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The revised framework of professional standards for teachers

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Title: The revised framework of professional standards for teachers


1
The revised framework of professional standards
for teachers
v 03
  • February 2008

2
The context review of standards for classroom
practitioners
  • TDA has reviewed the following standards for
    classroom practitioners
  • Professional standards for teachers
  • Professional standards for Higher Level Teaching
    Assistants
  • Level 3 National Occupational Standards for
    Teaching/Classroom Assistants
  • Level 2 National Occupational Standards for
    Teaching/Classroom Assistants
  • The NCSL is currently working with social
    partners to review the standards for school
    leadership

3
The wider context for teachers- new teacher
professionalism
  • The new teacher professionalism agenda, as
    described by RIG in their submission to the STRB
    in May 2005, aims to develop a culture whereby
  • teachers and head teachers feel confident and
    empowered to participate fully in Performance
    Management
  • those who manage staff engage in a professional
    dialogue with them, respect them as
    professionals, make decisions about their work
    and contribute in an open, equitable and fair
    manner
  • teachers feel both an entitlement to, and a duty
    to engage in, school-focussed CPD which is
    effective and relevant to their professional
    development, career progression and aspirations

4
The wider context for teachers- performance
management
  • Performance management provides a single and
    coherent vehicle for assessing the overall
    performance of a teacher or head teacher, in the
    context of their job description and the relevant
    pay progression criteria, and making plans for
    the individuals future development in the
    context of the schools improvement plan.
  • Performance management and professional
    development should be an ongoing part of everyday
    activities and not a separate activity adding to
    workload.
  • Professional standards provide the backdrop to
    discussions about performance and future
    development.
  • Revised Performance management arrangements were
    published in October 2006 and come into effect in
    September 2007.
  • Further information on performance management is
    available at
  • www.tda.gov.uk/pm

5
Why have these standards been reviewed?
  • To bring coherence to the framework of
    professional and occupational standards used
    throughout the school workforce
  • To create a coherent and progressive framework
    which will provide a helpful reference point for
    the school workforce as they review and plan
    their training and development
  • To support new developments emerging in the
    context of new teacher professionalism including
    revised performance management arrangements (in
    place from autumn 2007)

6
National occupational standards
  • National occupational standards to support
    teaching and learning in schools cover the role
    of teaching assistants and other classroom-based
    roles such as cover superviser. These came into
    force June 2007
  • New NVQs at levels 2 and 3, based on the national
    occupational standards, are available

7
Alignment with the wider childrens workforce
8
HLTA standards
  • Revised 2007 to take account of
  • Changing context for teaching assistants work
  • New policy developments across the Childrens
    Workforce (Every Child Matters, common core)
  • Revision of the teachers standards
  • Further information is available on the TDA
    website

9
The revised framework of professional standards
for teachers
  • Four sets of standards reviewed
  • QTS, Induction, Post-threshold, Advanced Skills
    Teacher
  • New set of standards for the Excellent Teacher
    scheme
  • Three inter-linked sections
  • Professional attributes, professional knowledge
    and understanding, professional skills
  • Induction standards are known as core standards,
    they apply to NQTs and mainscale teachers.
  • The standards are progressive and cumulative.
    Core standards underpin all the subsequent
    standards
  • The introduction to the standards within the
    booklet Professional Standards for Teachers.
    Why sit sill in your career? contains important
    messages and context regarding the new framework

10
The purpose of the revised standards
  • The standards provide clarity of the expectations
    at each career stage. They provide the context
    for regular discussions about teachers' career
    aspirations and their future development, within
    or beyond their current career stage. The
    standards will therefore form a backdrop to
    performance management. The standards will
  • provide a supportive framework
  • provide a helpful reference point when
    identifying training and development needs
  • help teachers to plan their career progression
  • inform decisions about career and pay progression
  • set out expectations of each career stage
  • The QTS standards will inform teacher training

11
What progression across the standards looks like
  • The framework of professional standards is
    progressive
  • post threshold teachers make a distinctive
    contribution to raising standards across the
    school by acting as role models for teaching and
    learning and providing mentoring and coaching to
    less experienced teachers
  • ASTs and Excellent Teachers provide models of
    excellent and innovative teaching and use their
    skills to enhance teaching and learning by
    undertaking and leading school improvement
    activities and CPD for other teachers. ASTs also
    carry out developmental work across a range of
    workplaces.

12
Career progression
  • As now, to access each career stage, a teacher
    needs to demonstrate that he/she has met the
    relevant standards. As now, teachers seeking to
    cross the threshold are assessed by their head
    teacher. Teachers seeking Excellent Teacher or
    AST status need to apply and be assessed through
    an external assessment process.
  • The standards clarify the professional
    characteristics that a teacher should be expected
    to maintain and build on. After the induction
    year, teachers are expected to continue to meet
    the core standards and to broaden and deepen
    their professional knowledge, understanding and
    skills within that context. This principles
    applies at all other career stages.
  • Whilst not all teachers will necessarily want to
    move to the next career stage, the standards will
    also support teachers in identifying ways to
    broaden and deepen their expertise within their
    current career stages.

13
When will the revised standards for teachers be
used in schools?
  • New standards to be used as a backdrop to revised
    performance management arrangements which must be
    in place by Autumn 2007
  • Used from September 2007 for
  • pay and career progression purposes
  • training and developmental purposes

14
Guidance available on TDA website
  • Guidance on QTS standards
  • Guidance on core standards for NQTs
  • Craft of teaching guidance
  • No further guidance is planned

15
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16
A changing landscape
  • Childrens agenda
  • Workforce remodelling
  • Personalised learning
  • Professional development
  • New professionalism

17
Childrens agenda
  • C5 Recognise and respect the contribution that
    colleagues, parents and carers can make to the
    development and well-being of children and young
    people and to raising their levels of attainment.
  • C18 Understand how children and young people
    develop and how the progress, rate of development
    and well-being of learners are affected by a
    range of developmental, social, religious,
    ethnic, cultural and linguistic influences
  • C25 Know how to identify and support children
    and young people whose progress, development or
    well-being is affected by changes or difficulties
    in their personal circumstances, and when to
    refer them to colleagues for specialist support

18
Workforce remodelling
  • C6 Have a commitment to collaboration and
    co-operative working where appropriate
  • C21 Know when to draw on the expertise of
    colleagues, such as those with responsibility for
    the safeguarding of children and young people and
    special educational needs and disabilities, and
    to refer to sources of information, advice and
    support from external agencies.
  • C40 Work as a team member and identify
    opportunities for working with colleagues,
    managing their work where appropriate and sharing
    the development of effective practice with them.

19
Personalised learning
  • C10 Have a good, up to date working knowledge
    and understanding of a range of teaching,
    learning and behaviour management strategies and
    know how to use and adapt them, including how to
    personalise the learning experience to provide
    opportunities for all learners to achieve their
    potential.
  • C19 Know how to make effective personalised
    provision for those they teach, including those
    for whom English is an additional language or who
    have special educational needs or disabilities
    and how to take practical account of diversity
    and promote equality and inclusion in their
    teaching.

20
Personal professional development
  • C7 Evaluate their performance and be committed
    to improving their practice through appropriate
    professional development
  • C8 Have a creative and constructively critical
    approach towards innovation, being prepared to
    adapt their practice where benefits and
    improvements are identified
  • C9 Act upon advice and feedback and be open to
    coaching and mentoring

21
Promoting the standards
  • Wallchart
  • Booklet
  • Website
  • Performance management support
  • Support from local authorities
  • Trainer support from TDA regional trainers

22
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23
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24
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25
Where can I find the standards?
  • www.tda.gov.uk/teachers
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