Teachers More equitable provision of CPD, Improved professional support at providing better opportunities to school level, given clear leadership prepare for classroom management and coaching from HTs, and needs and teaching. based CPD provision. PTC/Community More opportunities for children to More opportunities to work with learn in the community given teachers to build a positive ethos and improved teacher skills and motivation continuous improvement of the as educators. learning environment. ESED Better prepared and supported Clarity of mandate inside the teachers, ensuring more children Department on the management of enrol and stay in school, and learn CPD, including liaison with partners. effectively. Partners Protection of historical investment in Emergence of a clear pathway for teacher training, with roll out of the future engagement and technical best approaches province-wide. support in this area for implementers and their funders. Table 9 What are the barriers to delivery? Barrier Risk/Impact Mitigation Strategies Departmental roles are Med/High Prioritise review of the existing organisations and clarify unclear resulting in their roles, identifying a single clear lead on CPD high transaction costs Build skills in the organisation identified to manage and low accountability partners and procurement, as well as deliver CPD in for managing house approaches Publicise the refreshed structure, ensuring all partners are aware of institutional responsibilities Uneven delivery of Med/Med Improve equity of opportunity by inviting teachers from CPD given partners’ hard to reach areas to CPD events in more accessible ability to access parts centres of the province Actively seek out partners who can combine excellent provision with the ability to operate in more areas Possible reluctance Low/High Adopt a phased approach to integrating approaches to from partners to adapt allow for partner planning cycles and current priorities approaches to Hold regular meetings with major providers of CPD to Department priorities outline Departmental priorities and seek advice Possible competition Low/High Hold an early discussion with implementers to agree a between providers to standard policy on per diems and other material benefits attract teachers to Enforce the timely inclusion of partner led CPD work in courses the Departmental calendar by the start of each fiscal year Ensure all partner run courses are conducted outside times when teachers should be in the classroom
Teachers More equitable provision of CPD, providing better opportunities to prepare for classroom management and teaching. Improved professional support at school level, given clear leadership and coaching from HTs, and needs based CPD provision. PTC/Community More opportunities for children to learn in the community given improved teacher skills and motivation as educators. More opportunities to work with teachers to build a positive ethos and continuous improvement of the learning environment. ESED Better prepared and supported teachers, ensuring more children enrol and stay in school, and learn effectively. Clarity of mandate inside the Department on the management of CPD, including liaison with partners. Partners Protection of historical investment in teacher training, with roll out of the best approaches province-wide. Emergence of a clear pathway for future engagement and technical support in this area for implementers and their funders. Table 9 What are the barriers to delivery? Barrier Risk/Impact Mitigation Strategies Departmental roles are unclear resulting in high transaction costs and low accountability for managing approaches Med/High Prioritise review of the existing organisations and clarify their roles, identifying a single clear lead on CPD Build skills in the organisation identified to manage partners and procurement, as well as deliver CPD in house Publicise the refreshed structure, ensuring all partners are aware of institutional responsibilities Uneven delivery of CPD given partners’ ability to access parts of the province Med/Med Improve equity of opportunity by inviting teachers from hard to reach areas to CPD events in more accessible centres Actively seek out partners who can combine excellent provision with the ability to operate in more areas Possible reluctance from partners to adapt approaches to Department priorities Low/High Adopt a phased approach to integrating approaches to allow for partner planning cycles and current priorities Hold regular meetings with major providers of CPD to outline Departmental priorities and seek advice Possible competition between providers to attract teachers to courses Low/High Hold an early discussion with implementers to agree a standard policy on per diems and other material benefits Enforce the timely inclusion of partner led CPD work in the Departmental calendar by the start of each fiscal year Ensure all partner run courses are conducted outside times when teachers should be in the classroom