1. Raising the standards of the teaching workforce through effective professional development
Delivering outstanding professional development for teaching
Sean Harford HMI
National Director, Education
Manchester
21 September 2016

2. Ofsted’s role and responsibilities in inspecting the quality of professional development in teaching
Ofsted’s role in inspecting the quality of ITT and CPD.
Ofsted inspects:
ITE partnerships
effectiveness of CPD during section 5 inspections, especially with respect to the leadership and management of teaching.

3. The ITT, induction, CPD continuum
The teaching workforce…
…different professional development needs.
Training and professional development’s key role for
the quality of the teaching workforce
retention
development of school leaders.
Links between teachers' standards, ITT, induction, PM and CPD.

4. The importance of teaching: The Schools White Paper 2010
‘…good teachers…successful education system’ .
Teachers’ Standards 2012.
Changing regulations for QTS and induction (2012).
School-led system, for ITT and CPD.
Self-improving system: collaboration, support and the design and delivery of ITT and CPD.

5. Teacher training reform and reports
‘Training our next generation of outstanding teachers’
The Carter review
Three post-Carter expert reports

6. Post-Carter expert review reports July 2016
The three reports emphasise:
the Teachers’ Standards
ITT is INITIAL Teacher Training
The importance of high-quality CPD.

7. Standard for teachers’ professional development - July 2016
Raising expectations for effective professional development:
improving teachers’ practice
impact on pupil outcomes
underpinned by evidence
collaboration and expert challenge
sustainable
leadership takes it seriously.

8. Education Excellence Everywhere Chapter 2: Great teachers – everywhere they are needed
Importance of the quality of teaching
Recruitment, delivery and content for ITT
Replacement of current QTS
CPD and teaching materials
Retention
Workload
College of Teaching

9. Common features of high-quality ITE: outcomes for trainees
High standards of personal and professional conduct.
Good subject knowledge, research and theory-informed practice and preparation to teach NC.
Effective interactions with pupils through relationships and strategies to manage behaviour.
Strong on critical reflection and setting high expectations
High employment rates and good preparation of NQTs.

10. Common features of high-quality ITE: the quality of training
Responsive to trainees’ needs
High-quality personal support
High-quality up-to-date training
Good range of placements offered, including in schools that require improvement
Skilful mentoring
Accurate assessment

11. Common features of high-quality ITE: leadership and management
Partnerships with a shared vision
Committed to school improvement
Effective monitoring
Strong analysis and use of data, feedback and other evaluative information
Capacity to take action

12. Ofsted’s published reports on effective professional development
Continuing professional development for Teachers in Schools 2001
The logical chain: continuing professional development in effective schools 2006
Good professional development in schools 2010: how does leadership contribute?
So now moving from training and qualification in the profession to continuing development…
Over the last decade or so, we have published thematic reports on this topic – see slide.

13. Continuing professional development for teachers in schools 2001
Looked at the effectiveness of professional development and raising standards in schools
Key factors
Identification of teachers’ professional needs
Wide and relevant range of professional development activities to meet their corporate and individual priorities
Schools sharing expertise

14. Continuing professional development for teachers in schools 2001 continued
Weaknesses in schools included:
lack of coherent individual plans for teachers
failure to allow enough time for effective professional development
poor evaluation of whether needs had been met
weak evaluation of CPD activities in terms of improving teaching and raising achievement.

15. The logical chain: continuing professional development in effective schools 2006
Key factors:
strong commitment of leaders
close alignment of CPD and performance management
self-evaluation and priorities for improvement
flexible use of time, resources and expertise 
balancing needs of the individual and the institution.

16. Good professional development in schools: how does leadership contribute? 2010
Identified four key questions
1. To what extent is PD integrated with school improvement?
2. How well does the school provide policies and frameworks for its staff to secure consistency and quality in their work?
3. How far is the expertise of staff used?
4. How well does the school monitor and evaluate the professional development of staff?

17. Good professional development in schools: how does leadership contribute? 2010…continued
Key characteristics of good practice associated with the four areas identified.
Same key factors from the 2006 report’s findings plus a focus on the wider school workforce.
Emphasised the impact of investment in professional development on recruitment and retention.

18. Good professional development in schools: how does leadership contribute? 2010…continued
Three barriers to schools providing good professional development
1. Weaknesses in evaluation and assessment of the value for money.
2. Low priority given to teachers’ knowledge of subjects other than English and mathematics in primary schools.
3. School leaders lacking skills in self-evaluation and in dealing with weaknesses.

19. Focus during inspection: L&M
From the ‘Outstanding’ grade criteria for leadership and management: ‘Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school. Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.’

20. Improving teaching standards: summary
Effective teaching leads to improved learner achievement
Importance of investment in learning and professional development
Integrate continuing professional development into school improvement plans
Effective monitoring and evaluation of professional development, including reviewing roles
Collaboration and support provided in a self-improving system

21. Ofsted on the web and on social media