Teacher Education Policies in the European Union and the Quality of Lifelong Learning

TEACHER EDUCATION IN ENGLAND AND WALES

by Carolyn Holcroft
Department for Education and Employment

INITIAL TEACHER TRAINING IN ENGLAND AND WALES

Arrangements for initial training of teachers in England and Wales varies according to the sector (schools, further education or higher education) in which they are intending to teach.

INITIAL TRAINING OF PRE-SCHOOL, PRIMARY AND SECONDARY SCHOOLTEACHERS

Teachers employed in maintained schools, including nursery schools, must have Qualified Teacher Status (QTS) or be otherwise licensed or authorised to teach by the Secretary of State for Education and Employment, the National Assembly for Wales (formerly by the Secretary of State for Wales) or by the Teacher Training Agency. Teachers of a class of pupils with hearing or visual impairments must, in addition, obtain a recognised specialist qualification within three years of appointment.

Under the Teaching and Higher Education Act 1998, all teachers in maintained schools and non-maintained special schools will be required to register with the General Teaching Council for England or the General Teaching Council for Wales. These Councils are expected to be operational by September 2000.

Historical overview

Initial teacher training (ITT) for schoolteachers was traditionally provided by higher education institutions (HEIs) and students undertook block periods of school-based experience known as teaching practice. Since 1983, all newly qualified teachers trained in England and Wales have had graduate status.

The initial training of schoolteachers has undergone reform according to the following principles:

  • there should be a variety of high-quality routes to Qualified Teacher Status (QTS), reflecting the different backgrounds and qualifications of candidates and responding to the increasingly diverse needs of schools;
  • schools should play a much larger and more influential part in initial teacher training, in partnership, where appropriate, with HEIs;
  • accreditation criteria for institutions providing ITT should require HEIs, schools and students to focus on the competencies of teaching, that is on the subject knowledge and skills required by newly qualified teachers, which equip them to teach effectively and are the foundation of further professional development; and
  • institutions, rather than courses, should be accredited for ITT.

The trend towards placing students in schools for greater proportions of their training has resulted in a sharing of responsibility for ITT between the HEIs and the schools. Courses are now provided either by partnerships of HEIs and schools or, in a limited number of cases, by groups of schools, consulting HEIs and other agencies as required.

The Teaching and Higher Education Act 1998 introduced significant reforms including:

  • provision for the establishment of General Teaching Councils and the requirement for teachers to register with the appropriate Council;
  • the requirement for newly qualified teachers (NQTs) to serve an induction period;
  • the inspection of teacher training institutions by Her Majesty’s Chief Inspector;
  • the requirement for new Headteachers to hold the professional qualification for Headteachers.

Specific legislative framework of initial teacher training

The employment and qualifications of teachers are subject to the Education (Teachers) Regulations 1993 as amended by the Education (Teachers) (Amendment) Regulations 1997. The Regulations are made under Section 218 of the Education Reform Act 1988. Institutions providing ITT courses leading to QTS must be accredited by the Teacher Training Agency (in England) or the Higher Education Funding Council for Wales (in Wales) as providers of courses which satisfy the criteria, curricula and other provisions specified by the Secretary of State for Education and Employment (in England) and the National Assembly for Wales (in Wales). The criteria lay down minimum requirements for school-based experience during the period of training are set out in DfEE Circular 4/98; the equivalent Circular for Wales is WO Circular 13/98.

Decision-making bodies in initial teacher training

England

The Secretary of State for Education and Employment is responsible (under Section 11a of the Education Act 1994) for ensuring that there are sufficient facilities for training teachers for service in maintained schools in England.

The responsibility for forward planning rests with the Department for Education and Employment (DfEE).

Planning is based on the number and type of teachers needed and assumptions of likely trends. The DfEE then provides the Teacher Training Agency (TTA) with ITT intake targets to use as the basis for its funding and allocation decisions. Teacher supply is managed so as to avoid excessive surpluses and shortages. This is achieved by providing a range of routes to Qualified Teacher Status (see sections on flexible post-graduate training and employment based routes below), by initiatives to encourage qualified teachers to return to teaching. The government is also introducing new Training Salaries of £6,000 for primary and secondary post-graduate trainees starting a course from September 2000 (the payments to primary post-graduates are being trailed in the first year.) In addition, a new Teaching Incentive of £4,000 is being introduced for secondary trainees who start initial training in September 2000 taking up teaching posts in subject areas where there is a shortage (mathematics, science, modern foreign languages and technology) and complete induction.

The Education Act 1994 established the Teacher Training Agency (TTA) and defines its functions with respect to England as:

  • to inform and advise the Secretary of State for Education and Employment;
  • to fund the provision of teacher training, subject to any general directions which the Secretary of State might make by Order;
  • to provide information and advice on teaching as a career and to encourage recruitment to teacher training at all levels;
  • to designate institutions, which satisfy the criteria and standards specified by the Secretary of State, as accredited providers of courses of initial teacher training and to monitor whether institutions continue to meet those criteria;
  • to ensure the effective implementation of the national curricula for teacher training;
  • to set standards and develop a strategy for the continuing professional development of teachers;
  • to arrange, as appropriate, for the conduct of studies designed to improve the economy, efficiency or effectiveness in the management or operations of an institution; and
  • to carry out or commission, as appropriate, research into improving the training of teachers or the standards of teaching.

The members of the TTA are appointed by the Secretary of State for Education and Employment.

The Education Act 1994, as amended by the Teaching and Higher Education Act 1998, gives Her Majesty’s Chief Inspector of Schools in England the power to inspect and report on initial and in-service training for schoolteachers and teaching assistants.

Wales

Teacher supply and recruitment are undertaken by the TTA on an integrated England and Wales basis.

The funding, accreditation and monitoring of initial teacher training institutions in Wales is the responsibility of the Higher Education Funding Council for Wales (HEFCW).

The Education Act 1994, as amended by the Teaching and Higher Education Act 1998, gives Her Majesty’s Chief Inspector of Schools (Wales) the power to inspect and report on initial and in-service training for schoolteachers and specialist teaching assistants.

Institutions responsible for initial teacher training

Higher education institutions (HEIs) in England and Wales whose initial teacher training provision satisfies the criteria laid down are accredited by the Teacher Training Agency (TTA) and the Higher Education Funding Council for Wales respectively, to offer programmes which lead to the award of Qualified Teacher Status (QTS). HEIs and their partner schools have joint responsibility for course planning and management and for the selection, training and assessment of students, although the balance of responsibility varies.

School-Centred Initial Teacher Training (SCITT) which was introduced under section 12 of the Education Act 1994, empowers schools accredited by the Teacher Training Agency to provide courses of initial teacher training. Schools may operate alone or in partnership with other institutions. Courses are available to those who hold a recognised university degree or equivalent, and lead to the Postgraduate Certificate in Education (PGCE) and to Qualified Teacher Status (QTS).

From September 2000, 48 new Initial Teacher Training Schools will be established in England.These new Training Schools, which are currently participating in initial training in partnerships with HEIs, will be funded to develop and disseminate good practice in initial teacher training.

Admission requirements

The admission criteria for initial teacher training are set out at Annex I to DfEE Circular 4/98 and Annex E to Welsh Office Circular 13/98.

Access to all initial teacher training courses is restricted and subject to a preliminary selection process, including an interview, to determine the applicant’s suitability for teaching as a career. Admission is also subject to physical and mental fitness to teach (to be assessed as outlined in DfEE Circular 4/99). Institutions must also check that applicants do not have a criminal background which might prevent employment as a teacher with children or young people. Since 1989, it has been a requirement that experienced practising teachers be involved in the selection process.

All prospective teachers must be able to demonstrate that they have attained the standard required to achieve a Grade C in the General Certificate of Secondary Education (or equivalent) examination in English language and mathematics. Applicants for training according to concurrent training schemes must normally satisfy the criteria for university entrance. Applicants for consecutive training schemes must hold a recognised university degree or the recognised equivalent. Applicants to the Graduate and Registered Teacher Programmes must be over 24 years of age and have successfully completed either a first degree (Graduate Teacher Programme) or at least two years of relevant higher education (Registered Teacher Programme).

Curriculum, duration of initial training

The content of training courses and the minimum period of practical and teaching experience in schools are specified in broad terms by the Government. The detailed organisation of training courses is decided by the individual institution, subject to accreditation by the Teacher Training Agency (in England) or the Higher Education Funding Council for Wales.

The standards for the award of qualified teacher status in England are laid down in Annex A to the DfEE Circular 4/98 (Welsh Office Circular 13/98). These standards are defined in terms of: knowledge and understanding; planning, teaching and class management; and monitoring, assessment, recording, reporting and accountability.

The initial teacher training curriculum for the core subjects of English, mathematics and science and the use of information and communications technology in subject teaching are also laid down in the annexes of DfEE Circular 4/98 and Welsh Office Circular 13/98.

DfEE Circular 4/98 includes the following annexes:

  • Annex A — standards for the award of Qualified Teacher Status
  • Annex B — the initial teacher training curriculum for the use of information and communications technology in subject teaching
  • Annex C — the initial teacher training curriculum for the teaching of English in primary schools
  • Annex D — the initial teacher training curriculum for the teaching of mathematics in primary schools
  • Annex E — the initial teacher training curriculum for the teaching of science in primary schools
  • Annex F — the initial teacher training curriculum for the teaching of English in secondary schools
  • Annex G — the initial teacher training curriculum for the teaching of mathematics in secondary schools
  • Annex H — the initial teacher training curriculum for the teaching of science in secondary schools
  • Annex I — general requirements for all courses of teacher training.

The curricula specify the essential core of knowledge, understanding and skills which all trainees intending to teach in primary and secondary schools must be taught and be able to use in relation to the core subjects and in relation to the use of information and communications technology in subject teaching. Institutions are expected to include other aspects of the subject not specified in the curricula. The new requirements for initial teacher training courses do not specify the number of hours to be devoted to any area of the curriculum.

New skills tests are being introduced for all trainee teachers in England. From summer 2000 all trainees in England will have to pass a national numeracy test. National skills tests in literacy and Information and Communications Technology (ICT) will be launched in England in February 2001. Trainee teachers in England will have to pass these tests before they gain Qualified Teacher Status.

All initial teacher training institutions in Wales must offer training in Welsh as a second language as an integral part of their courses of primary teacher training. Students who successfully complete this component are awarded a certificate of competence to teach Welsh in primary schools.

The Special Educational Needs Training Consortium (SENTC) stresses that all newly qualified teachers should be aware of:

  • the Code of Practice on the Identification and Assessment of Special Educational Needs (DFE, 1994);
  • the basic learning process;
  • learning difficulties and how they might arise;
  • approaches to the assessment of learning difficulties;
  • how they might begin to meet the needs of pupils through varied teaching strategies and differentiation; and
  • the level of support which is available.

Concurrent models of initial teacher training

Most programmes are for primary teaching, but there are also some programmes aimed at secondary teaching.

The concurrent education degree normally involves three or four years of full-time higher education and teacher training, leading to an education degree and to Qualified Teacher Status (QTS). The qualifications awarded on successful completion of the course include the Bachelor of Education (BEd) and the Bachelor of Arts in Education BA(Ed), although other names may be used. The course includes curriculum, pedagogical and educational studies; university-level study of one or more main subject(s); and the application of the students’ main subject(s) in primary or secondary schools, as appropriate. Two-year concurrent degree courses are available for mature students who have already completed at least one year of relevant higher education.

Some courses are available part-time.

Consecutive models of initial teacher training

Most programmes are for secondary teaching, but programmes for primary teaching are increasingly popular.

The consecutive training model involves three or four years of study leading to a first degree, followed by one year of professional training leading to the Postgraduate Certificate in Education (PGCE). DfEE Circular 4/98 states that full-time primary postgraduate courses must last a minimum of 38 weeks and all other full-time postgraduate courses a minimum of 36 weeks. The PGCE focuses on curriculum (the "National Curriculum" or specialised subjects), pedagogical and educational studies, practical teaching skills and the application of the students’ degree subjects to school teaching.

There are also a number of two-year PGCE ‘conversion’ courses which are designed to meet the demand for teachers in shortage subject areas at secondary level. These areas currently include science, mathematics, design and technology, information technology and modern foreign languages. Conversion courses are advised for those students wishing to teach a subject which was not the subject of their first degree. Candidates are normally expected to have completed at least one year of full-time higher education in the subject they wish to teach.

Some courses are available part-time or by distance learning.

Flexible Post-graduate Training

From September 2000 some new flexible modular post-graduate programmes will be introduced. These new, flexible places will attract many talented individuals who might not otherwise have been able, for personal or financial circumstances, to attend a traditional full-time postgraduate ITT course for a year. The new places will be tailored to individual needs. For instance, an individual wishing to change careers could remain in their existing full-time employment while training to become a teacher in their spare time. Alternatively an individual with relevant prior experience or learning could undertake a short, intensive programme to ‘top up’ their skills. These new, flexible places will take advantage of new and innovative ways of delivering training, including using distance learning and web-based materials.

Employment based training

The Graduate and Registered Teacher Programmes are aimed at trainees over the age of 24 and were introduced in 1997 as an in-service, employer-led training scheme leading to Qualified Teacher Status (QTS). Responsibility for its administration lies with the Teacher Training Agency (in England) and with the National Assembly for Wales (in Wales). Trainees must first find employment in a school and are paid as unqualified teachers. The Programmes are designed to bring trainees to the standard required of QTS. The school (or school partnership) is responsible for assessing training needs and devising and overseeing the training plan which is approved by the Teacher Training Agency or the National Assembly for Wales and may include off-site training. The training programme for Registered Teachers normally lasts two years and must include further study leading to a first degree. The Graduate programme normally takes one full school year. The Programmes are available to overseas trained teachers and replace the Licensed Teacher Scheme and the Overseas Trained Teacher Scheme.

Teaching methods

The concurrent degree is generally organised in an integrated pattern, comprising a mixture of higher education subject studies, theoretical classes and practical teaching activities throughout the period of study. Annex I of DfEE Circular 4/98 and Annex E of Welsh Office Circular 13/98 states that four-year concurrent courses for intending primary and secondary teachers must include at least 32 weeks' practical teaching experience in schools. Three-year concurrent courses for intending primary teachers must include at least 24 weeks’ practical teaching experience in schools. Two-year concurrent courses must include at least 18 weeks (for intending primary teachers) or 24 weeks (for intending secondary teachers) of practical teaching experience in schools.

As the name suggests, consecutive courses follow on from intensive degree-level study of one or more main subjects. Courses for intending secondary schoolteachers focus on the application of this/these subject(s) to classroom teaching and on pedagogical and educational studies. Consecutive courses for future primary teachers must include at least 18 weeks’ practical teaching experience in schools and for future secondary teachers at least 24 weeks’ practical teaching experience in schools.

Current regulations require those preparing for the PGCE by distance learning to spend a minimum of 24 weeks (secondary) or 18 weeks (primary) in schools. In addition, there is a further three weeks’ involvement with parents’ evenings and other school activities. (These regulations will be relaxed for the new flexible, post-graduate provision).

Evaluation and certification

Students are currently supervised and assessed by tutors from the higher education institution and by their mentors in the schools where they undertake their practical experience. Students are assessed against all the standards for the award of Qualified Teacher Status as outlined in Annex A of DfEE Circular 4/98 and Welsh Office Circular 13/98. Schoolteachers are partly responsible for assessing the students’ competence to teach their specialist subject, to assess pupils and to manage classes. Assessment may include examinations and continuous assessment during the course.

A student who satisfies these and any other specified criteria may be awarded QTS and, in appropriate cases, a Bachelor of Education (BEd) degree or a Postgraduate Certificate in Education (PGCE), according to the course of training.

The qualifications awarded on successful completion of the course include the Bachelor of Education (BEd) and the Bachelor of Arts in Education BA(Ed), although other names may be used. Graduates of the shortened concurrent degree course are usually awarded the Bachelor of Education (BEd) degree.

The Postgraduate Certificate in Education (PGCE) is awarded to those who have successfully completed:

  • a one-year full-time or a two-year part-time course of postgraduate initial teacher training;
  • a School-Centred Initial Teacher Training (SCITT) course, if it is validated by a university for the award of a PGCE.

All providers of initial teacher training are required to provide every newly qualified teacher (NQT) with a Career Entry Profile. The profile is a document which summarises information about a new teacher’s strengths and about priorities for their further professional development in relation to the standards for the award of QTS. It is designed to help schools provide targeted monitoring, training and support for NQTs during the induction period.

Teachers who have obtained teaching qualifications in another Member State of the European Union may apply to the Department for Education and Employment to have their qualifications recognised in accordance with Directive 48/89/EC.

INITIAL TRAINING OF TEACHERS IN FURTHER AND ADULT EDUCATION INSTITUTIONS

Teachers (often known as lecturers) in FEFC sector institutions or in adult education centres, are encouraged to undertake specialist training for further education teachers but this is not at present a statutory requirement. The Government is currently consulting on proposals to introduce compulsory teaching qualifications for further education teachers in England. It is expected that the new requirements will apply from 2001.

Historical overview

Further education institutions traditionally concentrated on providing vocational education, and teachers (usually called lecturers) were normally drawn from the world of commerce and industry to pass on their skills to the next generation of young people. Many teachers of vocational subjects still start teaching on a part-time basis while employed in industry or commerce. However, further education institutions increasingly provide academic (general) courses in addition to vocational courses. Many teachers of academic subjects have the teaching qualification required to become a schoolteacher qualified teacher status (QTS), having been previously employed in a school or having been employed by a "sixth-form college" during the period when Schools Regulations applied (prior to the implementation of the Further and Higher Education Act 1992).

The Government is currently consulting on proposals to introduce compulsory teaching qualifications for further education teachers in England. It is expected that the new requirements will apply from 2001.

Specific legislative framework

There is at present no legal obligation for teachers in further education to undertake initial training. However, the Education (Teachers) Regulations 1993 state that ‘the staff or teachers employed at a further education institution shall have qualifications appropriate to the giving of adequate instruction in the subjects in which courses are provided’. The Regulations also specify the requirements in terms of health standards and good conduct.

Decision-making bodies in FE initial teacher training

As the initial training of "further education" teachers is not as yet a statutory requirement, further education institutions, (local education authorities in the case of adult education centres) determine their own requirements concerning staff qualifications and training.

However, the Government is currently consulting on proposals to introduce compulsory teaching qualifications for further education teachers in England. These will be based on national standards for teaching developed by the Further Education National Training Organisation (FENTO, 1999). FENTO was recently established as the national leadership body responsible for the development, quality assurance and promotion of national standards for the FE sector. It is one of around 80 UK-wide National Training Organisation (NTOs), employer led organisations established to promote competitiveness by raising education and training standards in the industries and occupations they represent. FENTO replaces the FE Staff Development Forum (FESDF). It is governed by a council of 30 members drawn from a wide range of backgrounds including FE colleges, industry, government and trade unions.

Institutions responsible for FE initial teacher training

Specialist courses for intending teachers in further education, adult education or community education are provided by further education institutions and higher education institutions.

Admission requirements

In England and Wales, intending teachers in further education (FE) and adult education are normally required to attend an interview to assess their suitability for teaching and to satisfy the medical requirements. Applicants for courses leading to the Postgraduate certificate in Education (FE) must normally have a degree or equivalent in their specialist subject and approved work-experience relating to their specialisation in industry, trade, business or the community. The City and Guilds Further and Adult Education Teachers’ Certificate attracts both intending and practising teachers. Applicants must normally have a level of general education and a command of English which are sufficient for the successful completion of the course and have qualifications and approved work experience relating to their specialisation in industry, trade, business or the community.

Curriculum, duration of training

The most common qualifications in England and Wales are the Postgraduate Certificate in Education (FE) and the Further and Adult Education Teachers’ Certificate. The curriculum and duration of courses vary according to the qualification and specialisation concerned. The following are given as examples.

a) The Postgraduate certificate in Education (FE)

In England and Wales, these qualifications may be obtained after successfully completing one year of full-time study (or its part-time equivalent) of educational principles and their application to the teaching of specialist subjects. All students spend 11 weeks teaching their subject in colleges. The courses are intended to develop teaching abilities by fostering practical skills and providing the necessary theoretical framework. Serving teachers may be admitted to in-service courses or "day-release courses".

b) The Further and Adult Education Teachers’ Certificate

In England and Wales, courses leading to this qualification are offered on a part-time basis in daytime or evening classes, to meet the needs of students, and normally involve 170 hours of contact time, including practical teaching. This training may be spread over one or two years. Teachers who are already employed may carry out their practical teaching with their normal classes and colleges provide practical teaching opportunities for those who are not employed as teachers at that time.

Teaching methods

Training involves both theoretical and practical elements. Courses may be offered on a full-time, part-time or day-release course basis. Practical teaching experience is an essential element in all courses.

Evaluation, certification

The assessment of students’ performance for these qualifications is, like other teaching qualifications, increasingly based on demonstrated competences, and the practical teaching component is a particularly important part of the assessment.

INITIAL TRAINING OF TEACHERS IN HIGHER EDUCATION

Qualified Teacher Status (QTS) is not a requirement for a post in a higher education institution (HEI), except for teacher trainers, who must have QTS as well as considerable recent teaching experience in schools.

As HEIs are autonomous corporations, each determines its own requirements concerning staff and there is no single legislative provision in this area. Increasingly, they are providing training for their teaching staff, especially those who are new to the profession. However, the admission requirements, curriculum content and method, and the evaluation and certification of any professional development offered to teaching staff in higher education institutions vary from one institution to another.

INDUCTION FOR NEWLY QUALIFIED TEACHERS (NQTs)

The Teaching and Higher Education Act 1998 made a provision for new statutory induction arrangements in England. This is specified in the Education (Induction Arrangements for School Teachers) (England) Regulations 1999 and amending Regulations. The National Assembly for Wales will introduce similar induction arrangements in Wales.

With limited exceptions, all teachers who obtain Qualified Teacher Status (QTS) after 7 May 1999 have to serve an induction period to remain eligible to teach in a maintained school or non-maintained special school. Only those who have obtained QTS can start induction. This includes teachers who trained on employment-based routes to QTS as well as those who trained in HEI-school partnerships.

Teachers who have satisfactorily completed induction or probation in Scotland and Northern Ireland are exempt from induction in English schools. Until Wales introduces its induction arrangements, a teacher who completes at least two terms in their first teaching post in Wales will be exempt from induction in English schools. Teachers from the European Economic Area who gain QTS under Article 3 of Council Directive 89/48 EEC are also exempt from induction but non-EEA teachers will need to complete an induction programme after gaining QTS.

Induction allows new teachers to build on their initial teacher training, where strengths and development needs will have been identified, and sets the pace and direction for their future professional development. NQTs will have an individualised programme of support during their induction year from a designated induction tutor. This will include observation of the new teacher’s teaching, watching more experienced teachers in different settings and a professional review of progress at least every half term.

The head teacher will be responsible with Appropriate Bodies (for maintained schools and non-maintained special schools this will be the LEA and for independent schools it will be either the LEA for the area in which the school is situated or a special body, the Independent Schools Council Teacher Induction Panel) and will make a final recommendation as to whether the new teacher has passed or failed.

New teachers will have to pass their induction in order to remain eligible for employment in a maintained school or a non-maintained special school.

The Regulations require those with a role in the new arrangements to "have regard" to guidance given by the Secretary of State in the DfEE Induction Circular 5/99. These are:

  • the Induction Standards set out in Annex A; and
  • paragraph 88 determining the limited teaching duties which a teacher may undertake having failed induction, whilst awaiting the outcome of an appeal.

The Induction Standards set out in the Circular 5/99 build on the QTS standards, but are different from them in order to reflect the fact that the new teacher has moved from a training to an employment setting. The Induction Standards include setting clear targets for improvement of pupils’ achievement, using appropriate teaching methods and maintaining discipline.

The School Teaches Pay and Conditions of Employment Document 1999 requires head teachers to ensure that inductees do not teach more than 90% of a normal teaching timetable (paragraph 43.8.5). In calculating the reduction in teaching time, schools take the normal contact ratio for the school, and use it as their baseline. The 10% remission from teaching duties should be used for the NQT’s induction programme. It should not be used as unspecified non-contact time nor should it be used to cover the teaching of absent colleagues. The release time should be over and above any time normally assigned to teachers in a school for activities such as planning and marking and should be used for a targeted and coherent programme of professional development, monitoring and assessment activities.

The induction period will last for one academic year, usually three school terms. The induction period can only be extended if a teacher has been absent for 30 school days or more or if they have not completed the period within 5 years of starting their induction period. It will not be extended as a result of the new teacher failing to meet the standards. An extension can also be imposed by the Appropriate Body (in exceptional circumstances) or by the Appeal Body.

CONTINUOUS PROFESSIONAL DEVEOPMENT FOR SERVING TEACHERS

All teachers in England and Wales have a professional duty to review, from time to time, their methods of teaching and programmes of work and to participate in arrangements for their continuing professional development (CPD) as teachers.

PRE-SCHOOL, PRIMARY AND SECONDARY EDUCATION

The statutory conditions of service require that all full-time teachers have at least five working days when they are not required to teach pupils and it is expected that at least three of these non-contact days are used for continuing professional development (CPD).

The framework of national standards and professional qualifications for serving teachers currently covers:

  • National Standards for the Award of Qualified Teacher Status (DfEE Circular 4/98);
  • National Standards for Subject Leaders (TTA, 1998);
  • National Standards for Special Educational Needs Coordinators (SENCO) (TTA, 1998);
  • National Standards for Headteachers (TTA, 1997);
  • National Special Educational Needs Specialist Standards (TTA, 1999).

The national standards for each area of the framework are in five parts and include:

  • Core purpose;
  • Key outcomes;
  • Professional knowledge and understanding;
  • Skills and attributes;
  • Key areas.

DfEE recently consulted on a framework for CPD for teachers in England. The framework links CPD to raising the standard of teaching and learning, underlines the importance of individual commitment to CPD and emphasises the centrality of CPD to the renewal of the teaching profession. It suggests that three separate perspectives should influence professional development: the individual professional's needs and aspirations; the needs and priorities of individual schools; and national strategic priorities. Funding should be dedicated to each of these strands. DfEE is also developing a Code of Practice for Continuing Professional Development for providers of publicly funded training to set out the standards that schools and teachers should expect.

The National Professional Qualification for Headteachers (NPQH) is aimed at aspiring Headteachers; teachers who already have substantial experience in school leadership and management, together with relevant professional knowledge and understanding. It was originally introduced in 1997, and will be replaced with a new shorter programme to be introduced from autumn 2000. The Teaching and Higher Education Act 1998 allows the Secretary of State to make regulations requiring a person employed as a Headteachers, who has not previously held such a post, to hold a professional qualification for Headteachers. However, a date has not yet been set for the introduction of such regulations.

There are also training programmes for newly appointed and serving Headteachers. The Headteachers’ Leadership and Management Programme (HEADLAMP) is a flexible induction programme which allows newly appointed Headteachers to receive training from a TTA registered training provider. The Leadership Programme for Serving Headteachers (LPSH) is for Headteachers who have been in post for at least three years, and aims to secure further improvements in leadership.

Since May 1998, all initial teacher training institutions have been required to provide every newly qualified teacher (NQT) with a career entry profile which summarises information about the new teacher’s strengths and about priorities for their further professional development.

Decision-making bodies

There is no one body with overall responsibility for the continuing professional development of teachers (CPD); it is shared between:

  • central government (the DfEE and the National Assembly for Wales);
  • local education authorities (LEAs) (where appropriate);
  • school governing bodies;
  • Headteachers; and
  • the individual teachers concerned.

The DfEE (in England) and the National Assembly for Wales (in Wales) provide, separately, financial support (normally at a rate of 50 per cent) for CPD through their respective programmes: the Standards Fund and Grants for Education Support and Training (GEST). This is paid to the LEA, but is increasingly devolved by them to LEA-maintained schools. The structure, policy coverage and size of the respective programmes are determined annually to enable new priorities to be reflected and details are published annually in separate DfEE (DfEE 16/99) and Welsh Office Circulars. Subject to the guidance in the Circulars, it is for schools and LEAs to decide the details of training.

The Teacher Training Agency (TTA) also administers a fund for the continuing professional development of schoolteachers. The current priorities are:

  • school leadership and management;
  • specialist teaching in primary schools, especially in numeracy and literacy;
  • enhanced subject knowledge for primary teachers, particularly in literacy, mathematics, science and design and technology;
  • the teaching of early years children;
  • the teaching of 14–19-year-olds;
  • information and communications technology training;
  • special educational needs training;
  • the management of pupil behaviour;
  • long-term school improvement;
  • provision linked to the TTA’s professional standards for teachers and Headteachers.

Courses funded by the TTA are intended to complement the provision made under the Standards Fund and GEST and normally lead to a recognised professional or academic qualification — e.g. Master of Arts or PhD. A system of competitive bidding allows training providers to bid for funds to deliver accredited courses. Bidding rounds take place once every three years. Training providers may include higher education institutions (HEIs), LEAs, professional and subject associations, consortia of schools and partnerships between HEIs, LEAs and schools.

The Government plans to establish a new National College for School Leadership which will take over responsibility for designing and overseeing the existing headship training programmes.

Institutions responsible for continuing professional development

Continuing professional development (CPD) may be provided within a school, at a local education authority (LEA) or Education and Library Board teachers’ centre, at a higher education institution (HEI) or a further education institution, or at an independent training or conference centre in England, Wales, Northern Ireland or overseas. Trainers include a wide range of agencies and individuals: HEIs, school staff, LEA/Board advisory teachers, advisers and inspectors and independent consultants.

Senior staff within a school provide ongoing professional guidance and development for their less experienced colleagues, either as part of their day-to-day oversight or as special, focused training. Although there is no set formula, such support normally begins with the induction which follows the teacher’s initial appointment to the school and continues for as long as it is required.

When teachers undertake CPD during the school day, their classes are normally taught by teaching colleagues from within the school or by qualified replacement teachers (known as ‘supply teachers’). The cost of employing replacement teachers must be met by the individual school, but when the training qualifies for funding through the Standards Fund in England, or the Grants for Education Support and Training (GEST) programme in Wales, these costs may normally be reclaimed.

Some CPD courses, traditionally those for teachers of foreign languages, may take place wholly or partly in another country. Some staff undertake study visits to other countries, whereby the examination of another education system provides alternative models of tackling issues of common concern. Such visits may be arranged bilaterally (for example, through the Central Bureau for International Education and Training) or as part of European Community programmes such as ARION and LINGUA.

DfEE is funding a Teachers International Professional Development programme to enable groups of teachers to visit schools abroad and share expertise. Investment of up to £6 million over two years will enable up to 5,000 teachers to take part in visits and exchanges with other schools.

Admission requirements

Teachers may take part in continuing professional development (CPD) at any time in their career. Access to CPD depends on the nature of the activities. For example, whilst all teachers may be involved in ‘whole school’ professional development activities, some may require training in a specific discipline or aspect relative to their role or responsibility. At the other end of the continuum, teachers applying to undertake courses leading to a higher degree or academic diploma are subject to the admission criteria of the higher education institution (HEI) and the course concerned.

Curriculum, duration of studies

There is no legal minimum requirement for continuing professional development (CPD). Participation depends on the professional needs of the teacher concerned and the availability of the resources in the school to meet them. It can range from a few hours to several days and sometimes full- or part-time studies over an extended period, in preparation for nationally recognised qualifications.

Each school determines its own CPD needs, within the broad framework provided by the Government’s specific grant provisions. These may range from support for individual members of staff arising from appraisal interviews, through training for groups of staff to deal with curricular or management changes, to whole-school development.

The term CPD covers a wide range of staff development activities. It may refer to a teachers’ working group within a particular school, or a series of meetings or conferences which bring together teachers from a number of schools. It can include activities such as team-teaching or industrial placement or work shadowing. Individual teachers may undertake professional development in the form of study for a higher qualification, such as an advanced diploma or a higher degree (such as a master’s degree or a doctorate) It also includes the headship training programmes.

Evaluation, certification

Continuing professional development of teachers (CPD) covers all professional development, from short courses to higher degrees. In some cases, certificates of attendance are awarded. Where teachers undertake studies leading to specific qualifications — e.g. an academic diploma or a higher degree — their performance is assessed by examination or coursework, as required by the accreditation body (usually a university).

There is no single national system for the evaluation of CPD. Provision may be evaluated by the individual, the school (which pays for CPD from its delegated budget), the LEA or, in some cases, by the Office for Standards in Education (OFSTED) in England, and in Wales by Her Majesty’s Inspectorate for Education and Training in Wales.

Research

The Government is also funding a Best Practice Research Scholarships Programme of up to £6 million over two years to enable teachers to carry out small-scale classroom-based research into key areas. The areas of research that the Government is encouraging include special educational needs, achievement of boys, raising achievement at Key Stage 3, creativity, working effectively with teaching assistants, overcoming social barriers to achievement, closer working between home and school, and use of information technology to support learning. DfEE will also introduce pilot professional bursaries in autumn 2000 which a teacher could use towards the cost of their professional development".

FURTHER EDUCATION

There is no legal requirement for teachers in further education to undertake professional development courses. However, most employers would expect their staff to participate in courses and conferences as the need arises.

Decision-making bodies

In England and Wales, responsibility for continuing professional development (CPD) lies with each individual further education institution, or with the local education authority (LEA) in the case of staff in adult education centres.

The Further Education National Training Organisation (FENTO) is responsible for the development, quality assurance and promotion of national standards for all aspects of further education staff training and development, including continuing professional development.

Institutions responsible for FE continuing professional development

Continuing professional development of teachers (CPD) may be provided within a further education (FE) institution, at a higher education institution (HEI) or at an independent training or conference centre in England and Wales or overseas. The Further Education Development Agency (FEDA) is concerned with increasing the effectiveness and efficiency of further education. It offers a range of courses including management for senior college staff. FEDA also organises conferences and provides consultancy services.

Senior staff in FE institutions in England and Wales may also provide induction and ongoing professional guidance and development for less experienced colleagues.

Some courses, traditionally those for teachers of foreign languages, may take place wholly or partly in another country. Some senior staff undertake study visits to other countries, whereby the examination of another education system provides alternative models of tackling issues of common concern. Such visits may be arranged bilaterally (for example, through the Central Bureau for Educational Visits and Exchanges) or as part of European Community programmes such as ARION and LINGUA.

Admission requirements

There are no general admission requirements for continuing professional development programmes in England and Wales. Courses leading to particular qualifications, for example, a higher degree may have specific requirements.

Curriculum, duration of studies

There is no legal minimum requirement for the continuing professional development of teachers (CPD) in England and Wales. Participation by individual teachers varies considerably, ranging from a few hours to a few days and possibly over a long period on a full-time or part-time basis depending on the needs of the individual member of staff and of the institution.

Evaluation, certification

Continuing professional development of teachers (CPD) in England and Wales covers all professional development, from short courses to higher degrees.

Where teachers undertake studies leading to specific qualifications — e.g. an academic diploma, a higher degree or a National Vocational Qualification — their performance is assessed by examination or coursework, as required by the accreditation body (a university or other awarding body). For example, one of the most common qualifications; the Further and Adult Education Teachers’ Certificate is awarded by the City and Guilds of London Institute, and accredited by the Qualifications and Curriculum Authority (QCA). This qualification is being integrated into the national framework of National Vocational Qualifications at Levels 3 and 4.

HIGHER EDUCATION

There is no legal requirement for teachers in higher education to undertake professional development courses. However, most employers would expect their staff to participate in courses and conferences as the need arises.

Decision-making bodies

The continuing professional development of teachers is the responsibility of each individual higher education institution and there is no single decision-making body. Most universities have their own staff development officers or units.

The Dearing Report (DfEE,1977) recommended that all higher education institutions should develop or seek access to programmes of teacher training for their staff, and proposed the establishment of an ‘Institute for Learning and Teaching in Higher Education’ to provide a national system of accreditation for such programmes. Following consultation, the Institute for Learning and Teaching in Higher Education (ILT) was established in June 1999 as a membership organisation which aims to:

  • enhance the status of teaching in higher education;
  • maintain and improve the quality of learning and teaching in higher education;
  • set standards of good professional practice.

Other organisations involved in the promotion of the professional development of higher education staff include:

The Universities and Colleges Staff Development Agency (UCoSDA), formerly the Universities Staff Development Unit, is a company owned by the Committee of Vice-Chancellors and Principals of the Universities of the UK (CVCP) and the Standing Conference of Principals (SCOP). It provides specialist advice, support and resources to member universities in their planning, delivery and evaluation of staff development and training for all personnel. It is the National Training Organisation (NTO) for higher education, and now works closely with the Institute for Leaning and Teaching in Higher Education (ILT).

The Staff and Educational Development Association (SEDA) is the professional association for staff and educational developers in the UK. It accredits programmes of continuous professional development for all staff within higher education as well as programmes for new teachers.

Institutions responsible for HE continuing professional development

England, Wales and Northern Ireland

Continuing professional development of teachers may be provided at a higher education institution (HEI) or at an independent training or conference centre in England, Wales, Northern Ireland or overseas. Trainers may include a wide range of agencies and individuals. Senior staff within an HEI provide ongoing professional guidance and development for their less experienced colleagues, either as part of their day-to-day oversight or as special, focused training. Although there is no set formula, such support normally begins with the induction which follows the teacher’s initial appointment to the institution and continues for as long as it is required. HEIs also make provision for their staff to undertake studies leading to a higher degree. Some staff undertake study visits and establish joint projects with HEIs in other countries, whereby the examination of another education system provides alternative models of tackling issues of common concern. Such visits may be arranged bilaterally or as part of European Community programmes such as ERASMUS and LINGUA.

Admission requirements

There are no formal admission requirements except in the case of courses leading to specific qualifications — e.g. a higher degree.

Curriculum, duration of studies

There is no legal minimum requirement for the continuing professional development of teachers (CPD). Participation by individual teachers varies considerably, ranging from a few hours to a few days and possibly over a long period on a full-time or part-time basis according to the needs of the individual staff member and the institution.

Evaluation, certification

Continuing professional development of teachers covers all professional development, from short courses to higher degrees.

Where teachers undertake studies leading to specific qualifications — e.g. an academic diploma or a higher degree — their performance is assessed by examination or coursework, as required by the accreditation body (usually a university). Some professional development programmes have now been accredited by the Institute for Learning and Teaching in Higher Education (ILT), a new membership organisation open to all those engaged in teaching and the support of learning in higher education.

RELATIONSHIP BETWEEN INITIAL AND IN-SERVICE TRAINING AND CAREER PROGRESSION FOR TEACHERS

PERFORMANCE THRESHOLD

The Government is introducing a new pay system for teachers in England based on performance. The new arrangements offer teachers significant pay rises over and above the annual pay award. Teachers meeting new national standards to pass a 'performance threshold' will be entitled to a £2000 pay rise on their basic salary. Success also means having access to a new upper pay scale and up to £4,000 more in performance pay.

All teachers with a good honours degree and seven years teaching experience, and other teachers with nine years teaching experience, are eligible to apply to be assessed against the new performance threshold standards. Headteachers will be responsible for assessing teachers against national guidelines. All Headteachers are being offered training, and accredited external assessors will work with Heads to ensure that decisions are nationally consistent.

The new performance threshold standards will cover the different dimensions of a teacher’s job expressed in generic terms. They cover: professional knowledge and understanding; teaching and assessment; pupil progress; wider professional effectiveness and professional characteristics.

All schools will be provided with an extra day of in-service training to cover the introduction of the new arrangements for performance

ADVANCED SKILLS TEACHERS

Since 1999 the Government has made available funds for a new grade of teacher - the Advanced Skills Teacher (AST) - in England. The funding rewards excellent teachers who want to remain in the classroom, rather than move into a management or leadership role, and share their skills and expertise with other teachers. ASTs are able to access higher salaries than other teachers. They are required to spend 20% of their time working with teachers from other schools.

FAST TRACK FOR TEACHERS

The Government is introducing a new Fast Track for teachers in England to help recruit top quality graduates and the most talented serving teachers. Teachers and trainees will win a place on the Fast Track through their commitment to teaching, excellent subject knowledge and leadership skills. Those entering the programme before initial training will receive a bursary of £5,000 (in addition to the new Training Salary for post-graduate trainees). Fast-track teachers can expect to reach the performance threshold within five years and become an AST or enter a leadership position shortly afterwards.

The core of the Fast Track will provide a structured programme of challenging teaching posts designed to give a diverse range of teaching experience. In addition, Fast Track teachers will undertake extra tailored continuous development, including short placements outside teaching, networking and mentoring.

INCORPORATION OF A EUROPEAN DIMENSION INTO TEACHER EDUCATION

MOBILITY OF STUDENTS AND ACADEMIC STAFF

The conference in Bologna, attended by the Minister of State for Higher Education in England, Baroness Blackstone, in June 1999, provided a significant step towards ensuring effective mobility of students and academic staff throughout Europe. It is important now to build on the Bologna Declaration’s aims.

There are already several building blocks in place to encourage mobility and mutual recognition of awards. The Socrates-Erasmus programme, recently relaunched, is the vehicle to encourage and promote student and staff mobility. The European Credit Transfer System ensures comparability of degree modules. Piloting work on the Diploma Supplement, including work by the University of Westminster, will help lead to an easier system of degree recognition.

There has been a drop in the number of UK students studying abroad under Erasmus (apart from students on language courses). Overall numbers have declined steadily from a peak of almost 12,000 in 1994/95 to less than 10,000 in 1998/99. Although the arrangements are meant to be reciprocal, there is an imbalance in the number of EU students who come to the UK compared with UK students going to other EU countries of about 2:1.

The UK Government, in tandem with the UK Socrates-Erasmus Council, the national agency responsible for Erasmus, is actively seeking to do what it can to redress the imbalance by encouraging as many UK higher education students as possible to take part. Since 1998, UK students who study abroad for a year have not been required to pay any tuition fees at all - either at the UK or other European institution - for that year. And promotional activity has increased: the DfEE has produced a free booklet ‘European Choice’ which advertises the potential benefits of the Erasmus scheme to students; and the UK Socrates-Erasmus Council has produced a free booklet ‘Unlock your potential with an Erasmus experience’.

A case study of an Erasmus funded project is included below:

Canterbury Christ Church College

Canterbury Christ College works with 15 partner institutions across Europe to provide exchanges for students on initial teacher education courses and academic staff. Their partner institutions are mainly in Northern Europe, but they are also building up contacts with institutions in Southern and Easter Europe. Last year 25 students from elsewhere in the EU attended courses in Canterbury. The College also ran a pilot scheme last year for its own trainees to spend some time at the partner institutions elsewhere in the EU, and the College is expanding the scheme this year. In addition a number of academic staff have spent some time elsewhere in the EU. This has provided a useful cross-fertilisation of ideas, exchange of good practice and exchange of research evidence. Finally, the College is currently piloting an internet discussion site for students and academic staff to talk to other colleagues across the EU within the partnership.

THE EUROPEAN DIMENSION IN THE PUPILS’ NATIONAL CURRICULUM

Some of the programmes of study for the pupils’ National Curriculum in England (geography, history, art, music and - at secondary level - modern foreign languages - include a European dimension. Schools are also able to include a European dimension in other subjects if that best meets the needs of their pupils. During the UK presidency of the European Union from January to June 1998, the DfEE published a booklet for headteachers and teachers ‘Partners in Europe - Managing the European Dimension’ providing ideas, examples and case studies for including a European dimension within the pupils’ curriculum.

COMENIOUS PROJECTS

The European Commission allocates funding to projects which incorporate a European dimension into in-service teacher education under Action 1 (School Education - Comenious) of the Socrates II programme. A case study of a Comenius funded projects is included below.

Bristol City Council co-ordinates a Comenius funded in-service training project with partners from Denmark, Germany, Greece. The project’s activities are based on 3 key themes:

  • combating prejudice and stereotyping;
  • the European dimension in the primary curriculum; and
  • communication and co-operation.

The project runs courses with teachers from all of the partner countries and covers modules on the three key themes. For example, teachers participate in exercises designed to challenge stereotypes of different cultural characteristics and to raise awareness of values, problems and solutions which are common across EU national boundaries. The project gives particular attention to the way in which the European dimension can raise levels of achievement for all pupils.

The project’s most recent course was held in Santander, Spain, in October 1999, and proved very successful.