TTA’s new remit

1. Stephen BakerProgramme LeaderTeachers’ ProgrammeTeacher Training Agencytel: 020 7023 8270email: bakers@teach-tta.gov.uk

2. TTA’s new remit • teachers’ CPD • wider school workforce • Children’s agenda

3. Changing numbers of teachers and ‘others’

4. 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

5. 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

6. Next Steps • Interim sector development plan 2005/06 • Sector development plan 2006/09 (published December 05)

7. 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.

9. The Postgraduate Professional Development (PPD) Programme

10. Award-Bearing INSET • long-term, in-depth study • high-level, specialist tutorial support • whole school change • access to up-to-date research

11. 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

12. 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

13. 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

14. Postgraduate Professional Development (PPD) Programme • Collaborative provision • Provision shaped by the needs of schools and teachers • Provision that addresses barriers to participation

15. 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

16. 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

17. Provision that addresses barriers to participation • Local or school-based delivery • Flexible forms of assessment • Elements of distance-learning

18. Timetable • Mid-October 2004 – Deadline for applications • End February 2005 – Allocations announced • September 2005 – Funded programmes begin