TEACHER QUALIFICATIONS at degree debate


Tightening the entry requirement with a minimum initial degree classification will only exacerbate the problem. In these circumstances it seems foolish to discourage


people who have a wealth of experience, expertise, knowledge and personal and management skills gained working in industry, business, charities or the public sector from changing career to go into teaching for the want of a good degree. In addition, the implication that all teaching applicants


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We believe that these people often make good teachers, even though they might not initially be as well qualified as some of those recruited by other providers. Moreover, let’s not forget universities and schools


that are putting the pillars in place collaboratively to help maintain and nurture these skills. More than 30,000 new teachers are trained every year, most of whom (around 75 per cent) are the product of partnerships between universities and schools. The quality of the teachers who leave this training


for a career in education is already outstanding. Ofsted reports on university training speak for themselves – the vast majority of initial teacher education programmes are rated as being high quality and the majority (circa 85 per cent) of NQTs rate training as “good” or “very good”. There are still improvements that need to be made, but the role that universities play should not be undermined. Although the budget axe may fall on areas of


education, we must not lose sight of the importance in sustaining and raising the quality of the teaching profession. The 2:2 entry bar is no doubt ambitious, but one that is aspirational on the grounds of high standards. Alongside this, limited flexibility in the recruitment


system must also exist – there will be exceptions and we must ensure that we are not missing out on teachers who have the relevant experience to make a positive impact on our pupils. The entry bar stands to mark our job: guarantee that teaching remains the stellar career choice for top graduates.


Against


Andy Brown President Association of Teachers and Lecturers (ATL)


classification in their degree, because it misses the fact that teaching is about so much more than grades in individual subjects. As well as subject knowledge, teachers need to


I


understand how children learn the content, concepts and skills associated with a subject, and the relationship between subjects. They also need a firm understanding of cross-subject skills such as thinking, personal and social skills, and of


SecEd • October 21 2010


sTrONgly belIeve that teaching is an intellectual profession. And I agree with Michael gove (education secretary) that teachers need a strong knowledge of the curriculum, including solid knowledge of their subject.but I disagree about his proposal for teachers to have a minimum of a 2:2


cross-subject themes such as citizenship, sustainability, and globalisation to name a few. so my opposition to a minimum entry qualification


for teachers is not an anti-intellectual argument. I too would love it if top graduates were attracted into teaching and I believe all teachers should be highly qualified. but being an academic genius does not mean that someone will be any good at teaching children – in fact the opposite is frequently true. To be any good at teaching, teachers must have an


in-depth knowledge of learning, so that they understand how children learn, what helps them to learn and what gets in the way of learning, and how learning skills develop and grow. Teaching is also a highly practical profession, with


a wide range of practices and methods. Teachers are responsible for the whole pupil, for each pupil’s learning, as well as for the care of each and every pupil in their charge. This requires a thorough knowledge and understanding of individual pupil’s interests and needs which can only be developed through continuous assessment of those pupils and through building-up relationships with the pupils, their families, local communities and other professionals. And teachers must be able to adapt their teaching


practices to individual pupils, drawing on all their theoretical knowledge, subject knowledge and knowledge of children. Professional knowledge and understanding is not


static: it needs to change and develop over time. Professionalism requires on-going development of practical knowledge through critical analysis, reflection and interaction, and reviewing the nature and effectiveness of teaching methods. While studying for a degree can develop these skills, that does not preclude learning these skills in other ways. Mr gove’s proposals also fail to take into account


two major issues with teaching. First, that education today is as much about skills as it is about knowledge, focusing on how students apply knowledge in real- world situations as much as on what is learnt. The second issue is that not enough highly skilled


graduates with maths, science and modern foreign languages want to become teachers. In these shortage subjects there are not enough subject specialist teachers to fill all the teaching posts at the moment. even though teaching salaries improved


considerably under the labour government, those with maths, science and language degrees can earn considerably more in the City, business and industry. And with the prospect of a two-year pay freeze


for teachers, along with all public sector employees, and questions over the affordability of public sector pensions, this situation is highly unlikely to improve.


will have a first degree ignores the range of other routes into teaching which combine the study of a specialist subject with learning teaching skills, such as the bed and a bA together with qualified teacher status. It is effectively saying that three years studying a specialist subject is more valuable for a teacher than a sound grounding in child development and teaching methods gained through both academic and practical learning. As it is, 49 per cent of NQTs, questioned by the ATl in 2009, said they had not had sufficient training


to deal with challenging behaviour, 48 per cent did not feel adequately prepared to deal with pupils’ parents, 28 per cent to work with seN pupils, and 24 per cent to handle health and safety issues. These findings are hardly surprising when many trainee teachers are trying to pack reams of skills and knowledge into a one-year PCge. Of course we want to attract knowledgeable


students into teaching, and teachers should be qualified to graduate level and beyond. but, subject knowledge does not mean someone will be a good teacher, and a “good” degree is not a proxy for those other skills which are so vital in teaching. students want their teachers to have empathy, enthusiasm, consistency, sensitivity and understanding, while parents look for dedication, motivation and responsiveness, and society wants teachers to be flexible, with a sound understanding of how children learn and the ability to create highly skilled and well rounded citizens. None of these skills have anything to do with the class of degree.


SecEd


But being an academic genius does not mean that someone will be any good at teaching


children – in fact the opposite is frequently true. To be any good at teaching, teachers must have an in-depth knowledge of learning, so that they understand how children learn, what helps them


to learn and what gets in the way of learning, and how learning skills develop and grow


Headteacher's PA of the Year Awards 2010


An opportunity to recognise and celebrate the people who are at the heart of a successful school


One of the most vital jobs performed in any secondary school is that of the PA to the headteacher.


The PA is invariably the confidante of the head and a key link with the staffroom, the governors, parents and pupils. Good PAs are an invaluable asset and few schools can operate efficiently or effectively without them.


In acknowledgement of this essential role, SecEd is proud to organise for the fifth year running, in association with UNISON, the SecEd Headteacher's PA of the Year Awards 2010, which will celebrate the achievements, commitment and success of the modern headteacher's PA.


Only PAs to the headteacher or deputy headteacher of a secondary or middle school (state, special or independent) may be entered. Nominations will only be accepted from the head or deputy head. To enter, write a statement of 500 to 700 words explaining why the nominated PA deserves the award.


Nominations should be sent to SecEd editor Pete Henshaw on the email below by no later than Monday, November 1, 2010. Full information and guidance for nominators is available upon request.


Email: pete.henshaw@markallengroup.com ’


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