1. The Leitch Review: challenges and implications for Wales Steve Marshall Director Department of Education, Lifelong Learning and Skills Welsh Assembly Government Wales Review of Continuing Professional Development, Professional Standards and Performance Management School Effectiveness Framework Conference - October 2009 Learning Improvement and Professional Development Division

2. Why the review?  The quality of an education system cannot exceed the quality of its teachers  The only way to improve outcomes is to improve instruction  High performance requires every child to succeed McKinsey, 2007

3. Principles and Goals  A positive effect on learner outcomes and wellbeing  Fully inclusive – must cover all staff working in an educational setting  One integrated system with a common purpose  Must provide greater clarity and scope for all staff to broaden and deepen their knowledge and skills  Clearer career pathways for all staff

4. The McKinsey report: Questions asked of high performing school systems  Are there effective support programmes for NQTs?  Is effective professional support and coaching provided for teachers?  Are there formal opportunities provided for teachers to learn from each other?  Is CPD aligned with school priorities?  Are professional standards clear enough to enable teachers to be appraised against them, have training needs identified?  Do leaders have the necessary skills and knowledge to enable them to be effective?

5. Where we are now? Where do we want to be? A systemA heap Interconnecting parts functioning as a whole A collection of parts Changed if you take away pieces or add more pieces. If you cut the system in half you do not get two smaller systems, but a damaged system that will not properly function Essential properties are unchanged whether you add or take away pieces. when you halve a heap, you get two smaller heaps The arrangement of the pieces is crucialThe arrangement of the pieces is irrelevant The parts are connected and work together The parts are not connected and can function separately Its behaviour depends on the total structure. Change the structure and the behaviour changes Its behaviour (if any) depends on its size or on the number of pieces in the heap. O'Connor and McDermott (1997)

6. What do we want from you?  Are there other principles that should guide the review?  Have we got the standards right?  What are the priorities for CPD?  If/once the standards are right, how do we tie them into performance management and CPD provision?