How Successful Are We?
This section provides brief grade descriptions defining the key characteristics of school workforce development under the headings: outstanding, good, satisfactory and inadequate. It can be used in conjunction with school self-evaluation systems to assess the current quality of workforce development against the following criteria and to consider some of the requirements for improvement. The qualities are based on research evidence about good and successful school workforce development.
| Inadequate |
Satisfactory |
Good |
Outstanding |
- Viewed narrowly and largely seen in terms of courses and in-school activity.
- Barely any attempt is made to harness the talents of staff to contribute to the development of others.
- Generally reactive with most colleagues relying on locally-provided training or responding to publicity information.
- No real attempt is made to ensure that the method and approach is the best for the participants involved.
- Little or no awareness of the changing needs and aspirations of the school workforce
- No or little consideration of cost benefits of different approaches
- No opportunities for professional recognition unless done independently.
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- Recognition by much of the workforce that there are different methods to address their needs and aspirations
- Some attempt made to adapt methods to suit the context of participants
- Approaches focus largely on existing needs or career aspirations rather than anticipating new demands
- Some attempt made to match methods to cost-effectiveness including efficient use of in-house expertise
- Workforce development is appreciated but few opportunities for professional recognition.
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- Workforce recognise that there are a range of methods to address training and support
- Explicit attempt to adapt methods to suit the context of individuals and teams and avoid a “one-size-fits-all” approach
- Approaches responsive to the changing roles and responsibilities of schools
- Approaches consider explicitly the best use of school expertise and resources
- Opportunities built in for professional recognition including accreditation for workforce development undertaken with some take-up.
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- Wide recognition amongst workforce of range of different kinds of training and support
- Approaches are personalised to suit the needs of participants
- Approaches recognise and address the changing roles and responsibilities of schools and the wider school workforce
- Methods make use of value-for-money approaches such as effective whole or area workforce development, use of in-house expertise
- Strong encouragement for professional recognition including accreditation and high take up.
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