 My name is Betsyma O'Connor, ac Eirol's role is with the partnership of six local authorities in the west of Wales and responsible for school improvement. We welcome the new deal as an excellent opportunity to support staff, I think teachers, support staff in schools and school leaders, to prepare as a workforce for the challenges ahead. We've just had Donaldson published changes to the curriculum, furlong as well in terms of changes to initial teacher training and I think the workforce now needs to be dexterous and have the capacity and the capability to prepare for those changes ahead within a changing technological era as well. We will implement the new deal in partnership with many of our current partners with initial teacher training, we'll be working with HE, we'll be also looking to work with higher education and we'll be working with Welsh Government, they are working very closely with us and the other three consortia to make sure that we've got an offer or an entitlement to teachers which is fit for purpose. But I think specifically we need to think about how we make sure that we dovetail the recommendations from Donaldson and furlong with building a workforce to deal with the challenges ahead. We will be able to build on some of the work that we've already got underway. So we've got for example models for leadership that we can work within the concept of the new deal to support that for school leaders. We've got the outstanding teacher programme, we've got programmes for improving teachers as well and we've got support programmes across the piece for middle leaders, pedagogic type support, literacy and numeracy support and a range of provision that will fit I think nicely with the new deal. I think the starting point for all staff would be effective appraisal, effective performance management arrangements so that any professional learning is triggered from that point onwards and I think in error we are looking to improve the way we put arrangements in place for all staff and what they get is supportive and enabling. We are needing to prepare a workforce for a climate of change and those changes will mean curricular changes, pedagogical changes, changes in the types of technology we use in the classroom and I think with that context we need to be prepared to build a resilient self-improving system where schools lead that professional learning for their employees and I think that's a significant shift in professional learning and we need to move to a place where the learning takes place in school and we're recognising that learning in an academic sense. How do we make sure that schools have the capacity to provide the learning experiences that the staff need? We're working in a climate of change, we're working in a climate of reducing budgets and we're working in a climate where we have an unknown curriculum change, an unknown change to initial teacher training so we need to be able to adapt to those challenges as we move ahead. Ero's provision of professional learning should reflect the pathways that teachers take during their careers and that will change over time. We're influencing how initial teacher training takes place. Now we're making sure that we're supporting current practitioners so that they teach the practitioners of the future about what it's like in the classroom today. We're also providing leadership models, again recognising that we've got a changing culture so possibly federated leadership supporting teachers to be leaders of learning across more than one school so we can share the good practice between schools. So we're looking at education and schooling being very different in terms of its context to what it's traditionally been. Professional learning schools in Ero will be recognised and will have a quality mark dual-badged by us and the local university Trinity St David and then they would be leaders of professional learning for us across the region in their particular areas of expertise. I think the best example I can use is they will be taking the lead for curricular changes and training teachers in particular subjects about how the changes will face them as we move forward. In addition, for example, the higher level teaching assistant course, again, one school will take leadership for that and take ownership and roll that across the region. So we are moving resources from the centre to schools so that they can lead learning for the profession from a schools base.