In his seminal book of the same name, Simon Sinek exhorts us all to ‘start with why’ – to understand your purpose, your reason for existing – before you decide anything else. Perhaps inevitably, with the change in government, a change in leadership here at the TDT, and an uncertain future ahead for the sector, we’ve been pondering that question in more depth than usual.
On the face of it, we know very clearly what our ‘why’ is – we were founded and have dedicated the last twelve years to promoting effective professional development for those working in education, mainly teachers and school leaders. We have done this because there is a strong body of evidence that shows the biggest in-school factor influencing outcomes for children is the quality of teaching which in turn is supported by effective leadership. Effective continuing professional development is a key component of both of these things.
But this ‘why’ could apply to maybe hundreds of other organisations – to lead providers like us of the NPQs, or those delivering the ECF; to those offering initial teacher training; to large organisations and sole traders offering support for inset days or responding to a coaching request; to hundreds of deliverers of continuing professional development of all kinds and qualities.
So we’ve been pushing further. Why us? What is it that the Teacher Development Trust can strive to do better than anybody else? What is that only we can do?
As we have looked back on the last twelve years, we conclude that we have been at our most impactful – at our most distinctive – when we have maintained a clear-sighted focus on advocating for more effective professional development for teachers and school leaders, on integrating the research base and sharing our findings, and on providing direct support to schools to help them make the best decisions about the professional development of their staff. We have published a number of reports that have influenced wider thinking and decision making far more powerfully than the direct delivery of courses.
We are of course proud of our work in delivering NPQs, not least that we were the first provider to be awarded an ‘Outstanding’ grade by Ofsted, but we have always known that we are one amongst many. The prescriptive nature of any government framework also limits our ability to deliver NPQs in a truly distinctive way and to act openly as a critical friend when it comes to considering the content and delivery mechanisms of NPQs.
In other words, in delivering NPQs or bidding to deliver the ECF, the most we can hope for is to be the best amongst all of the lead providers. That is what we have striven for and believe we have come close to, not least because of the efforts of the amazing delivery partners and facilitators we have been privileged to work with. But that isn’t the same as knowing that we are genuinely supporting schools to make the best choices for their staff. We have a vested interest in promoting NPQs, even when they might not be the best option.
That is an uncomfortable thought, one that has fed a process of reflection that has led us to today’s announcement: we are taking a step back from delivering the so-called ‘golden thread’ government contracts. This means that we will not be delivering NPQs to any future cohorts on the current DfE NPQ framework, and it means that we have withdrawn our bid to become a deliverer of the ECF in the current procurement round.
To be clear, we are committed to supporting all those already on our NPQ programmes, including those who have just enrolled. They will continue to enjoy the high quality course we have offered hitherto. But those recruited this autumn will be the last.
We know it is no small thing to turn away from any potential funding, not least from government contracts that – no matter how lean they are – still bring in revenue. It will mean that we have to adjust for the future.
But that future feels brighter than before, less encumbered, less compromised. We are returning more closely to our ‘why’, to do more of the work that has set us apart, and to be the honest, independent, and open advocate promoting effective professional development for those working in education. We hope that by dropping the weight of responding to the demands of another organisation, it means you will hear more from us, see the impact of our research and advocacy, and feel that we are standing alongside those working in schools as they make the very best decisions they can about how to invest in the professional development of teachers and school leaders across the country.
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