The Revised Teacher Professional Standards

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The Revised Teacher Professional Standards
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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

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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.

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(No Transcript)
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Overall goal a seamless service for children
and young people
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The Quartet of Initiatives
National Agreement
Staffing Structure Review
The New Teacher
Revised Performance Management
Revised Professional Standards
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NQT (Q)
Core (C)
Post-threshold (P)
ET (E)
AST (A)
ET
AST
UPS TLR
UPS
MPS
MPS TLR
NQT
Staffing Structure
Performance Management
Succession Planning
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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?

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Recruitment and RetentionActivity 2

• What will the school that wants to appoint Ms
  Smithers need to do to retain her?

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New Professional Standards
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An Overview of the Standards

• Constant
• Cumulative
• Progression beyond the core is by application

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Activity 3.1 Getting the standards sorted

• Sort the contents of the envelope by standard and
  interpretation for a maths teacher

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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.

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Implications for PM Reviewers and Induction
Tutors - Activity 4

• What will PM Reviewers and Induction Tutors need
  in terms of
• Knowledge?
• Skills?
• Access?

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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.

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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?

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Ms Smithers Expert Practitioner Activity 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

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Part 6 Summary ActivityActivity 7

• Harvey Balls exercise

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Additional Slidesa) Staffing Structures / TLR
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The Impact on Staffing Structures

• Understanding the impact of the Professional
  Standards on leadership structures

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Old Teacher New Teacher Activity 7
OLD
NEW
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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?

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Management Allowance TLR
MA
TLR
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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?

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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

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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 peoples
  development and well-being
• Professional skills
• 4.i Planning and assessment
• 4.ii Teaching
• Developing practice

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Additional Slidesb)Action Planning Tools
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Prioritisation MatrixActivity 11

• Easy
• Hard
• Low High

How easy is it to do?
What impact will it have?
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Planning FanActivity 12