Training and Development Agency for Schools (TDA)

Alison Kitson, Programme Leader (CPD)

alison.kitson@tda.gov.uk

TDA’s remit for teachers’ CPD

• To bring coherence to the occupational and professional standards used throughout the school workforce.

• To provide clear, high quality guidance to schools on CPD and human resources and to give clear leadership to local authorities in these areas.

• To monitor the quality and coverage of CPD and help to shape strategy and priorities.

• To co-ordinate specific CPD programmes, where appropriate.

• Standards for classroom teachers reviewed and proposals submitted to SoS

• established Testbed Research project - 45 schools exploring the cultural changes necessary to develop more comprehensive and effective approaches to Training and Development

• Postgraduate Professional Development programme – interim allocations

Progress to date

• Returners Programme• Research on LAs – how they are responding

to integrated children’s services• Feasibility study on Voluntary Quality

Indicators• Work with subject associations on Chartered

Teacher Status

Current plans

• Develop guidance on the standards to foster shared understanding

• Communication strategy• Review leadership standards and contribute

to the independent study of the leadership group

• Contribute to the STRB Annual Review

• Establish priorities for the training and development of teachers

• PPD – focus on subject knowledge, subject pedagogy and subject leadership, and evaluation

• Work with subject associations• Maths for teachers from unconventional

backgrounds• Returners programme evaluation

Update on PPD

• First year of programme underway• First interim bidding round completed• Second interim round begins in June• Development Group established• Partnership Managers’ conferences

1st interim round targets

North East 160 out of 160 target (100%)

North West 400 out of 400 target (100%)

Yorkshire and the Humber 300 out of 300 target (100%)

East Midlands 9 out of 250 target (3.6%)

West Midlands 340 out of 340 target (100%)

Eastern 9 out of 600 target (1.5%)

South East 118 out of 400 target (29.5%)

South West 250 out of 250 target (100%)

London 1200 out of 1200 target (100%)

North west

Year 1 7.93%Year 2 10.67%Year 3 10.86%

West midlands

Year 1 2.76%Year 2 5.91%Year 3 6.54%

South west

Year 1 7.78%Year 2 10.46Year 3 10.64

South east

Year 1 7.90%Year 2 10.17%Year 3 10.36%

North east

Year 1 4.23%Year 2 6.08%Year 3 7.62%

Yorks

Year 1 3.83%Year 2 5.06%Year 3 5.50%

East midlands

Year 1 5.62%Year 2 5.98%Year 3 6.32%

London

Year 1 2.38%Year 2 4.67%Year 3 4.89%

East

Year 1 5.62%Year 2 5.98%Year 3 6.32%

PPD funding approved breakdown by regionYear 1 (2005/2006) Triennial fundingYear 2 (2006/2007) Total fundingYear 3 (2007/2008) Total funding

Why impact evaluation?

• Allows the TDA to learn how providers are taking forward their role in relation to criterion 7.

• Facilitates the dissemination of effective practice across providers.

• Enables the TDA and PPD partnerships to learn more effectively from diverse practices.

Impact of what?

• ‘an evaluation of the programme’s impact on practice in schools’ (criterion 7)

• Impact on teachers’ performance is the critical element

What is TDA asking for?

• Approaches will differ across partnerships

• Summary template designed with UCET

• External QA

2nd interim round: 2007-2010

• £2m a year for 3 years

• Funding allocations will take regional distribution into account

• Providers may run programmes in multiple regions

• Criteria and application process remain unchanged

• Application process for next triennial funding round will begin in June 2007

2nd interim round: the application process

• Application forms available on TDA website from the end of June 2006

• Deadline for receipt of applications: Friday 6 October

• Deadline for additional information: Friday 8 December

• Announcement of provisional allocations by end of February 2007

2nd interim round: subject knowledge

• Why this priority?• What is meant by subject knowledge?• What does ‘subject knowledge at the core’

mean?• What kinds of links with subject associations

might be possible?• What possible models of provision already

exist?