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Preface
2
Acknowledgements
4
Paper 1
5
Overview
Paper 2
13
Standards-based professional practice
Paper 3
27
Entry to teaching
Paper 4
45
Accountability
Paper 5 65
Performance management
Paper 6
75
Professional learning and development
Paper 7
87
Pedagogy
Paper 8
97
Research-informed practice
Paper 9
115
Innovation
Paper 10
129
Pupil assessment
Paper 11
137
Pupil Participation
2 These papers are produced as the Education Bill 2011 makes its way through Parliament. The Bill includes provisions to abolish the first professional regulatory body for teaching in England, the General Teaching Council for England. The Council was established through a long and determined campaign by teachers, politicians and many others, who sought to find a way of promoting teaching and learning in the public interest. To them and to those we have worked with since, we offer these papers as part of our legacy. The papers sit alongside the other aspects of our legacy, including the transfer and continuation of the Teacher Learning Academy, the deposit of papers in the archive of the Institute of Education University of London, and any eventual adoption of the lessons learned from the regulatory work or provisions of the Code of Conduct and Practice by the Government as the Secretary of State prepares to assume the regulation of the profession.
The GTCE was founded without many of the specific
statutory powers invested in like professional bodies serving the public interest: the power to set the standards rather than solely to maintain them, the power to frame the education and qualifications of those entering the profession and to set the parameters in which members of the profession demonstrate their continuing good standing and fitness to practice. Despite this, the GTCE has consistently acted to meet the statutory aim of raising the standards of teaching and the quality of teaching. We have provided transparent regulation of the profession through a partnership between it and its stakeholders. We have developed research-led but accessible services for teachers to advance their individual and collective practice, and enabled teachers to engage with each others' expertise. We have maintained and improved a wide data-set on teachers such that it provides the key national resource for researchers. And as these papers illuminate, we have exercised our statutory powers to advise Government on the basis of sound evidence, taken from both educational research and engagement with a wide range of stakeholders; this in turn has been sought from both within the Council and beyond, the latter including, critically and essentially, children, parents and carers.
Every day, teachers and school leaders face the
complexities of teaching and learning and the continual call on expertise and energy required to lead in our classrooms and schools. Nevertheless, tens of thousands have, over the arc of the eleven years that the Council has worked, given freely of their time to develop the ideas in these papers. These teachers have tested the research and evidence against their classroom experience; they have taken forward the Achieve, Connect and Engage networks 3 and the Teacher Learning Academy; and they have sat on panels, with the public they serve, to bring their best discernment to the adjudication of disciplinary hearings. In doing so they have provided much of the inspiration for the ideas in these papers. We thank them. Equally, we wish to acknowledge all those children and young people, parents, school governors, business leaders, leaders of faith groups, representatives of children's and education organisations and researchers who have engaged with and inspired the arguments of these papers, either as stakeholders or as part of the governing Council of the GTCE. In particular, I pay tribute to Tony Neal who, as Chair of the Policy and Research Committee, has provided clear-sighted leadership and governance and a commitment to finding practicable and reliable policy solutions to support teaching and to the benefit of pupils. Finally, I thank the staff of the GTCE. Together, they have honed their own policy and research skills and their strong commitment to the education of children in this country, and in so doing produced the research, resources and policy analysis on which these papers are founded. The arguments of these papers are several and nuanced but hold one simple truth - the quality of teaching is a paramount public good to be fostered. Here is the evidence that points the way as to how that can best be achieved. Sara h Stephens
Director of Policy and Research
General Teaching Council for England
4 The papers in this publication were prepared by members of the GTCE's policy team past and present, working to head of policy development Kathy Baker: Ann-Marie Collins, Jane Hough, Sarah Jennings, Nadia Majeed, Owen Neal, Jane Steele, Stacy Singleton, Sarah Tang, Dr
Emma-Jane Watchorn and Emma Westcott. Editing for
print by editorial manager Peter Aylmer. We also thank Dr Lesley Saunders, visiting professor at the Institute of Education University of London, for her valuable input to the final preparation of the papers.
The General Teaching Council for England
started work in 2000 as the independent professional regulatory body for teaching.
Among its statutory duties are to regulate the
teaching profession, to advise the Secretary of State and others on teaching matters, and to contribute to enhancing the standards and status of teaching.
In June 2010 the Secretary of State for
Education announced his intention to legislate
for the abolition of the GTCE. An Education Bill that contains this measure is due to receive
Royal Assent in Autumn 2011.
5
As the GTCE prepares for closure, it has
embarked on a course of action to synthesise its policy thinking and re-evaluate the research base in order to create a suite of legacy papers which between them identify a range of factors for enhancing the quality of teaching in schools.
This is because improving the quality of
teaching is increasingly recognised as the single most important means of raising the level of performance of national education systems 1
The suite of ten papers with a supporting
overview is designed to be useful in a new policy context, though the papers also take due account of the evidence available to the
GTCE through the exercise of its regulatory and
advisory responsibilities for over a decade. 1 Pollard, A. (ed.), (2010), Professionalism and pedagogy:
A contemporary opportunity, TLRP, London, p. 4.
6 segment the views of the profession by characteristics such as length of service, phase of education, and post held. Moreover, through the Teacher Learning Academy,
Networks and Research for Teachers, we provided
resources and opportunities for teachers to model effective professional practice. Most recently we had been strengthening our approaches to wider stakeholder engagement across the span of our work, including policy development. A paper exploring our work in policy and practice will also be published at the same time as the present publication. There is also a strong two-way relationship between the Code of conduct and practice for registered teachers 2 and our policy work. They are mutually informing, and both reflect certain ethical commitments that the GTCE has captured on behalf of the profession, and to which it holds teachers to account in the public interest. For example, the Code requires that teachers respect diversity and promote equality, and this theme is reflected in our policy work to test and support teachers' understanding of equalities legislation, and to create and disseminate the work of networks of teachers engaged in promoting equality in different ways. 2 GTCE (2009), Code of conduct and practice for registered teachers,
GTCE, London.
Over the past eleven years there have been many
changes to education policy, brought about by numerous consultations, reviews, evaluations and initiatives. During this time we have concentrated our policy advisory focus on those aspects of education policy that have had the greatest potential to contribute to the tasks the GTCE had been set: to help improve teaching standards and to meet the public interest in teaching quality. In combining the functions of regulation and evidence- based policy advice, we have been uniquely placed to draw evidence from the whole range of existing teaching practice. All of the papers in this publication relate to one or another of the broad goals which have defined our remit.
We have therefore been interested in what and how
teachers learn, how effective practice is evaluated and shared, and how professional standards are captured and assessed. We have also been interested in the relationships between teachers and their principle stakeholders - children and young people, parents and carers. We have tried to explore questions of innovation, collaboration, and co-construction. Where a traditional regulatory body might have been solely concerned with reinforcing professional borders, the GTC has been concerned with the quality of the work across those borders, between teachers and the other practitioners who help children to thrive. Perhaps above all, we have sought that our work be evidence-informed, and where evidence was in short supply, we would identify research needs within a field of inquiry. In addition to the sorts of evidence generated by research and inspection data, we engaged teachersquotesdbs_dbs17.pdfusesText_23
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