Nearly three-quarters of people responsible for the professional development of staff in schools lack awareness of the range of continuing professional development options available. A culture heavy workloads and poor prioritising is preventing middle managers developing their skills in the children’s workforce. These are key findings from research by the Training and Development Agency for Schools and the Children’s Workforce Development Council.

Graham Holley, Chief Executive of the TDA said: “We know that far too many teachers feel that CPD is something that is done to them, rather than something that is of help to them. Effective CPD comes from having a clear understanding of the skills and attributes each individual needs at each stage of their career development. Performance management can reduce the burden of planning CPD for heads, and helps create personalised CPD for teachers. Teachers themselves tend not to view CPD as extra work when it matches their needs.”

Research by the Children’s Workforce Development Council which is responsible for early years, including childminders, day care workers and nursery teachers, educational welfare, learning mentors and Connexions advisers, foster care, social care and social work, identified barriers to leadership development in middle management. Strategic planning for leadership development is of major concern. The other barriers are access to joint training, funding and making time for professional development.