The strategy sets out our vision to embed a learning culture within, and across, all schools that maximises the potential of the school workforce and enables children and young people to achieve the best outcomes possible. It also identifies the priorities that will underpin our work in this area over the next three years:
- Priority one: embed a learning culture
- Priority two: increase coherence and collaboration
- Priority three: improve quality and capacity
The strategy takes account of the Government white paper on 21st century schools. It will be of particular interest to the TDA’s national partners, local authorities, headteachers, governors, continuing professional development (CPD) leaders and all those in schools with responsibility for leading and managing professional development.
An overview of the TDA's planned actions to address the priorities in the strategy are detailed in an implementation plan.
We have assembled a series of case studies to demonstrate how some schools and local authorities are already successfully using the skills of the whole school workforce to ensure better outcomes for children and young people.
We have also produced a schools-facing leaflet detailing the three priorities and the TDA resources that support them.
The strategy replaces, and builds on, existing strategies for teachers’ CPD and skills for support staff. It has been developed and supported by the TDA’s National Advisory Group for the Professional Development of the Children's Workforce in Schools (NAG).
The NAG replaces the former National Reference Group and School Workforce Development Board, and was established in autumn 2008 to advise the TDA on the professional development of teachers and school support staff. The group has worked together to build on what we know collectively about professional development practice across the sector and to ensure that the strategy contributes to coherent approaches.
