English: Can I thank Michelle for her questions? Key to the first set of questions is the issue around professional learning and, as I've outlined to previous speakers, there is a comprehensive timeline associated with what we expect to deliver for a national professional learning model, as well as improved initial teacher education. The new teaching and leadership standards are an important part of this, because they quite clearly set out the expectation that we expect teachers to be lifelong learners themselves. They should be the best student in the classroom. I've got no time for somebody who claims that they are the finished article. There is always an opportunity to continue to learn more and to reflect that back in your practice within the classroom. But let's not be - . Let's not mix up teaching standards with issues around professional competency. They are two very, very different things, and there are two very distinct processes for dealing with that. Let's not get hung up that these professional standards are about dealing with issues around professional competency. There is more that we need to do. There is more that we need to do to support staff who are struggling and to ensure they have the opportunity to address difficulties in their performance, and there is more that we need to do to support schools as employers and LEAs if they find themselves in a situation where, despite all best efforts, somebody should not really remain in the classroom, but that is different from the professional teaching standards and the expectations that are set out. I'm glad that Michelle has brought up the issue of the report card and the national annual report, because nobody else has picked up on that, and it is an important new innovation. We've looked at international best practice, and it's all very well holding individual schools to account via a school categorisation model; this is about holding the Welsh Government to account. This is about sitting down on an annual basis to judge where we are as a nation in terms of our education system - yes, in terms of attainment, but also looking at the wider determinants that we're talking about in this document. And it's about that self-reflection as a Government on where we are. If Michelle would like to look at international examples of best practice, I would alert her to the system in Ontario for instance, which we've been learning a lot about. So, this is about holding us to account, not just holding teachers to account, or schools to account, or the consortia to account, but holding this Government to account for its performance on a national basis, and I'm really pleased that you picked up on that.
Welsh: A gaf i ddiolch i Michelle am ei chwestiynau? Y mater allweddol i'r gyfres gyntaf o gwestiynau yw dysgu proffesiynol ac, fel yr wyf wedi'i amlinellu wrth siaradwyr blaenorol, mae llinell amser gynhwysfawr yn gysylltiedig â'r hyn yr ydym yn disgwyl ei gyflawni ar gyfer model dysgu proffesiynol cenedlaethol, yn ogystal â gwell addysg gychwynnol i athrawon. Mae'r safonau addysgu ac arweinyddiaeth newydd yn rhan bwysig o hyn, gan eu bod yn nodi'n glir y disgwyliad ein bod yn disgwyl i athrawon fod yn ddysgwyr gydol oes eu hunain. Nhw ddylai fod y myfyriwr gorau yn yr ystafell ddosbarth. Nid oes gen i amser i rywun sy'n honni eu bod nhw wedi meistroli'r grefft. Mae cyfle bob amser i barhau i ddysgu mwy ac i adlewyrchu hynny yn eich ymarfer yn yr ystafell ddosbarth. Ond dewch inni beidio - . Dewch inni beidio â chymysgu safonau addysgu â materion sy'n ymwneud â chymhwysedd proffesiynol. Maent yn ddau beth gwahanol iawn, iawn, ac mae dwy broses wahanol iawn ar gyfer ymdrin â hynny. Rhaid inni beidio â meddwl bod y safonau proffesiynol hyn yn fater o ymdrin â materion sy'n ymwneud â chymhwysedd proffesiynol. Mae angen inni wneud mwy. Mae angen inni wneud mwy i gefnogi staff sy'n cael trafferth ac i sicrhau bod ganddynt y cyfle i ymdrin ag anawsterau yn eu perfformiad, ac mae angen inni wneud mwy i gefnogi ysgolion fel cyflogwyr ac AALlau os ydynt yn eu canfod eu hunain mewn sefyllfa lle, er gwaethaf yr holl ymdrechion gorau, na ddylai rhywun aros yn yr ystafell ddosbarth, ond mae hynny'n wahanol i'r safonau addysgu proffesiynol a'r disgwyliadau a nodir. Rwy'n falch bod Michelle wedi sôn am fater y cerdyn adrodd a'r adroddiad blynyddol cenedlaethol, gan nad oes neb arall wedi sôn am hynny, ac mae'n fenter newydd pwysig. Rydym wedi edrych ar arfer gorau rhyngwladol, ac mae'n hawdd iawn dal ysgolion unigol i gyfrif drwy fodel categoreiddio ysgolion; mae hyn yn fater o ddal Llywodraeth Cymru i gyfrif. Mae hyn yn fater o eistedd yn flynyddol i farnu ble yr ydym fel cenedl o ran ein system addysg - ie, o ran cyrhaeddiad, ond edrych hefyd ar y penderfynyddion ehangach yr ydym yn sôn amdanynt yn y ddogfen hon. Ac mae'n fater o hunan-fyfyrio fel Llywodraeth ar ble yr ydym. Os hoffai Michelle edrych ar enghreifftiau rhyngwladol o arfer gorau, byddwn yn tynnu ei sylw at y system yn Ontario, er enghraifft, yr ydym wedi bod yn dysgu llawer amdani. Felly, mae'n fater o'n dwyn ni i gyfrif, nid dim ond dwyn athrawon i gyfrif, neu ysgolion i gyfrif, neu'r consortia i gyfrif, ond dwyn y Llywodraeth hon i gyfrif am ei pherfformiad yn genedlaethol, ac rwy'n falch iawn eich bod wedi sôn am hynny.