TDT Advisor Code of Practice

All professional development (PD) providers listed on the TDT Advisor are expected to uphold the behaviours outlined in this code of practice. We reserve the right to review the performance of any provider in respect of its compliance with the provisions of the code.

The code was last updated on 21st November 2012. Key changes have been emphasised in bold

The code

1. Promotion & Communication

The PD provider will:

  • clearly communicate all necessary information to enable potential participants to make informed decisions about the suitability of the professional development opportunities offered. This includes communicating and agreeing, where relevant:
    • the purpose, aims and learning objectives of the PD for users/participants and pupils or students where appropriate,
    • level of prior experience required/ advantageous,
    • stage of development that the programme will help people reach,
    • types of pupils whose learning is likely to improve as a result.
  • provide details of the relevant facilitators, speakers, or authors as well as the details of costs, venues, timings and any terms and conditions of booking,
  • provide details of any follow-up support that is available,
  • indicate and where appropriate agree the demands on participants’ time, including the time that the individual will need to spend before and after the activity on individual and collaborative learning,
  • provide details of assessment procedures to be used if the participants are to be assessed, and
  • provide details of accreditation and routes of progression if appropriate.

2. Delivery

The provider should agree with the individual:

  • use high leverage, research and evidence-based approaches to the delivery and content of the PD,
  • ensure the method of delivery is clearly communicated, is appropriate to the subject matter of the development activity and its aims and supports effective learning during and after encounters with trainers,
  • differentiate delivery to take account of the different needs of the participants and their pupils,
  • in the case of extended PD activity, exercise flexibility to meet the emerging needs of participants,
  • ensure delivery by those with the necessary experience, expertise and skills,
  • help participants to find ways of collaboratively exploring and extending their learning with colleagues where appropriate in order to embed and contextualise new knowledge, and
  • where relevant, ensure the venue is well-prepared, organised, equipped and comfortable, optimising the conditions for learning.

3. Evaluation and Monitoring

The provider will:

  • have in place procedures whereby the school or individual, with the provider, can evaluate the extent to which the PD has been successful in meeting the needs of individual participants and their pupils
  • provide a framework for considering the impact of the PD on outcomes for children and young people,
  • provide participants with the opportunity to comment on the quality of the PD and suggest ways in which it might be improved to meet the aims more effectively. Information gleaned from this exercise must inform future planning and development of the content and delivery of provision
  • monitor the frequency with which the aims and objectives of the PD are met – immediately and after a longer period, and
  • collect evidence about the depth of participants’ engagement and their plans for making use of their learning.