Headteacher Magazine, guide to services and products for UK Schools
NASBTT has responded to the Department for Education (DFE) consultation on Strengthening Qualified Teacher Status (QTS) and Improving Career Progression for Teachers.
The objective of the consultation, which closes on 9th March, is around supporting teachers and ensuring the right structures are in place at the beginning of a teacher’s career, improving access to high-quality professional development and improving progression opportunities for all teachers throughout their careers.
The first half of the consultation sets out the DFE’s initial proposals for a strengthened QTS.
The second half of the consultation sets out the DfE’s thinking on supporting career development for teachers once they have gained QTS.
Following submission of the NASBTT response, Executive Director Emma Hollis said:
“NASBTT widely welcomes the proposals set out in the QTS consultation and feels very positive about the way the DfE is engaging with all stakeholders and is genuinely listening to what the profession wants. We are grateful for the explicit recognition of the excellent work already being carried out by the ITE sector and would endorse the view that the ‘work’ to be done is in the induction space rather than during the ITT year.
“We have some concerns about the semantics within the proposal as, having recognised that the mechanism which leads to QTS is in an excellent place, it seems anomalous to then suggest that QTS needs improving. In fact, we would argue that QTS should remain where it is, with all the prestige and recognition that it, rightly, holds, and that Endorsed QTS should be awarded at the end of an extended induction period. Rather than ‘Strengthened QTS’, we would argue that what we are, in fact consulting on is ‘Strengthened Induction’.
“In all of our responses to the consultation we make the assumption that central funding will be provided to schools to allow these changes to take place. What is absolutely clear is that schools do not currently have the finances to support additional CPD for staff nor the reduction in timetables proposed for the extended induction period. For any of these proposals to be successful, funding must be committed which allows schools to commit time and resource into developing their staff. If left unfunded, the strain on schools would be too great and these proposals will have no chance of success.”
Copyright © 2018. All rights reserved.