAL LEARNING Supporting growth in others EL 8 Leadership enables all staff to become the best they can be, recognising and realising potential. EPL 4 Leadership acts as a role model. professional learning is connected and facilitated on an international scale to enable digital competence and the adoption of new technologies. Ever effort is made to embrace the learning of the Welsh language as an example to others. Formal leadership roles
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Innovation Formal leadership roles Seeking and extending best practice
New formal leadership role Sustained highly effective leadership Towards 2025 Developing new techniques Seeking and extending best practice Evaluating the impact of changes in practice Teaching descriptors Formal leadership roles
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Formal leadership roles
INNOVATION Towards 2025 EC 6 Leadership ensures that the school develops and refines 21st Century systems to develop professional learning within and beyond the school community. 44 Leadership directs attention to the long-term vision for Wales and co- ordinates innovation to ensure the school embraces and benefits from controlled approaches to innovation. Formal leadership roles
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Seeking and extending best practice
INNOVATION Seeking and extending best practice EI 2 Leadership sets out to identify schools with better practice, interrogates that practice and implements approaches and techniques that will ensure sustained improvement. 45 Leadership ensures that the expertise and experience of the school is continually developed and shared across the school and beyond Formal leadership roles
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Formal leadership roles
New formal leadership role Sustained highly effective leadership Promoting teaching and leadership in Wales Exercising corporate responsibility in all colleagues Empowering others Delegation and empowerment Supporting other settings Teaching descriptors Formal leadership roles
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Promoting teaching and Leadership in Wales
EL3 Optimism prevails and is reinforced with the resolve to ensure the achievement of the four purposes is a reality for all schools. EL 7 Leadership promotes teaching in Wales as a professional commitment of stature, integrity and respect. Formal leadership roles
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Formal leadership roles
Empowering others EL2 The approach to leadership generates an image in teachers and others of what it feels like to work in a well led school. Aspects of leadership are made explicit to inspire future leaders. 521 Leadership identifies and promotes highly effective practice based on the four purposes at school, local and national level. Leadership is evident as an integral part of teaching involving the example, support, guidance and demand necessary to achieve required outcomes. It takes account of the experience of other colleagues, the challenges they face and encourages them to flourish Formal leadership roles
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was rooted in exploring practice
My schooling… was rooted in exploring practice gave me knowledge and skills to try new approaches allowed me to look back years later and reflect it was worth it made me look for further qualification protected my joyous professionalism gave me a voice my career… introduced me to my local, national and global profession showed me how to work with others My curriculum was an entitlement to experiences Helped me to teach about and enjoy Welsh culture and language
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