- Low priority in school. Dependent on initiative of individuals or the occasional team
- Little sense of continual learning and often cynicism with workforce development seen as a barrier to and in competition with school improvement
- Little understanding of roles, functions and contributions of others in school
- Relatively few individuals involved in meaningful development.
- Little or no support from senior leaders, areas and governors
- Resources very limited and rarely earmarked and viewed in isolation from school improvement
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- Many engage in workforce development activities but commitment and involvement varies
- Some impetus from individuals from teams and individuals but much is top-down with only some taking a personal responsibility for their own development
- Reasonable knowledge through school of many of the roles, functions and contribution of the wider workforce
- Ethos focused much more on school or area issues rather than personal development
- Equality of opportunity but not always demonstrated in practice
- Reasonable support from the school leaders and governors
- Knowledge of resources available but only occasionally seen as linked to school improvement resources
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- Strong sense of “learning community” with most of the whole school community involved in workforce development
- Many recognise benefits of effective workforce development
- Many staff have a good understanding of the roles, functions and contribution made by the wider workforce
- Most of the workforce are positive and enthusiastic. A sizeable number show initiative and take responsibility
- Equality of opportunity for most members of the workforce and most understand the basis for priorities
- Support from the school leaders and governors
- Many understand the link with school improvement and the resources available
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- Strong sense of “learning community” with whole school community heavily involved in workforce development
- Benefits of workforce development to school and individual widely understood
- Extensive understanding throughout the school of the roles, functions and contribution made by the wider workforce
- Workforce positive, enthusiastic, show initiative and take responsibility
- Equality of opportunity and transparency
- Strong support from the school leaders and governors who lead by example.
- Workforce development is widely understood to be a well-resourced and fully integrated aspect of school improvement
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