Translate the text from Welsh to English.



 
Yn fy Natganiad Ysgrifenedig i'r Cynulliad ym mis Chwefror, dywedais fod angen inni, yma yng Nghymru, godi safonau perfformiad i bawb, fel bod pob un yn cyflawni ei botensial. Er mwyn bodloni'r amcan hwn, rhaid inni gynhyrchu athrawon medrus iawn, sydd â gwybodaeth drylwyr am amrywiaeth o strategaethau ar gyfer gwella deilliannau; sy'n deall y theorïau a'r cysyniadau sydd wrth wraidd y strategaethau hynny; ac sydd, o ganlyniad, yn gallu sicrhau bod dysgu ac addysgu mwy effeithiol yn digwydd yn yr ystafell ddosbarth.

 Ni ellir cyflawni hyn drwy Hyfforddiant Cychwynnol Athrawon yn unig. Rhaid i athrawon barhau i ddatblygu ac ymestyn eu sgiliau a'u gwybodaeth wedi iddynt gael eu penodi i swydd. Dylai diwylliant o ddysgu gydol oes, myfyrio ac ymchwilio ddod yn rhan annatod o'r proffesiwn addysgu. 

 Yn ôl yr adolygiad o Safonau Proffesiynol, Rheoli Perfformiad a Datblygiad Proffesiynol, a gafodd ei gwblhau yn 2010, mae’r ffordd y mae'r trefniadau ar gyfer y Cyfnod Ymsefydlu a Datblygiad Proffesiynol Cynnar (EPD) yn cael eu dehongli, a'u rhoi ar waith, yn ogystal ag ansawdd y trefniadau hynny, yn amrywio'n fawr ledled Cymru. Er bod llawer o ysgolion ac Awdurdodau Lleol yn sicrhau bod Athrawon Newydd Gymhwyso (ANG) ac athrawon EPD yn cael profiad o ansawdd uchel, roedd yr adroddiad yn dangos hefyd nad oedd anghenion athrawon sydd newydd ddechrau ar eu gyrfa yn cael eu nodi na'u bodloni'n ddigonol mewn ysgolion ac Awdurdodau Lleol eraill.

 Yn fy araith ym mis Mehefin, dywedais ein bod yn ystyried amrywiol opsiynau ar gyfer cyflwyno elfen ar lefel Feistr i'r fframwaith datblygiad proffesiynol yr ydym yn ei lunio ar gyfer athrawon. Rwy'n falch o gyhoeddi yn awr, o fis Medi 2012 ymlaen, y bydd pob ANG yn cael y cyfle i ddilyn rhaglen Feistr fel rhan o'u Cyfnod Sefydlu a'u EPD.  

 Bydd cyflwyno cymhwyster Meistr ar gyfer athrawon sydd wedi cyrraedd y cam hwn yn eu gyrfa yn helpu i fynd i'r afael â'r anghysondeb yn ansawdd y Sefydlu a'r EPD y mae athrawon yn eu cael ledled y wlad. Bydd hefyd yn gam cadarnhaol tuag at leihau'r amrywiad rhwng ansawdd athrawon a deilliannau dysgwyr mewn ysgolion unigol, a rhyngddynt.

 Rydym wedi gweithio gyda'r Athro Alma Harris i gynllunio rhaglen dair blynedd sy'n hynod ymarferol. Bydd y rhaglen hon yn cynnig achrediad ar sail gweithgareddau ac ymchwil weithredu, yn hytrach na dibynnu ar ddull academaidd, traddodiadol, a addysgir. Wrth gynllunio’r rhaglen, rydym wedi ymgynghori ag arbenigwyr o amgylch y byd. Rydym wedi cael llawer o gefnogaeth gan Michael Fullan, Athro Emeritws yn Sefydliad Astudiaethau Addysg Ontario, ym Mhrifysgol Toronto; Andy Hargreaves, Deiliad Cadair Thomas More Brennan yn Ysgol Addysg Lynch, Coleg Boston; Dylan Wiliam Athro Emeritws Asesu Addysgol, y Sefydliad Addysg; Ben Levin (Dirprwy Weinidog Addysg Talaith Ontario gynt), sydd ar hyn o bryd yn Athro Addysg ym Mhrifysgol Toronto; a'r Athro David Reynolds o Ysgol Addysg Southampton, Prifysgol Southampton.  

 Modiwlau datblygu, a fydd yn cael eu datblygu ar sail tystiolaeth gyfredol o ymarfer effeithiol yng Nghymru ac ar draws y byd, fydd elfennau allweddol y rhaglen Feistr. Bydd y rhain yn canolbwyntio ar y tair blaenoriaeth genedlaethol a nodwyd gen i: sef llythrennedd; rhifedd; a lleihau effaith tlodi ar gyrhaeddiad. Cânt eu seilio hefyd ar dri maes craidd arall sydd wedi eu nodi fel blaenoriaethau ar gyfer ANG: anghenion dysgu ychwanegol; rheoli ymddygiad; ac ymarfer myfyriol.

 Rydym wedi rhannu rhestr y chwe maes craidd mewn trafodaeth ag Estyn, sy'n cytuno mai’r rhain yw’r union feysydd y dylai athrawon ganolbwyntio arnynt wrth ddatblygu eu hymarfer.

 Bydd adnoddau ar\-lein o ansawdd uchel ar gael i gyd\-fynd â’r cymhwyster Meistr. Byddant i’w cael ar wefan newydd, sy'n cael ei datblygu gan Lywodraeth Cymru ar hyn o bryd, ar gyfer ymarferwyr mewn ysgolion. Byddwn yn sicrhau bod yr adnoddau hyn o'r ansawdd uchaf, a'u bod yn seiliedig ar yr ymchwil ryngwladol ddiweddaraf. Bydd panel sicrhau ansawdd yn cael ei sefydlu i gefnogi'r gwaith o ddethol a dewis yr adnoddau hyn.

 Mewn gwirionedd, nid yw'r cymhwyster Meistr ei hun mor bwysig â'r profiadau ar lefel Meistr y bydd yr athrawon yn eu cael gydol y rhaglen. Ymhlith y profiadau hynny bydd cyfle i weithio fel rhan o Gymuned Ddysgu Broffesiynol (PLC), a fydd yn canolbwyntio ar y chwe maes craidd a amlinellwyd uchod. Bydd yr athrawon hefyd yn cael tiwtor Meistr, a fydd yn eu hyfforddi a’u mentora am gyfnod.

 Ar hyn o bryd, ni fydd y cymhwyster Meistr yn orfodol. Bydd y rhaglen yn cael ei gwerthuso'n fanwl cyn penderfynu a ddylai'r cymhwyster ddod yn orfodol.  
   
Wedi i'r cymhwyster Meistr ar gyfer Sefydlu ac EPD gael ei gyflwyno ym mis Medi 2012, bydd cymwysterau Meistr yn cael eu datblygu ar gyfer ymarferwyr sydd wedi cyrraedd camau gwahanol yn eu gyrfa, ac ar gyfer y rheini sydd ag uchelgais i ymgymryd â rôl arwain yn benodol.

 Llywodraeth Cymru fydd yn cynllunio'r cymhwyster Meistr, a hi fydd perchennog y cymhwyster. Ar hyn o bryd, mae’r broses o sefydlu panel o arbenigwyr i weithio gyda ni i gynllunio cynnwys y rhaglen yn mynd rhagddi. Cyn hir, byddwn yn cychwyn ar ymarfer tendro i benodi corff a fydd yn achredu'r rhaglen newydd, gyffrous, hon.   








Translation:


 
In my Written Statement to the Assembly in February I stated that, in Wales, we need to raise standards of performance for all, so that all can reach their potential.  To realise this objective we need to produce highly skilled teachers who have a thorough knowledge of a range of strategies to improve outcomes; who understand the theories and concepts that underpin these strategies; and who, as a consequence, are able to deliver more effective teaching and learning in the classroom.


This cannot be achieved solely through Initial Teacher Training – teachers need to continue to deepen and broaden their skills and knowledge once in post. We need to embed a culture of lifelong learning, reflection and enquiry into the teaching profession.


The review of Professional Standards, Performance Management and Professional Development that was completed in 2010 revealed that the interpretation, quality and implementation of the arrangements for Induction and Early Professional Development (EPD) varied widely across Wales. It also showed that although many schools and Local Authorities ensured a high quality experience for their Newly Qualified Teachers (NQTs) and EPD teachers, there were others where the needs of beginner teachers were not identified or addressed sufficiently.


In my speech in June I stated that we were looking at a variety of options for introducing a Masters level element into the professional development framework that we are constructing for teachers.  I am now pleased to announce that, from September 2012, all NQTs will have the opportunity to follow a Masters programme as part of their Induction and EPD. 


Introducing a Masters at this point in a teacher’s career will help to address the inconsistency in the quality of Induction and EPD that teachers receive across the country. It will also provide a positive step towards reducing in\-school and between\-school variation in teacher quality and learner outcomes.


We have worked with Professor Alma Harris to design a highly practical three year programme which will gain accreditation based on activities and action research rather that a traditional taught, academic approach.  We have consulted with international experts on the programme design and there has been strong support from Michael Fullan Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto, Andy Hargreaves Thomas More Brennan Chair in the Lynch School of Education at Boston College, Dylan Wiliam Professor Emeritus of Educational Assessment, Institute of Education, Ben Levin (previously Deputy Minister of Ontario) and currently Professor of Education at the University of Toronto and Professor David Reynolds at the Southampton Education School, University of Southampton. 


The key elements of the Masters programme will be development modules built upon current evidence of effective practice drawn from Wales and throughout the world. These will be focussed on the three national priorities that I have set out  – literacy; numeracy and reducing the impact of poverty on attainment; as well as three additional core areas that have been identified as priorities for NQTs \- additional learning needs, behaviour management and reflective practice.


We have shared the list of six core areas in discussion with Estyn, who agree that these are the right areas for teachers to focus on in developing their practice.


The Masters will be supported by a range of high quality online resources which will be hosted on a new website that the Welsh Government are currently developing for school based practitioners.  We will ensure that these resources are of the highest quality and based on the latest international research.  A quality assurance panel will be established to support the identification and selection of these resources.


The Masters qualification is, in fact, less important than the Masters\-level experiences that the teachers will undergo throughout the programme.  These experiences will include working as a part of a Professional Learning Community (PLC) focussing on the six core areas outlined above, and periods of coaching and mentoring from a dedicated Masters tutor.


The Masters qualification will not be made mandatory at this stage.  Detailed evaluation of the programme will be undertaken before any decisions are made on making the qualification compulsory.  

   

Following the introduction of the Masters for Induction and EPD in September 2012, Masters qualifications will be developed for practitioners at different stages in their career, particularly for those aspiring to a leadership role.


The Masters will be designed and owned by the Welsh Government.  We are in the process of setting up a panel of experts to work with us to design the programme content and we will shortly be commencing a tendering exercise to appoint a body who will provide the accreditation for this exciting new programme.