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Consultation on the Professional Standards Framework for Teachers

In autumn 2000 the DfES involved the GTC in its work to develop the Teachers’ Standards Framework. The GTC recognised this as a useful first step. Since then there have been many changes including school workforce remodelling, the reorganisation of children’s services, and changes in early years and further education sectors, all of which impact on workforce development.

The GTC has continued its policy work by consulting teachers and other stakeholders in order to revisit and develop perspectives on professional standards in the light of these developments. Consultation also addressed aspirations for the professional standards framework.

Earlier this year Connect network members were invited to take part in this consultation process, along with stakeholders from further and higher education, the Teacher Training Agency (TTA) and representatives from teaching unions. Over 200 network members responded. As a result, two consultation events were held and those unable to attend were given the opportunity to make their views known through a questionnaire.

The consultation identified stakeholders’ awareness and understanding of the existing standards as well as views on their credibility, purposes and uses.

The main findings are summarised below.

The current standards framework lacks:

• coherence
• consistency
• comprehensiveness
• credibility.

Future recommendations for the development of a framework of teaching standards include the following:

• Teaching standards should support the improvement of teaching practice.
• Teaching standards should be consistently and progressively based on a set of ‘spheres of expertise’ supported by teachers and other stakeholders.
• Teaching standards should be an internally coherent set of articulations of teaching expertise.
• There should not be level descriptors identified with particular posts.
• Teaching practitioners may develop other sorts of expertise beyond teaching, but the framework should not attempt to capture these.
• Attention should be given to the guidance and exemplification accompanying standards as well as to the composition of the standards themselves.
• A standards framework might be used to instil and reward desirable processes as well as to achieve specific outcomes.
• A robust and credible standards framework would be useful in addressing shortcomings in competence.
• A coherent framework should support the practice of those in the school workforce substantially and directly involved in teaching and learning.

These findings were incorporated into GTC policy advice on professional standards and this is in the process of being ratified by Council.

In taking over their new responsibility the TTA has also been tasked by the Secretary of State with undertaking a review of the Professional Standards Framework. In the light of this development and the introduction of Excellent Teacher Status, the work the GTC has done in engaging the profession in a debate about standards for teaching has proved invaluable in developing thinking. We will aim to take forward participants’ views and reflect the principles outlined as recommendations for the Framework, in discussion with the TTA as it undertakes its task.

To find out more or become part of this group, e-mail Connect. You can also download the full report on the consultation process.