Welcome to the Learning Framework for the Children's Workforce. This has been developed by a group of Local Authorities in the South West, supported by funding from the Training and Development Agency (TDA).
1.0 :: Introduction to the Learning Framework
Purpose of the Learning Framework
This Learning Framework has been developed to assist in identifying learning opportunities for those who make up the children’s workforce in schools. A highly skilled, well-trained and appropriately qualified workforce is instrumental in achieving the best outcomes for children and young people in our schools.
Children and Young People’s Services (CYPS) aspire to excellence in Continuing Professional Development (CPD) and aim to develop a culture that supports professional learning as both an expectation and entitlement. To support equality of opportunity in CPD this Learning Framework provides a baseline for schools and settings. It is expected that all staff are entitled to and should engage in a process of Continuing Professional Development.
What’s in the Learning Framework?
The Learning Framework outlines a variety of CPD opportunities that should be available, providing staff with a resource to engage in a process of learning and development that will extend their skills and knowledge, whilst contributing to the key objectives of raising standards and levels of achievement in schools.
This document presents a map of the professional development and skills progression opportunities for each of the roles in the children’s workforce in schools. It offers guidelines in terms of actions, activities and opportunities that can be undertaken at the level of the Individual, the School and the Local Authority, together with paths that can be followed via Further Education, Higher Education and national programmes.
The Framework is not a definitive list, as there will be local variations (for example not all qualifications are listed here). However this document describes the kind of opportunities that might be available and accessed by staff at different stages of their professional life, according to the skill-set required for their specific role.
This Learning Framework takes account of the following factors that have a bearing upon issues of professional development:
• Professional Standards for teachers and headteachers
• Teachers’ pay and conditions framework
• The statutory requirements for teacher’s and headteacher’s Performance Management
• National College for School Leadership programmes
• Professional standards for HLTAs
• Occupational standards for the wider school workforce
• The local arrangements for Performance Review and Planning / Appraisal of Support Staff
• DCSF, TDA, NCSL, CWDC strategies and initiatives
How can the Learning Framework be used?
CPD leaders can use the framework to:
• Raise expectations of staff to engage in learning and development activity
• Review their current provision and meet skills gaps
• Recognise learning and development opportunities that cross team and role boundaries
• Inform their school-based CPD programmes, including an appropriate response to the outcomes of Performance Review and Planning / Appraisal
• Develop awareness of opportunities that are external to the school
• Support the embedding of professional / occupational standards for teachers and the wider workforce
• Enable collaborative activities across schools and other agencies
Line Managers can use the framework to support:
• The Performance Management / Appraisal of their staff, by identifying learning opportunities relating to Planning Objectives
• Skills development
• Their understanding of the relationship between CPD, professional / occupational standards, Performance Review and Planning and improved outcomes for Children and Young People
Individuals can use the framework as a resource to:
• Audit their current skills and strengths
• Reflect on their practice and identify areas for development in order to improve their work
• Explore potential professional development opportunities linked to personal and career progression
• Identify possible opportunities for learning and development that will support progress towards Performance Review and Planning / Appraisal objectives
• Identify available paths for the accreditation of their professional development
Generic actions and opportunities
Those working in the children’s workforce in Schools are expected to reflect on their practice in order to improve and to take responsibility for identifying and meeting their professional development needs. The Appropriate Occupational Standards Frameworks (where and when available) for ANY role and the Common Core of Skills and Knowledge should also be used to self-evaluate practice and identify relevant areas for development.
The sections of the Learning Framework that follow identify role-specific CPD activities and opportunities. Underpinning these, there are generic actions and opportunities that apply to all staff – these are detailed on the following page and should be referred to in addition to those specified for each particular role.
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