The withdrawal of some universities from teacher training, which will have a knock-on effect on the CPD and research opportunities for teachers later in their careers; The of teacher training, resulting from School Direct “localisation” partnerships recruiting to meet local needs; An over-allocation of training places by the National College, which could mean that in some subjects there will not be enough teaching posts for those completing courses; Continuing shortages in key subjects, particularly maths and sciences; and Continuing problems in attracting the highest quality teachers to the most challenging schools (an issue highlighted by the Education Select Committee and Ofsted. In his evidence to the Carter Review, Professor John Howson makes the following recommendations: Recommendation 1: The Government should to ensure that only candidates with the highest qualifications and personal attributes to become a successful teacher should be allowed to train. However, the Government also has a duty to ensure a sufficient supply of qualified teachers to meet the anticipated demand. It should publish an annual plan after consultation with interested parties. Resolving that dilemma is the most important policy objective, and the reason why a comprehensive approach to teacher preparation on a national is essential. Recommendation 2: The Government should look closely at the supply for both individual secondary subject areas, and primary teaching, to inform monitoring and identify any areas for potential action. Recommendation 3: The granting of QTS should be limited in scope, to a particular sector, and within the secondary sector to a particular subject area. opportunities should be available to those wishing to switch sectors or subjects. For those who leave teaching, QTS should not be allowed to continue indefinitely without a programme of professional development. Recommendation 4: Schools should only be allowed to employ teachers without the correct QTS for limited periods of time, to allow them time to study for If the school wishes them to continue to teach the subject then the school should bear the cost of the teacher obtaining re-certification. Recommendation 5: The Government should recognise that different routes into teaching have different costs, and take this fact into account when deciding on how to allocate places between different training routes. The Government may
The withdrawal of some universities from teacher training, which will have a knock-on effect on the CPD and research opportunities for teachers later in their careers; The “localisation” of teacher training, resulting from School Direct partnerships recruiting to meet local needs; An over-allocation of training places by the National College, which could mean that in some subjects there will not be enough teaching posts for those completing courses; Continuing shortages in key subjects, particularly maths and sciences; and Continuing problems in attracting the highest quality teachers to the most challenging schools (an issue highlighted by the Education Select Committee and Ofsted. In his evidence to the Carter Review, Professor John Howson makes the following recommendations: Recommendation 1: The Government should to ensure that only candidates with the highest qualifications and personal attributes to become a successful teacher should be allowed to train. However, the Government also has a duty to ensure a sufficient supply of qualified teachers to meet the anticipated demand. It should publish an annual plan after consultation with interested parties. Resolving that dilemma is the most important policy objective, and the reason why a comprehensive approach to teacher preparation on a national is essential. Recommendation 2: The Government should look closely at the supply for both individual secondary subject areas, and primary teaching, to inform monitoring and identify any areas for potential action. Recommendation 3: The granting of QTS should be limited in scope, to a particular sector, and within the secondary sector to a particular subject area. opportunities should be available to those wishing to switch sectors or subjects. For those who leave teaching, QTS should not be allowed to continue indefinitely without a programme of professional development. Recommendation 4: Schools should only be allowed to employ teachers without the correct QTS for limited periods of time, to allow them time to study for If the school wishes them to continue to teach the subject then the school should bear the cost of the teacher obtaining re-certification. Recommendation 5: The Government should recognise that different routes into teaching have different costs, and take this fact into account when deciding on how to allocate places between different training routes. The Government may
chris-waterman-14.07.22-re-inventing-the-teaching-profession.docx