Professional development frameworks are optional policies that clarify the range of professional development opportunities available to teachers at specific phases of their careers.
An early professional development (EPD) framework should be clearly linked to the induction year and incorporate the performance management process from year two.
Though not nationally mandatory, frameworks are often developed by those who lead on continuing professional development (CPD) in schools or local authorities. Local contexts and priorities will determine planning strategies.
Frameworks for early professional development (EPD) are usually developed in consultation with local practitioners and local schools to ensure they respond to development needs identified by the majority of local early career teachers and those who support their development. Local social partnerships could be usefully included in the development of such frameworks.
There are often three main aims of EPD frameworks:
- to support the retention and recruitment of high-quality teachers to the local area or school
- to ensure a range of EPD opportunities are available to teachers to support and build upon the quality of teaching in the local area or school, and
- to clarify for teachers the range of opportunities available locally that will allow them to become proactive participants in choosing and arranging their own EPD.
EPD frameworks should reflect:
- individual, school, and local development priorities, as identified by school improvement partners, school self-evaluations and your own children and young people’s development plan, and
- national priorities for continuing professional development and EPD.
National priorities will not address the full needs of individual teachers but they should influence the identification of need and the climate within which the skills, knowledge and understanding of early career teachers can be developed professionally.
