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General Teaching Council for England (GTC) has commented on the most recent reports from the Primary Review, published 18 April 2008.
On the report’s findings that there needs to be a more deliberative and consultative context for policy development, GTC Chief Executive Keith Bartley said: 'The report’s findings echo the General Teaching Council’s thinking. Our face-to-face engagement with thousands of teachers and our annual survey of teachers confirms a consensus that the pace of policy initiative needs to be slower and more methodically informed by research and teachers’ own experiences.'
On the report’s findings that the current moves to re-insert qualities such as 'trust' 'creativity', 'personalisation' and 'self esteem' all point to a return to a more liberal view of professionalism, Keith Bartley said:
'We believe that teachers need space and less central direction within the curriculum to be able to find ways to breathe life into what they are required to teach, thus providing interesting, effective and innovative learning. In turn, innovation should be seen as part of teacher professionalism.'
On the report’s findings that that teachers’ access to CPD can be constrained by time and other practice priorities, Keith Bartley said:
'The GTC’s research and survey work supports the report’s finding. It also shows that schools are working increasingly to base their CPD on research-based classroom change. The Teacher Learning Academy (TLA) is offering one means of support for this approach, allowing teachers the opportunity to develop their professional abilities in the classroom alongside the children and young people they teach, whilst also taking into account school and national priorities.'
