Policy and research
A key part of the GTC’s role is to advise government and other education partners on issues affecting standards of teaching and learning, based on research evidence and teachers’ views and expertise.
Current areas of policy work include:
Initial teacher training
In our project Becoming a teacher in the future we explore with teachers and other partners the questions that will shape the future of teaching. For example, what routes into teaching do we need, and how do we assure common standards across diverse routes?
Continuing professional development (CPD)
We know that teachers are personally committed to developing their own professional practice. Opportunities for effective continuing professional development hold the key to continual improvement.We have developed the Teachers’ Professional Learning Framework (TPLF) to help teachers map and plan their own development.We are working at local level with teachers, schools and LEAs to improve access to high quality CPD .
School inspection and accountability
We advocate a stronger role for school selfevaluation and a better balance between external inspection and internal review.
Other adults in schools
Our advice to government is that the role of the qualified teacher is central. New roles for other adults should be shaped by pupils’ learning needs. High quality preparation is essential and teachers themselves need support in adapting to new ways of working with a wide range of colleagues.
Teacher retention
We are working with teachers and other key education partners to find solutions that will encourage, motivate and support teachers to stay in the profession for longer.
Our networks
We want to add value to teachers’ professional lives by building networks of teachers and developing new models for professional development.
The first of these networks is the Connect network, for teachers who are leading and supporting continuing professional development. Several thousand teachers representing one in six schools are in the network.
In autumn 2004 we launched the Achieve network, for professionals promoting race equality in schools.We are keen to hear from teachers, teaching assistants and LEA advisers committed to promoting the achievement of black and minority ethnic pupils and striving to build a more representative workforce.
Teacher Learning Academy
The GTC Teacher Learning Academy can provide a national framework for the recognition of a teacher’s professional learning. The focus is on learning that draws on the teacher’s practical classroom and professional work. This approach benefits not only the teacher but also their pupils, school, and local education service.
Research
We promote teaching as a research-led profession. Research of the month contains examplesof how research can contribute to effective professional practice.
The GTC sponsors research, often in partnership with other education interests. Current projects include:
- Hosting the National Teacher Research Panel
- Participating in a long term study into the status of the teaching profession
- Work with Christchurch College, Canterbury on ways of retaining more experienced teachers
- Reviewing the effectiveness of different approaches to continuing professional development
- Research into e-learning with Manchester Metropolitan University.
