Stephen BakerProgramme LeaderTeachers’ ProgrammeTeacher Training Agency

tel: 020 7023 8270email: bakers@teach-tta.gov.uk

TTA’s new remit

• teachers’ CPD

• wider school workforce

• Children’s agenda

Changing numbers of teachers and ‘others’

1997 1998 1999 2000 2001 2002 2003 2004

Teaching AssistantsTotal Support Staff

Teachers0

50000

100000

150000

200000

250000

300000

350000

400000

450000

Teaching Assistants

Total Support Staff

Teachers

New Remit for wider school workforce

• Build a stronger evidence base to prioritise and plan• Deliver some parts of the existing plan and co-

ordinate the efforts of partners in their delivery• Co-ordinate access to good advice about training and

development• Ensure simple frameworks and non-bureaucratic

pathways

Issues emerging to date

The need:

• for greater coherence of standards, qualifications, development pathways and career pathways;

• for a framework to support schools’ use of occupational competences;

• to embed development in day-to-day practice; and

• a growing focus on HR practices in schools across the whole school staff

Next Steps

• Interim sector development plan 2005/06

• Sector development plan 2006/09

(published December 05)

New Remit in CPD

• improving the coherence of occupational and professional standards for classroom practitioners;

• providing clear high quality guidance to schools on CPD and human resources and giving leadership to local authorities in these areas;

• monitoring the quality and supply of CPD in regions and subjects, working with the DfES and other partners to shape the national CPD agenda and priorities; and

• co-ordinating specific CPD programmes.

CPD

School Improvement

PerformanceManagement

The Postgraduate Professional Development (PPD) Programme

Award-Bearing INSET

• long-term, in-depth study

• high-level, specialist tutorial support

• whole school change

• access to up-to-date research

Case Study

• Teacher profile• previously primary school teacher for seven years• PE co-ordinator in special school for pupils aged 3-19 with

severe and complex learning difficulties• works part-time in local primary school to promote inclusion of

younger pupils

• PG Cert on developing inclusive curriculum for pupils with multiple learning difficulties

Case Study

• PG Cert on developing inclusive curriculum for pupils with multiple learning difficulties

• Benefits for teacher:• increased professional knowledge and expertise• increased confidence to advise colleagues• able to work collaboratively with psychologists, speech

therapists, physiotherapists and occupational therapists

Case Study

• PG Cert on developing inclusive curriculum for pupils with multiple learning difficulties

• Benefits for school:• whole school change in modes of assessing and monitoring

progress of pupils with multiple learning difficulties• induction programme tailored to needs of pupils and their

parents• development of positive staff attitudes

Postgraduate Professional Development (PPD) Programme

• Collaborative provision• Provision shaped by the needs of schools and

teachers• Provision that addresses barriers to

participation

Collaborative Provision

• Possibly build on existing relationships• Draw on the expertise of a range of

stakeholder groups to identify local or regional priorities for professional learning and development

• Establish a high degree of responsiveness to evolving participant and stakeholder needs

Provision shaped by the needs of schools and teachers

• Programmes tailored to particular schools or groups of schools • for example, addressing School Improvement Plans

• Responsiveness to teachers’ changing circumstances

• Aiming to help embed improved practice in schools

Provision that addresses barriers to participation

• Local or school-based delivery

• Flexible forms of assessment

• Elements of distance-learning

Timetable

• Mid-October 2004 – Deadline for applications

• End February 2005 – Allocations announced

• September 2005 – Funded programmes begin