CPD CPD
Focus on training
Dorothy Lepkowska
speaks to the GTCE about
the forthcoming select
committee inquiry into
teacher training, and the
Making
proposals to fast-track
people to qualified teacher
status in just six months
an impact
HE UPCOMING all-party Select
T
Committee inquiry into teacher
training could not be more timely.
Earlier this month, ministers
announced new routes into the
profession which would see some
“outstanding” career-changers achieve
qualified teacher status in a period of six months instead
of a year.
The proposals led to a barrage of criticism from
teaching organisations, expressing dismay about the
perception this sent out about the professionalism of
teachers.
Sarah Stephens, director of policy at the General
Teaching Council for England (GTCE), said: “There
is a multiplicity of training routes into teaching at the
moment, which seems to be increasing by the day.
“We believe this is an important inquiry so that we
can get a cross-party evaluation of the extent to which
these routes have value.
“At the moment have a lot of people coming out
of the financial and other sectors who are applying
for teaching. We don’t have an issue with there being
different routes into the profession, but we are worried
about the message being sent out that someone can
become a teacher after only six months of training. sense of what makes for, good quality teaching and the SEN, and preparation for working in some of the most “We have never done this before or looked at
You would not train an accountant in six months, ways in which this can be measured. socially and economically challenging areas. the tremendous diversity of routes that there are into
so why is it supposed that this is appropriate for The committee will look at the various routes of Mr Sheerman agreed the inquiry was timely, but teaching, ranging from doing a Degree in education to
teachers? entry into the profession, and what the characteristics said it was the natural follow-on from early inquiries teaching on the job.
“So we will expect the Select Committee to examine of good teachers are and how this is reflected in entry into the changes that had occurred in educational policy “We now have a whole generation of teachers
whether each of these routes is fit for purpose and requirements to ITT. and practice over the past two decades. coming up for retirement and we have to replace them
turning out good and effective teachers.” Crucially, it will also look at the various routes into He told SecEd: “It has been 20 years since the Great with a high calibre of new teachers, and we must look at
Ms Stephens added that the committee was in a the profession, how effective these are in attracting Education Reform Act under Kenneth Baker which the best ways of replenishing the supply of teachers.”
unique position to scrutinise public policy and had the best candidates and the adequacy of current set up a basic framework to which schools have been He said that education reforms had left many
responsibility and authority on that matter. “We only measures to improve the diversity of entrants into the working ever since. unanswered questions about the impact on the
have to look at the inquiry into assessment to see the profession. “This established the national curriculum, a new profession.
impact it had on policy,” she said. Furthermore, MPs will inquire about the extent to system of testing and assessment, and accountability in “We want to know if all of the changes over the years
This latest inquiry, led by committee chairman which ITT prepares prospective teachers for working the form of Ofsted – none of which we had ever had have reskilled the profession or unskilled it, and whether
Barry Sheerman MP, will look at initial teaching within their chosen sectors. Members are said to before. We have already looked at aspects of these as a the good results we have been seeing in schools are
training (ITT) and CPD for teachers. It will examine the particularly welcome comments about whether there Select Committee, but I think it’s now vital that we look at down to the quality of teaching or some other reasons
extent to which there is an evidence base for, and shared is sufficient training for new teachers in areas such as the impact that all of this has had on teachers themselves. which have not been identified,” Mr Sheerman added.
“I think we have been worried about the impact of
government reforms on the profession and we will now
Licence to teach
find out the extent of this.”
His inquiry will seek evidence from teacher trainers
about the extent to which innovation and diversity is
encouraged in ITT. It will examine the partnerships
between schools and ITT institutions on delivering
training and whether this is sustainable, as well as the
career development opportunities of teacher trainers
The GTCE’s
of their own to develop their teaching skills and share published in December. We now need to help ensure themselves.
them with others. the right decisions are made. The committee will also examine the role of
Sarah
We use the phrase “active registration” to convey Teachers’ voices and experiences are crucial in educational research in informing ITT provision.
the idea that when you join an important profession like this process. On CPD, MPs will look at whether it is appropriate
teaching, you will want to show that you are committed Through our annual survey of a representative for new and experienced teachers, and heads, and how
Stephens talks
to developing and improving your practice. sample of 12,000 teachers, we are asking people to much is being spent on it.
Research consistently shows that there are five key describe their own experience of CPD and to say Ms Stephens said there was “undoubtedly still room
CPD entitlement
elements that improve teaching and learning and also where the balance of responsibility should lie for for improvement” when it came to CPD.
the teacher’s own experience of the job. improving teaching practice. She explained: “We know through our national
They are: Teachers are experts in learning. They know surveys of teachers that a fair number report having
AVE YOU heard of a licence to • Time to undertake a practical enquiry into an aspect only too well that attendance on a course or being had their development needs met to some extent while
H
teach? of teaching over which they have some choice and present in a lesson does not necessarily mean that others have had nothing at all.
Few people have, and yet it is which is relevant to their school. learning has taken place. So the GTCE would be very “As an organisation we do not believe there is a
an idea which is currently under • Access to recent research. sceptical about any system that simply counts up a basic platform of CPD that is available to everyone in
consideration by the government, • Expert coaching. certain number of hours of CPD in order to retain a terms of quality and quantity.”
which wants to explore how CPD • Help in evaluating the impact of the learning. licence to teach. One of the points that the GTCE will be pressing the
might be linked to a requirement • The opportunity to collaborate and share these Instead, we believe that every teacher should be committee to examine is the emergence of entitlement
on teachers to demonstrate on a regular basis that experiences. entitled to experience something like the Teacher to teach (see box, left) and GTCE registration, and
their skills and knowledge are up-to-date. Schemes We have taken the research evidence as the starting Learning Academy approach, which is school-based proposals that this should be linked to proof of CPD.
like this already apply to nurses and will soon apply point for the creation of the GTCE-led Teacher and classroom-based, which gives professional “No-one can be employed as a teacher without
to doctors. Learning Academy. recognition for development and improvement, and being registered by us, but there are plans to bring in
The General Teaching Council for England This is a national system, owned and developed by which can help create and sustain a culture of new regulations that will mean a teacher will have to
(GTCE) has been committed to the cause of high teachers, schools and education partners, which helps professional learning in schools. prove they have had CPD to ensure they maintain their
quality CPD for teachers since we started work in teachers to make small changes in their teaching practice You can have your say too – email us at publicity@ registration,” Ms Stephens added.
September 2000. which have a sustained impact in the classroom. gtce.org.uk “We are concerned by this and want to make sure
We believe that teachers should be entitled to We believe in CPD that makes a difference. that CPD remains relevant and that the enhancement
professional development, but we also believe that So far, the government’s idea is in the earliest stages, • Sarah Stephens is director of policy with the of teaching and learning is at its heart, rather than it
teachers have a personal professional responsibility but was included in the New Opportunities White Paper General Teaching Council for England. becoming some sort of token gesture requiring teachers
to tick boxes.”
SecEd • March 26 2009 25
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