School Workforce Development Booklet Jan 06.doc


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School Workforce Development Booklet Jan 06.doc

  1. 1. Newcastle Local Authority School Workforce Development Strategy Building School Workforce Capacity For Children and Young People Helen Walker, School Improvement Adviser (School Workforce /CPD) Civic Centre, Newcastle upon Tyne, NE1 8PU Tel: 0191 2115391. Fax: 0191 211 4904 Email:
  2. 2. Introduction Schools have an essential role to play in achieving the five Every Child Matters outcomes set out in the Government's wider agenda for children. That role will place schools at the heart of their wider communities - providing extended services such as childcare, out of hours activities, adult learning and health and community services. These services will need to be delivered with the help of a well-trained, highly motivated workforce with the up to date skills and knowledge to carry out their jobs effectively. Staff working in support roles are becoming an increasingly important part of the school workforce. The number and type of support staff roles in schools have grown at a tremendous rate over the past five years: we estimate that around half a million people are now working alongside teaching staff across the country and that there are around 30 different types of support staff job roles. This huge expansion in the wider school workforce is an outcome of schools using the flexibility available to them to organise their staff in a way that best supports pupils’ achievement and well-being. The need for even more well-trained and well-qualified support staff comes into sharper focus as workforce remodelling continues to roll out and as initiatives such as Every Child Matters: Change for children and extended schools have an increasing impact on the services that schools provide. The Training and Development Agency for Schools (TDA) has been established to help schools meet the challenge that these new opportunities present. Working closely with members of the school workforce development board (SWDB) and the beacon councils for transforming the school workforce, who have created a local Career Development Framework for School Support Staff (available on /education). This is to give schools information about training and qualifications available to support the effective development of the workforce and identify career and development pathways. The Newcastle School Workforce Team is developing this work in a local context in direct strategic partnership with the Newcastle Children’s Workforce Strategy and Children and Young People’s Plan, following guidance from the Children’s Workforce Development Council (CWDC). Framework maps have been created for support staff job roles against current national training and qualifications. They can be used to support the deployment and development of support staff in schools for both current and future roles. The workforce team will continue to identify career and development pathways and use these to inform the planning of local access to training and qualifications. The impact of skilled and committed support staff on children’s attainment and well-being is only just beginning to be identified and understood. Our aim is to help all those working with the wider workforce to develop staff to their full potential and support them in meeting their career aspirations.
  3. 3. Sections 1. Introduction 2. National Context for the Children’s Workforce Development Council (CWDC) - Becky Dunn, Children’s Services Workforce Strategy Manager 3. Children’s Services Workforce Strategy - Becky Dunn, Children’s Services Workforce Strategy Manager 4. Newcastle School Development Workforce Team - Helen Walker, School Workforce Development Adviser 5. Appendix 1: School Workforce Team 6. Appendix 2: School Improvement Service & CPD School Strategy Group 7. Appendix 3: Qualification Framework Charts (please see for full charts with local provider information.
  4. 4. National Context for the Children’s Workforce Development Council (CWDC) UK SSC for Social Care, Children and Young People Skills for Care and Development Children’s Workforce Care Council for Northern Ireland Skills for Care Development Scottish Social Wales Social Care Council (Adults - England) Council (England) Services Council Creative & Cultural Skills SSC General Teaching Lifelong Council for England Learning UK SSC Workforce Skills for Justice Network SSC Secretariat Children’s Workforce Network (England) Employers’ Skills for Health SSC Organisation for local government General Social SkillsActive Care Council Teacher Training SSC Agency Children’s Workforce Development Council (CWDC) • Strengthening workforce excellence through the creation of new training opportunities, career development and flexible career pathways between sectors, as defined by the Children’s Workforce Strategy • Aims to ensure that all workers have appropriate skills and qualifications, and is working to increase recruitment into the Children’s Workforce and improve the retention of high quality employees • Helping the workforce to deliver joined up services and improve communication across the sectors, while continuing to recognise the unique qualities and contributions of individual professions • Works in the interests of a range of sectors covering about 500,000 workers, including early years • and childcare, education welfare and social care for children and young people • Is one of 5 bodies forming the UK Skills for Care and Development Sector Skills Council and • coordinates the Children’s Workforce Network • • Is led by employers through a board of 25 representatives from organisations across its range of • sectors. It acts as a partner and critical friend of the government carrying forward the results from • the paper ECM. It works closely with the DfES to determine the direction of workforce reforms and to identify skill shortages • • Coordinates the Children’s Workforce Network (CWN) • • Funding comes from the government and Sector Skills Development Agency Training & Development Agency for Schools • Promoting learning and development opportunities for everyone working in schools • Aim is for all support staff to have access to high quality training and development that meets their needs and allows them to contribute fully to raising standards in schools and ensuring children’s well-being BD 6/2006
  5. 5. Children’s Services Workforce Strategy Summary Information March 06 Local Authorities are required to publish a children’s workforce strategy as part of the Children and Young People’s Plan (CYPP) as the government believes that ability to improve outcomes and reduce inequalities for children, young people and families “depends on the hard work, commitment and competence of the people who work with them.” This is about “everyone working with children, whatever sector they are in, whatever age range they are working with, whether employed by a public, private or voluntary organisation. Everyone must share in the duty to safeguard and promote the welfare of children. Everyone must share in the duty to improve the well-being of children.” (Children’s Workforce Strategy: The Government’s response to the consultation, DfES, 2006). The government’s vision is of a world-class children’s workforce that: • strives to achieve the best possible outcome for all children and young people, and reduce inequalities between the most disadvantaged and the rest; • is competent, confident and safe to work with children and young people; • people aspire to be part of and want to remain in – where they can develop their skills and build satisfying and rewarding careers; and • parents, children and young people trust and respect Successful implementation of this vision and outcomes set out in Every Child Matters will depend on a wide range of partners across different agencies, organisations and sectors developing more integrated and responsive services for children, young people and families: • working better together to meet the needs of children and young people, and sharing information (and having an increasingly common language and understanding); • having career paths that allow them to progress within and across different sectors; and • focussing on identifying and preventing problems as early as possible while strengthening protection for vulnerable children The government believes that the key strategic challenges across children’s services are to: • recruit more people into the children’s workforce, ensuring the work is attractive and promoting more flexible entry routes; • develop and retain more people within the children’s workforce, improving their skills building on the Common Core of Skills and Knowledge and creating a single qualifications framework; • strengthen inter-agency and multi-disciplinary working; and • promote stronger leadership, management and supervision. Context: reforming children’s services There are a range of factors and policy changes that will affect the children’s workforce, and many of the wider ECM reforms will help those working with children and young people carry out their roles more effectively. For example: measures to increase earlier identification of need; improved planning; clearer responsibilities to safeguard and promote children’s welfare; more involvement of children and young people; implementation of the National Service Framework for Children, Young People and Maternity Services; integrated processes such as the Common Assessment Framework, improved information sharing and the Lead
  6. 6. professional role; and Championing Children (guidance being developed for leaders and managers of multi-agency teams). The Children’s Workforce Development Council (CWDC) will be working with local authorities to support the development of local workforce strategies, and the government response to the Children’s Workforce Strategy consultation contains milestones, key actions and outcomes for the strategy to 2015. The document Children’s Workforce Strategy: The Government’s response to the consultation (published Feb 06) can be downloaded from the CWDC website: Newcastle Children’s Services Workforce Strategy Between July and December 2005 Newcastle’s first Children’s Services Workforce Strategy was developed, and this involved a range of people from sectors/agencies such as social services, HR, education, health, voluntary sector and Local Safeguarding Children Board. The Newcastle strategy covers 4 theme areas: Theme 1: Common Assessment Framework and Lead Professional role Theme 2: Training and Development and Strengthening Multi Agency Working Theme 3: Leadership and Management Theme 4: Recruitment and Retention Implementation of the strategy begins in April, and structures will involve a strategic Core Group and 4 subgroups covering each of the theme areas. The Core Group (chaired by the Transformational Change Lead for Children’s Services), with representatives from across services, sectors and subgroups, will: • be a decision making group and have links to other structures and partnerships • review progress relating to identified priorities and this strategy • review membership of the core group and subgroup to make sure there is appropriate representation across sectors and agencies, taking account of developing policy, priorities and roles • monitor performance in line with agreed standards • decide how any available money is spent The subgroups will be lead by an identified lead on behalf of the Core Group, and group members will come from a range of agencies and sectors including representatives who are responsible for workforce development. The subgroups will: • put the strategy action plans into practice • help develop systems for monitoring performance and reporting problems • improve understanding between services, sectors and agencies by developing joint approaches and sharing information • identify opportunities for working together and identify areas of expertise and specialism in children’s services • share expertise and use resources more effectively • develop practice that leads to improved outcomes for children and young people through joint working BD 6/2006
  7. 7. Newcastle School Development Workforce Team The school workforce team is directed at meeting the following key aims set out by the Training and Development Agency (TDA) in conjunction with the key priorities outlined above in the Newcastle Children’s Workforce Strategy : 1. To remove barriers to training and development •To provide better access to training and development •Help access to and unlock resources •Promote integration of support staff development into workplace planning 2. To improve the supply of training and development •Ensure training is available to meet the development needs of workplace and support staff •Ensure training and development is delivered in a way that meets the needs of schools and support staff 3. To strengthen the quality of training and development •Develop a framework of skills and competencies required to meet current and future workforce needs •Support improvements that assure high quality training and development •Increase the impact of training and development on day to day practice These are combined with priorities outlined in Newcastle Local Authority Children and Young People’s Plan and Newcastle Children’s Services Workforce priorities, above:- • Staff recruitment & retention • Effective induction • Opportunities for progression • Comprehensive training and development programme • Developing leadership at all levels • Collaboration & partnership working • Unified procedures & shared language • Achieving ECM Outcomes Membership of the School Workforce Development Team Strategic planning and delivery links exist through the School Workforce Adviser to Children’s Services Workforce Development, Development of Extended Schools, Newcastle schools, CPD Steering Group, local unions, NCSL and National Remodelling Team. Regional links also exist with TDA & regional Local Authority School Workforce Advisers and Workforce Teams. Links also exist regionally and nationally with the Sector Skills Council, Children’s Workforce Development Council, Children’s Workforce Network and GONE. Through Children’s Services Workforce Development activities, multi-agency partnership and delivery is being developed with Children's Information Services, Early Years Team, Children's Trust, Health, Play and Youth, Voluntary Sector, Leisure and Social Services. A list of contact details of the LA school improvement and school workforce team is enclosed
  8. 8. in Appendices 1 & 2. HW 6/06 Maslow’s Hierarchy of Needs Many of our young people in Newcastle still don’t have basic physiological, safety and social needs met. The potential contribution of the wider school workforce to the learning and care agenda is enormous. Achieve economic well-being Make a Self- positive actualisation contributio Realizing individual potential Enjoy & Achieve Esteem needs Being well regarded by other people; appreciation Stay Safe Social needs Interaction with other people; having friends Safety needs Be A sense of security; absence of fear healthy Physiological needs Warmth; food; a human being’s ‘animal needs’ HW 6/06
  9. 9. Development of Workforce Capacity in Extended Schools/ Children’s Centres Strengthen Organisational Support for Management- Pupils- Bursars, Finance Learning Administrators, Mentors, Premises Pupil Support Managers, Workers, Community Lead Managers L&M Professional & liaison with external multi-agency support Increased contribution Leadership of Support School and Staff to Workforce now opportunities learning and for career care, eg. progression midday at all levels supervisors, site staff, kitchen staff Future Support for Childcare- Early Years & Childcare, Out of Apprenticeships to Hours Workers, Creche Workers be developed for all etc school support staff roles. In order to build capacity for greater pupil support, learning and organisational management, schools are developing the roles and contribution of the whole school and wider workforce. HW 6/06
  10. 10. What do we mean by effective training and development? Newcastle upon Tyne School Workforce Team believes that the following activities should be integral in high quality professional development:- • uses external expertise • involves observation and feedback • includes peer support and supervision • invites participants to identify the focus of their development • embeds learning in classroom practice • relates to classroom practice • enables reflection provides opportunity to share practice (EPPI Review 2005) and:-  Engages with an appropriate knowledge base (e.g. research evidence, school data, the experiences of teachers in your own and other institutions)  Accesses peer support, supervision, coaching and / or mentoring  Involves planning of professional learning and change activity (i.e. a teacher learning project)  Carries out a change activity (i.e. implementing the teacher learning project)  Evaluates the impact of the change activity on practice and on own learning  Disseminates what has been learned (e.g. through written report, web-based dissemination, hosting a meeting) (Six Core Dimensions of Effective Professional Learning, Teacher Learning Academy) Additionally, professional training and development should include opportunities for identifying:- • My ideal self (who do I want to be?) • My real self (Who am I?) • My strengths (Where my ideal and real self overlap) • My gaps (Where my ideal and real self differ) • My learning agenda (Building on my strengths while reducing gaps) • Experimenting (with new behaviour, thoughts and feelings) • Practising (The new behaviour, building the new neural pathway through to mastery • Developing trusting relationships (that help, support and encourage each step above) (from Richard Boyatsis (2004) Leaders ‘Intentional Change Model’) based on his Theory of Self-Directed Learning, in Goleman, D., Boyatzis, R., McKee, A., (2002) The New Leaders We believe that responsibility for learning lies with each individual and school through a range of contexts and opportunities, also including the effective use of ICT. • Courses/ conferences / staff meetings/ training days • Opportunities to observe practice in action, eg. Interactive Training Days • Shadowing & Peer Coaching • Adviser/ Consultant/ Leading Teacher/ Advanced Skills Teacher/ service support • Learning Networks • Research –individual or collaborative reflection
  11. 11. • Accreditation opportunities • Performance Management, supervision and action learning sets Activities to support school workforce development in Newcastle Local Authority:- 1. Removing the barriers to training and development a) To provide better access to training and development information through: • Consultation- Advisory Teaching Assistants, Advisory Technician and Administrative Staff and Unison Union Learning Reps to consult with all workforce groups and signpost opportunities. • Audit training needs of the workforce through a variety of means; eg. NAPTA profiling, on-line consultation, networks, conferences and questionnaires. • Mapping of local provision of training providers and accreditation opportunities onto qualification framework for whole school workforce, available on ( • Liaison with local providers to provide flexible learning packages, eg. e learning, part-time modular courses, work based learning, flexible and transferable credit system between institutions and departments. • Web based 'Career Pathway' as an on-line information source for Heads, teachers and support staff, with mapped out coherent training and development opportunities (, as well as supporting leaflets and posters. • Web based on-line search & booking facility for local authority training and development opportunities for schools ( • Promote an entitlement for Performance Management for all Support Staff - exemplar documents available on • Provision of workforce development advice by the School Workforce Team, and promoting, developing and supporting new roles such as HLTA’s and Bursars. b) To help schools to unlock resources and access funding through: • Work with the LSC to help schools access funding for school support staff in order to acquire Basic Skills in Literacy, Numeracy, & ICT to progress towards level 2 qualifications or above. • Work with LSC to make financial provision more responsive to schools and help them gain from support, eg. apprenticeships, Level 3 funding • Identify barriers that prevent schools from unlocking existing resources or accessing additional funding streams from a variety of sources. c) To promote the integration of support staff development into whole school strategic planning: • Work with schools, Children’s Strategy Workforce Team, Advisory Support Team and Unison Union Learning Reps to seek out best practice in whole school development planning and effective teamwork and explore how these can be incorporated into management development programmes. • Help schools identify development needs and audit current skills and knowledge through NAPTA Profiling and support the use of the data and identification of training needs in Performance Management systems. • Use outcomes of Performance Management and LEA NAPTA data, school workforce and CPD consultations to inform identify future training needs.
  12. 12. • Identify and disseminate information on the benefits and costs to schools of a well- trained and remodelled workforce. 2. Improving the supply of training and development a) Ensure that training is available to meet the development needs of the wide range of support staff by: • Drawing on local knowledge and consultation data to identify skills gaps and the development needs of support staff • supporting schools to identify and improve Basic Skills in literacy, numeracy and ICT skills across the workforce, and develop qualification units for staff working with data and IT systems. • Further develop links with a range of providers (multi-agency consortium approach) eg. Newcastle College, PPD (Universities), Corporate Training, Health, Social Services & Leisure, Youth Services & voluntary bodies. • Work with key local providers to monitor & evaluate impact and for quality assurance. • Continue with SIS/ SEU Course & Training Development Book/ web provision and broaden range of opportunities, liaising with all wider services for generic training and accreditation, eg. leadership. • Build capacity within schools, such as supporting in-house NVQ assessors and opportunity of leadership development for success planning. • Promote the principles and material produced by the Primary National Strategy including Primary Strategy Learning Networks. • Continue to work with providers of initial teacher training to ensure that newly qualified teachers are well prepared to work with an increasing range of colleagues in schools. b) Work with school staff, workforce and remodelling team, Advisers, HR and Worklife Balance Manager to continue to address recruitment and retention issues. • building the Common Core of Skills and Knowledge for the Children's Workforce into revised support staff introductory materials and support staff induction training • supporting the implementation of a national training programme for behaviour and attendance management • targeting specific actions at particular staff groups eg. for higher level teaching assistants (HLTAs), Bursar Development Programme, Fasttrack Programme & NPQH. • Promotion of new roles, Career Pathway, leadership development, performance management and qualifications framework for all school staff, in the context of Children's Workforce Strategy. c) Ensure that more training and development is delivered in a way that meets the needs of schools and support staff by: • evaluating models of training delivery to ascertain which are the most effective • identifying the partnerships between schools, local authorities and training providers that support high quality delivery • encouraging the expansion of training providers that can deliver flexible, high quality training and assessment tailored to meet support staff needs, eg. e learning, part-time modular courses, work based learning, flexible and transferable credit system between institutions and departments
  13. 13. • evaluating new vocational qualifications (level 2) and developing these so that they encourage progression and more fully meet the needs of staff. 3. Strengthening the quality of training and development a) Develop a local framework of skills and competencies required to meet current and future workforce needs by: • mapping support staff job roles against training and qualifications to produce guidance for headteachers and school staff • greater use of national occupational standards (NOS) for whole workforce in identifying training and development needs, eg. NVQs, Performance Management • identifying and prioritising other job roles that require tailored career progression frameworks, eg. pupil support workers • working with the Association for Science Education to promote and support a career progression framework for science technicians • mapping information and communication technology (ICT) qualifications for the school workforce and building an ICT career progression framework b) Support improvements that assure the high quality of training and development by: • investigating methods of improving the quality of training and development for all school support staff • evaluating the effectiveness of the teaching assistant induction materials and training model to inform induction provision, and develop generic induction for all workforce • promoting the school bursar development programme and developing strategies for long term development • continue to support and promote quality HLTA training and assessment, working with partners to disseminate good practice in terms of deployment • Refine systems for the evaluation of training and development opportunities and impact. c) Seek ways to increase the impact of training and development on day to day practice by: • looking at the conditions under which effective training and deployment of support staff can take place and have maximum impact on day to day practice • disseminating case studies and examples of effective working and training practices between teachers and support staff. • more coherent information about the development pathways for support staff, including specially developed websites aimed at school staff • opportunities for local, regional and national discussions with representatives of the TTA, LSC, NRT, Local Authorities and Trade Unions (TUs).
  14. 14. HW 6/06 Useful Websites •The Department for Education and Skills (DfES) • The Employers Organisation for local government (EO) • The National College for School Leadership (NCSL) • The National Remodelling Team (NRT) • The Office for Standards in Education (Ofsted) • The Qualifications and Curriculum Authority (QCA) •The Teacher Training Agency (TTA) • Workforce Agreement Monitoring Group (WAMG) • Every Child Matters • Children's Workforce Development Council (CWDC)
  15. 15. HW 6/06 Future Do we need to do something radically different to meet the needs of all our young people? A change in emphasis? Support for Childcare- New Early Years & Childcare, Out of apprenticeships Leadership at all Hours Wokers, Creche Workers levels etc Future School Support for Workforce now Pupils- Learning Mentors, Pupil Support Workers, Lead Professional & multi- Increased agency contribution support of Support Staff to learning and care, eg. midday Strengthen supervisors, Organisational site staff, Management- kitchen staff Bursars, Finance Administrators, Premises Managers, Community Managers
  16. 16. HW 6/06
  17. 17. Teachers’ Career Pathway ( or contact Helen Walker on 0191 2115391 Teachers Career Accreditation Options for the Individual Opportunities available in your school Opportunities available Opportunities Other opportunities Opportunities through Stage & possible Opportunities through links with other available through provided or brokered by external bodies and through progression route leading to schools & Programme for the LA National programmes (NP) additional establishments Support for School qualifications Improvement QTS Standards Join a Professional Association Schools NQT induction programme Visit similar schools NQT Package Discussions with LA Professional Association Graduate Teacher Start a Professional Portfolio Observation of colleagues Visit different schools or a Attend Subject specific subject/Link advisers Programme Programme ( Observation by colleagues different KS ourse through SSI Work with strategy Graduate Teacher Programme Fast Track Teacher onaldevelopment) Being Mentored Observe teachers in other brochure consultants Programme Develop a personal learning plan In-class support schools k/sd/academic/sches/ed Develop a Career plan Arrange an out of school visit for pupils ‘Best Practice’ visits to ucation/gtp/? Newly Qualified Look at resources in your school Plan with other colleagues other schools view=Standard Teacher Visit local educational venues and Join local NQT networks Fast Track Teacher National Induction museums Programme Standards k/ 2ND & 3rd Year Maintain a Professional Portfolio – Personal research / development time Visit Beacon/Specialist Early Professional Take part in LEA Project/ Take part in Certificate, Teachers A partnership with Record, Reflect, Analyse, Self- Shadow colleagues / middle managers schools Development Package Working Groups Diploma or Masters Degree Threshold the General evaluate and Plan your CPD Membership of a school working party Paired work with programmes run by Higher Standards Teaching Council Attend local association meetings Working with a learning / study team similar/dissimilar schools Provide case studies / Education Join a Subject Association Arrange an out of school visit for pupils Share practice with other Attend other courses teaching materials for LEA Take part in regional Specialist Use on-line and distance learning Plan and lead an assembly schools through SSI brochure website networks Undertake personal research Observe demonstration lessons Cross-phase working and Take part in Higher Education Product, analyse and Plan with other colleagues partnerships Access support from a networks or research groups Interpret pupil data Develop new resources or a display Membership of Lead teacher or AST Evaluate own teaching strategies Develop a model policy Cluster/EiC/EAZ groups Continue to develop your ICT skills Presentation to Governors Best Practice visits to other Seek support for Threshold schools ( Working with learning / evelopment) study team Team teaching & planning 4th & 5th Year Maintain a Professional Portfolio – Teaching Focus Membership of cluster / Attend other courses Access the PPD Masters Take part in ‘leading from the Teachers Record, Reflect, Analyse, Self- Work with a Mentor, or Mentor a junior EiC working parties through SSI brochure Module towards a Med Middle’ evaluate and Plan your CPD colleague Membership of same Become a Lead teacher or Threshold Develop your self-evaluation, Be coached by a more experienced phase or cross-phase AST s/lftm/ Standards observation and peer review skills colleague working group Access the Well-being Advanced Skills Seek feedback from pupil Team teach with a junior colleague Make inputs to cluster programme Take part in Certificate, Teacher Standards Develop mentoring and coaching Work with an Artist in Residence groups and working parties Undertake a ‘Teacher Diploma or Masters Degree skills Attending / deliver Master classes Take part in teacher Placement’ programmes run by Higher Take part in on-line discussion Shadow a colleague or middle manager exchanges Attending subject Education – Generic groups Lead a school training programme Short term secondments to moderation meeting Leadership, or subject specific, Undertake classroom Action Study/evaluate lessons with colleagues other schools Membership of LEA PPD Research Evaluation behaviour strategies Specialist interest groups Read academic and professional Access LEA web info journals choolsextranet
  18. 18. Middle Leadership Become an exam marker / Leadership & Management Focus Visit Beacon / Specialist Middle Leadership Access the PPD Masters Lead or take part in a school Provides Professional Recognition and credits towards a Masters Degree for your learning gained through work on school improvements. Progress is through six stages from: moderator Work with range of agencies schools Package Module towards a Med focussed Teacher International Subject Become a governor representative Meet with parents Best practice visits Become a Lead teacher or Professional Development Leader/Coordinator / Contribute to academic Chair meetings Support colleagues in AST Take part in ‘Leading from the Head of Department professional Take part in, or observe a job interview other schools CPD Leaders Attend subject conferences Middle’ SENCO Journals, web-sites or books Be observed and receive feedback from Lead Cluster / EAZ INSET Development Package Attend networks for HODs/ Take part in ‘Women into Pastoral Leader Become a Union representative SMT Days Co-ordinators Leadership & Management’ Head of Faculty Research NCSL – National College Support/team teach with junior Other courses through Make presentations at Take part in Certificate, for colleagues SIS brochure conferences and meetings Diploma or Masters Degree National Subject School Leadership website Lead a department training session Attend networks for: Access web based programmes run by Higher Leader Standards Attend local Professional Shadow a colleague/middle HODs/Co-ordinators information Education National SENCO & Association manager/SMT Input to HODs / Co- Contribute to an LEA Access training / conference Specialists Meetings Lead a school focussed TIPD – Teacher ordinators meetings conference provided by the wide range of Standards Attend local GTC meetings International Professional Development local and national providers, Threshold Manage a network, video or emailing and professional associations Standards conference Take on a new role NCSL – Emergent Lead a school working party/project Leader group Advanced Skills Lead a school INSET Day Teacher Maintain a Professional Portfolio – Coaching a colleague Best practice visits across Plan and deliver Attend AST network Advanced Skills Record, Reflect, Analyse, Self- Develop a model policy the LEA aspects of SSI meetings Teacher Standards evaluate and Plan your CPD Support junior colleagues Work with other Participate in CAP Attend and support Produce a Professional Profile for Lead a working group teachers/departments activities networks meetings for use with schools Run Master classes for teachers CPD Co-ordinators, Develop an Outreach record Presentation to governors or other SENCO, NQT Co- Develop an Evaluation record stakeholders ordinators, KS strategies. Fellow of the GTC
  19. 19. Leadership Team Maintain a Professional Portfolio – Shadow a Headteacher and/or deputy Receive coaching from Attend local Deputy Heads Apply for NPQH training Member Record, Reflect, Analyse, Self- Coach a HoD or subject Co-ordinator cluster colleagues Attending courses in networks & conferences Deputy / Assistant evaluate and Plan your CPD Attend/make presentations to Governors Visit Beacon / Specialist SIS brochure. Lead a quality initiative in s/npqh Head meetings schools school: IIP, EFQM Attending Leadership National Standards Acting Headteacher in heads absence Become a member of an Conferences for Headteachers Take an assembly, rotate roles LEA Task / Working / Attend University Leadership Take responsibility for a budget Steering / Planning group events NCSL – Established Organise a whole school event Discussions with a Link Take part in Diploma or PPD Leader Performance Management Team Leader adviser Masters Degree programmes run by Higher Education New Headteacher Maintain a Professional Portfolio – Be mentored by an experienced head Visit other schools locally / Headteachers Attend LEA Headteacher Access National College for National Standards Record, Reflect, Analyse, Self- Host visits for other headteachers regionally Induction Package 1 Conferences School Leaders (NCSL) for Headteachers evaluate and Plan your CPD Access private sector day consultancy Take part in a Networked programmes: Join a Professional association Leadership programmes Attend LEA’s New Learning Community - Headteacher Induction NCSL – Entry to Join a Leadership Association e.g. through local EAZ Heads’ Network Become a member of an Programme – HIP Headship BELMAS LEA Task / Working / (Headlamp) Steering / Planning group - Research Associates - Leading Edge Seminars Headteacher – Maintain a Professional Portfolio – Learn from work with ASTs/Lead Be a Mentor or Consultant Headteachers Join a Collaborative Headteachers into industry Experienced Record, Reflect, Analyse, Self- teachers to a new Headteacher Conference Leadership Learning Leadership Programme for National Standards evaluate and Plan your CPD Host visits for other headteachers Visit other schools locally / Package 2 day Group Serving Heads (NP) for Headteachers Become a NCSL Consultant Host leadership networks regionally conference Become a member of an On-line communities – Talking Leader Coach your leadership team Exchange with a partner LEA Task / Working / Heads NCSL – Advanced school Be a Consultant to a Steering / Planning group Headteacher International Leader School in Challenging Become an Associate Placement / Visit NCSL – Consultant Circumstances Headteacher OFSTED self-evaluation or Leader inspector training Become an External grammes Consultant or Adviser or SIP
  20. 20. Learning Support Staff Career Pathway ( or contact Helen Walker on 0191 2115391, or Judith Reed/ Pat Robinson on 0191 2774483 Classroom Support Staff Career Expected What can I What might my role include? What opportunities What LA programmed Stage qualifications/ do?/accreditation are there for me to training opportunities are requirements opportunities link with other there? schools/colleges? • Basic • Basic Skills L2 in • Assisting class teachers in basic administrative tasks i.e. • Local Teaching • Induction for Support Staff Level 1 literacy/ numeracy Literacy, Numeracy & ICT • displays, copying, record keeping Supporting pupils’ learning as directed by class teacher Assistant networks • Course search on Newcastle Schools skills • Enrol on an NVQ level 2 • Encouraging pupils(s) to stay on task • Training • Teaching Assistant Level 1 Extranet • www.newca course for Teaching • Supporting positive behaviour opportunities as • Care Assistant Assistants part of local • Assisting with supervising pupils at break time oolsextranet • Resource Assistant ifelonglearn • Start a professional school cluster • Having a basic understanding of SEN as defined in the SEN • Nursery Assistant ing portfolio groups code of practice • NAPTA profiling scheme • Taking part in the school’s performance management for all Teaching Assistants programme and other staff to identify • CRB • Assisting in the domestic care and general welfare of pupils in strengths and areas for clearance respect of toileting and changing; at meal times; and using development (enhanced specialist equipment where necessary (for which relevant disclosure) • Basic ICT training will be provided if required). • First Aid Basics • Attending staff meetings when appropriate • Undertaking in-service training • Support Staff Conference • Understanding the roles and responsibilities of others • Child Protection Training • Level 2 • TA NVQ 2 • Enrol on an NVQ level 3 course for Teaching • • Entering pupil data using ICT Updating pupils records • Memberships of TA cluster groups • 4 day induction training • Teaching Assistant Level 2 • CRB • Assistants Open University • Contributing evidence to planning and production of IEP • NVQ training delivered at • Training courses SEN and clearance • Preparing and maintaining teacher support materials Behaviour Management Specialist Teacher • Contributing to the assessment of pupils cluster schools (enhanced • ELS, ALS, FLS Assistant Certificate • Liaise effectively with parents/carers • Other training disclosure) • Springboard mathematics (STAC) • Taking part in the school’s performance management opportunities • ILM Level • Support Staff Conference • NCFE Certificate for programme through local 2/3 • Child Protection Training Special Needs Assistants • Attending staff meetings when appropriate networks • Maintain a professional • Undertaking in-service training • Observe good portfolio • Understanding the roles and responsibilities of other practice in other schools
  21. 21. Classroom Support Staff Expected What can I What might my role include? What opportunities What LA programmed Career Stage qualifications/ do?/accreditation are there for me to training opportunities are requirements opportunities link with other there? schools/colleges? Level 3 • NVQ3 • Enrol on the Families, • Applying considerable knowledge and understanding of the curriculum, age range or SEN • Attend a Teaching • Performance Management for new Team Leaders of • • NNEB learning & Beyond Teaching Assistant • Using specialist knowledge to support pupils Assistant Teaching Assistants • CACHE Degree • Level 3 Cover Supervisor Diploma • Apply for HLTA status • Supporting the senior management team in deployment of TA levels 1/2 Support Group network for • Support Staff Conference • BTEC via one of the routes Teaching • Preparation for HLTA • Learning Mentor • Co-ord.relevant information for IEPs (Childcare and available Assistant • Including SEN/ ICT/ • Nursery Nurse • Taking part in the school’s performance management programme Education) • Maintain a professional Leaders T&L/Behaviour support portfolio • Attending staff meetings when appropriate • CRB Clearance • Participate in (Application system and (enhanced • Undertaking in-service training customised training for • Understanding the roles and responsibilities of other network training disclosure) • Observe practice those close to the standard). in local schools • Child Protection/ • Train a safeguarding training volunteer/ apprentice Level 4 • HLTA 3 day assessment • NVQ towards HLTA units • Graduate Teacher Programme • Making a significant contribution to teaching and learning in the classroom • Local HLTA/ ( TA/ LSU choolsextranet/ click on • Higher level • • HLTA NVQ 3+ • • Under the direction and supervision of a class teacher, taking whole classes Networks school workforce then /sd/academic/sches/edu • Visit and remodelling) Teaching Assistant • Foundation • Planning own role in lessons cation/gtp/? observe practice • Local HLTA Networks (HLTA) Degree • Participating in planning, monitoring and assessment arrangements view=Standard in similar • Common Assessment • • Senior Learning Mentor Nursery Manager • Degree (eg. • Teaching • in partnership with the class teacher Understanding assessment procedures and evaluating pupils’ schools Framework Training- Families, • progress in a range of assessment activities • Attend Subject become a lead professional Learning and Network groups • Professional Associate • Line managing the planning and direction of work of teaching • Support Staff Conference Beyond) Programme assistants. • Train a • CRB Clearance volunteer/ • Fast Track Teachers • Taking part in the school’s performance management programme (enhanced apprentice disclosure) Programme • Attending staff meetings when appropriate • Maintain a professional • Undertaking in-service training portfolio • Understanding the roles and responsibilities of other
  22. 22. Administrative Staff Career Pathway ( or contact Helen Walker on 0191 2115391/ Linda Cain on 2774483 Administrative Staff Career Expected What can I What might my role include? What opportunities are there What LA programmed training Stage qualifications/ do?/accreditation for me to link with other opportunities are there? requirements opportunities schools/colleges? • Basic literacy/ • RSA 1-4 • Updating records, • Local Admin/ SIMS • NAPTA profiling scheme for numeracy skills • Adult Basic Skills • Taking part in the school’s networks all Support Staff to identify Level 1 • www.newcastle.g • Enrol on NVQ Level 2 performance management • Training opportunities as strengths and areas for Business & programme part of local school cluster development • Administrative Assistant ning Administration • Attending staff meetings when groups • Support Staff Induction • Business • Start a professional appropriate Training Administration NVQ Level 1 portfolio • Undertaking in-service training • Basic ICT & SIMs training • Understanding the roles and • First Aid Basics • CRB clearance responsibilities of others (enhanced • Child Protection/ disclosure) Safeguarding/ CAF Training • Corporate Training Programmes 2.nsf/a/AZTrainingCourses Level 2 • Business Administration • Enrol on an Business • • Entering pupil data using ICT Liaise effectively with • NVQ training delivered at cluster schools • • Support Staff Conference Child Protection Training Admin NVQ Level 3 NVQ Level 2 parents/carers • Other training • SIMS Training • • Maintain a Administrative Assistant • Support Staff VQ • Taking part in the school’s opportunities through local (0191) 211 5429 professional portfolio Level 2 performance management networks • ILM Level 2/3 programme • Observe good practice in • CRB clearance • Attending staff meetings when other schools (enhanced appropriate disclosure) • Undertaking in-service training • Understanding the roles and responsibilities of other Level 3 • Customer • Enrol on Buisness • Applying considerable knowledge • Participate in network • Performance Management for Services NVQs Administration NVQ and understanding of the school and training/ conferences new Team Leaders • Administrative Assistant • Business Admin • Level 4 Maintain a • community Managing recors, • Observe practice in local schools • • Support Staff Conference Child Protection/ safeguarding Level 3 professional portfolio • Taking part in the school’s • Train a volunteer/ training • Support Staff VQ Level 3 performance management programme apprentice • Course search on Newcastle • Business Schools Extranet • Attending staff meetings when Qualification appropriate through NBA extranet • Undertaking in-service training • SIMs training • Understanding the roles and ut.asp responsibilities of other • CRB Clearance Level 4/ 5 • Supporting the head and senior • Local Admin/ SIMS Networks • IAM • NCSL Bursar management team • Local Bursar/ Exam • Common Assessment • Administrative Officer Qualification Programme – Diploma • Making a significant contribution to Officer Networks Framework Training- become • Finance Officer Through NBA in School Business school and financial management • Visit and observe practice a lead professional • Bursar • Exams manager Management • Line managing the planning and in similar schools • Support Staff Conference • BA (Hons) direction of work of other support • Train a volunteer/ • SIMs training Admin ammes/dsbm/ staff/ colleagues apprentice Management m • Taking part in the school’s (Sheffield) • Maintain a performance management • MBA (Bursar professional portfolio programme Degree) • Professional Associate • Attending staff meetings when Programme appropriate