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Three Ps are priority for practising professionals

Three Ps are priority for practising professionals

TRAINING AND DEVELOPMENT AGENCY FOR SCHOOLS News Release issued by The Government News Network on 25 April 2007

A plan to help improve the training and development available to school teachers and contribute to raising school standards in England is published today by the Training and Development Agency for Schools (TDA).

The new national strategy for serving teachers' Continuing Professional Development (CPD) will ensure that effective, high quality training is available in the areas that need it most. Schools will be able to make better, more informed decisions about the training in which they invest.

The strategy has been drawn up for the Secretary of State of Education and Skills and, together with revised performance management arrangements and professional standards for teachers, is part of the Government's package of initiatives to support school improvement.

The strategy follows a review of gaps in current CPD provision and sets out three main national priorities for the years 2007-2010:

* Pedagogy, including more support on behaviour management, updating subject knowledge and supporting changes in the curriculum;

* Personalisation, including greater awareness of equality and diversity issues, and supporting pupils with special education needs (SEN) and disability; and

* People, including working with support staff and frontline professionals in schools, and more help for current and aspiring school leaders.

The TDA will work closely with social partners on the Rewards and Incentives Group (RIG) to publish guidance to support new teacher professionalism, including measuring the impact of CPD. It will also pilot a database of CPD provision available.

School Standards Minister Jim Knight said:

"Our goal must be to ensure that CPD makes a positive difference to teachers' and children's lives - that it changes behaviour and improves professional practice, contributing to the delivery of these overarching priorities, and that teachers take responsibility for their professional development.

"I expect the TDA to embed sustained CPD practice in all schools, and look forward to this new strategy being a key element in our drive to make new professionalism a reality."

TDA Chief Executive Graham Holley said:

"We want to make CPD work for schools and for teachers. That means ensuring high quality CPD is available in the national priority areas and giving schools the tools to see what difference CPD really makes in their school.

"CPD is a key part of the new professionalism for teachers and is a critical driver of school improvement. Now, for the first time, we have a clear strategy and framework which may help schools and teachers make much more informed choices about their development."

The strategy document "Continuing Professional Development: A strategy for teachers" is published by the TDA at: http://www.tda.gov.uk/about/planspoliciesreports/policies/cpd.aspx

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Notes for editors

The Secretary of State for Education and Skills asked the TDA to bring coherence to the occupation and professional standards throughout the school workforce; provide clear, high quality guidance to schools on CPD and give leadership to local authorities; monitor the quality and coverage of CPD and help shape national CPD strategy and priorities; and coordinate specific CPD programmes where appropriate.

The national priorities for teachers' CPD were identified through consultation with the TDA's National Reference Group for teachers' professional development, comprising members from Government bodies, teachers associations and unions, higher education institutions and other key partners. The overarching strategy and national priorities were agreed with the Rewards and Incentives Group (RIG).

In accepting the TDA's advice of a strategy for CPD, Schools Minister Jim Knight set out three priorities areas to help teachers for the coming year:

* Special education needs and disability;

* Curriculum reform, including implications of the secondary curriculum review; and

* Subject knowledge and pedagogy in English, mathematic and science, including enabling teachers to personalise teaching and improve progression.

The new teacher standards should be used as a backdrop to performance management discussions from September 2007.

The Training and Development Agency for Schools (TDA) was established under the Education Act 2005. Its responsibilities relate to England only.

The TDA's principal aim is to secure an effective school workforce that raises educational standards, provides every child with the opportunity to develop their potential and thereby improve children's life chances.

Teaching enquiries

People interested in becoming a teacher should visit http://www.teach.gov.uk <http://www.teach.gov.uk/> or contact the Teaching Information Line (tel: 0845 6000 991 - 992 for Welsh speakers; minicom: 01245 454343).

General TDA enquiries: 0870 4960 123

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