Training and Development Agency for Schools (TDA) Alison Kitson, Programme Leader (CPD)...
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Transcript of Training and Development Agency for Schools (TDA) Alison Kitson, Programme Leader (CPD)...
Training and Development Agency for Schools (TDA)
Alison Kitson, Programme Leader (CPD)
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?