The paper acknowledges that the effectiveness of training programmes for continuous professional development “will depend on teacher and school regularly identifying targets for development and establishing priorities.
“These targets need to achieve a balance between the needs of the school and the needs and aspirations of the individual.”
The levels of performance that would be expected would vary, the paper adds.
“We would expect to see clear differences in the way the beginning teacher and the teacher with several years’ experience handle aspects of their work, such as teaching pupils to read, maintaining class discipline and assessing pupils’ attainment.”