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The Revised Teacher Professional Standards

The Revised Teacher Professional Standards. Agenda. Aims and objectives Background and context Link with staffing structures and CPD The Standards in more detail Implications for schools, leaders and reviewers Action planning and next steps. Objectives.

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The Revised Teacher Professional Standards

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  1. The Revised Teacher Professional Standards

  2. Agenda • Aims and objectives • Background and context • Link with staffing structures and CPD • The Standards in more detail • Implications for schools, leaders and reviewers • Action planning and next steps

  3. Objectives • Understand the new professional standards and their implications; • Understand how the standards inter-relate with other national workforce development initiatives; • Explore the implications for school leaders, reviewers and CPD co-ordinators; • Develop a framework for an action plan.

  4. High Need YS Specialist Targeted Universal TYS Extended Schools Children’s Centres Low Need 0 To 19 Overall goal: a seamless service for children and young people

  5. The Quartet of Initiatives National Agreement Staffing Structure Review The New Teacher Revised Performance Management Revised Professional Standards

  6. NQT (Q) Core (C) Post-threshold (P) ET (E) AST (A) AST ET* UPS UPS TLR MPS TLR MPS NQT Staffing Structure Performance Management Succession Planning

  7. Introduction to Ms SmithersActivity 1 • What structures and culture will retain new teachers in the profession? • Convince Ms Smithers that you can offer her professional development • What do you need to do in your own school?

  8. Recruitment and RetentionActivity 2 • What will the school that wants to appoint Ms Smithers need to do to retain her?

  9. New Professional Standards

  10. An Overview of the Standards • Constant • Cumulative • Progression beyond the core is by application

  11. Activity 3.1 Getting the standards sorted • Sort the contents of the envelope by standard and “interpretation for a maths teacher”

  12. Progression Through the Standards Activity 3.2 • Consider the subsection “Teamwork and Collaboration” • Begin with standards C40 or C41 and map their progression through to A2 & A3. • Give concrete examples of what you would expect to see at each standard.

  13. Implications for PM Reviewers and Induction Tutors - Activity 4 • What will PM Reviewers and Induction Tutors need in terms of: • Knowledge? • Skills? • Access?

  14. What about the teacher who is not meeting their relevant standards? Activity 5 In your group briefly map out the course of action you would be likely to take. Discuss time lines.

  15. Teachers Not Meeting the Standards • New standards – be realistic • Timescale for compliance, and possible consequences of failure – transparency • Support / CPD • Failure to meet standards in agreed timescale / failure to make reasonable progression  capability procedures?

  16. Ms Smithers; Expert PractitionerActivity 6 • Ms Smithers would like to be recognised as an expert practitioner (AST or ET) • Which route (AST or ET) would you recommend she take? • What areas should her professional development be focussed on? • What do you need to do to retain her? • Feedback

  17. Part 6 – Summary ActivityActivity 7 • Harvey Balls exercise

  18. Additional Slidesa) Staffing Structures / TLR

  19. The Impact on Staffing Structures • Understanding the impact of the Professional Standards on leadership structures

  20. “Old” Teacher – “New” Teacher Activity 7 OLD NEW

  21. Old” Teacher – “New” TeacherActivity 7 • Use the Venn diagram to help you draw out what has changed contractually • Has this led to changed ways of working? • Is this reflected in job descriptions? • Is this reflected in changed relationships between classroom teachers, middle leaders and support staff?

  22. Management Allowance – TLR MA TLR

  23. Management Allowance – TLRActivity 8 • So what has changed? • Are your TLR holders operating differently? • Is this reflected in their job descriptions? • Are the implications for the relationship between Middle and Senior leadership?

  24. Role DistinctionsActivity 9 • Bullet the key points that you would include in a presentation to Governors to explain • The implications of an AST post within the school staffing structure; and • The difference between ET, AST, TLR and Leadership

  25. Another Way of Looking at the Standards • Developing professional and constructive relationships • Working within the law and frameworks • Professional knowledge and understanding • 3.i Pedagogic practice • 3.ii Promoting children and young people’s development and well-being • Professional skills • 4.i Planning and assessment • 4.ii Teaching • Developing practice

  26. Additional Slidesb)Action Planning Tools

  27. Prioritisation MatrixActivity 11 Easy Hard Low High How easy is it to do? What impact will it have?

  28. Planning FanActivity 12

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