Embedded Files
What the pathways are designed to do
What the pathways are designed to do
The T&L group in CALC has been working on an innovative series of TPL pathways for teachers in CALC. These are a range of opt-in training pathways, on areas of overlapping interest, related to teaching and learning. Each of the Pathways could have the following elements:
Facilitation
Facilitation
The pathways can include external facilitation from experts in the areas we are exploring.
Collaboration
Collaboration
There will be opportunities to meet with colleagues from other schools in the ALC to share next practice and to develop networks of collaboration and support.
Visitation
Visitation
There will be opportunities, where appropriate, to visit other schools in CALC to see how things are done there to feed ideas back into your own setting.
The Pathways approach embodies an ongoing capacity building programme, not just a one-off training event. As such, it seeks to develop the participant, giving you a chance to collaborate with others, explore ideas, implement them in your own practice and benefit from the support of others.
Although external support and facilitation are there, the Pathways approach seeks to put each teacher participating front and centre, allowing you maxmise your personal benefits with a view to cascading those back down in your own school.
As Learning Leaders says on the Key Area on Building Professional Learning Communities, "Support will be provided for the ongoing development and sustainability of professional learning communities and/or self-directed learning networks where schools or groups of teachers can demonstrate the capacity to deliver clear educational benefits." (Policy Commitment 7)
"As a teacher goes through their career, we should see that CPD stops being something that is done to them and becomes something that they are engaged in as active participants. This reflects how our needs as professionals change over time as we go from being novices to experts."
"As a teacher goes through their career, we should see that CPD stops being something that is done to them and becomes something that they are engaged in as active participants. This reflects how our needs as professionals change over time as we go from being novices to experts."
Mark & Zoe Enser, the CPD Curriculum
Year 1 Pathways
Year 1 Pathways
These pathways would also link in well with teachers in CALC who have signed up for the Chartered Teachers accreditation programme through the EA.
If you're interested in finding out more, speak to the T&L Group member for your school.
If you're interested in finding out more, speak to the T&L Group member for your school.
The implementation phases
The implementation phases
Phase 1: Defining and developing – building capacity through collaborative practice
Phase 2: Expanding – creating coherence
Phase 3: Embedding – supporting a selfsustaining system of professional learning
A Fair Start
A Fair Start
"DE’s Learning Leaders Strategy should facilitate investment in a high-quality TPL framework across ITE, Induction and TPL for all teachers providing a continuum of opportunities to develop specialist knowledge and skills in tackling underachievement. This should be bespoke to each setting... This should include the identifying and consolidation of effective practice, leading to “next” practice, led by ETI, supported by EA and quality assured." [p63]
Learning Leaders
Learning Leaders
Vision and Characteristics of Professional Learning
Vision and Characteristics of Professional Learning
Our strategic vision for teacher professional learning is: Every teacher is a learning leader, accomplished in working collaboratively with all partners in the interests of children and young people.
Our aim is: to empower the teaching profession to strengthen its professionalism and expertise to meet the challenging educational needs of young people in the 21st century.
Our objectives are:
to provide a structured framework for teacher professional learning;
develop the leadership capacity of teachers;
and provide practice-led support within communities of effective practice.
Teacher professional learning – characteristics
Teacher professional learning – characteristics
Underpinning this vision, we have identified a number of characteristics of good provision, some applicable to all programmes and others more likely to be achieved in system wide programmes.
All teacher professional learning programmes should:
develop partnership approaches to course design and delivery;
be based on appropriate classroom and other research and have reflective practice at their core
System wide teacher professional learning programmes should:
contribute to developing a framework of professional learning;
promote the expanded role of teacher tutor or CPD leader;
develop collaboration and share best practice with stakeholders to build capacity;
ensure that evaluation skills, including lesson observation, are integral to each stage of developing ‘next’ practice;
“We want to empower the teaching profession to strengthen its professionalism and expertise by building on the vision and characteristics set out above and working collaboratively with teachers and education stakeholders. Teachers will be supported in taking more autonomy over their own professional learning to enable them to continue to be reflective in their practice and contribute to improvement in educational outcomes.”
Partnerships will be a key element in developing the Framework. The Department already endorses the development of professional learning communities and teacher networks between and across schools. Successful networks and communities have shared goals based on collective enquiry with a focus on results and a commitment to continuous improvement.
Page updated
Report abuse