13 September Workshop: What makes a good teacher? Competence models, concepts of professionalism and conflicts of interest

13 September Concepts of professionalisation – UK situation Low Trust, High Pressure approach to profession. Punitive not developmental system of school inspection. Increasing trend for more external assessment and less trust for teacher assessment. Professional status of teaching undermined by non qualified teachers in teaching posts. Government misappropriates the language of ‘professional’ and ‘professionalism’ to support their own ‘reforms’ to public sector.

13 September National College of Teachers – the answer? General Teaching Council for England abolished on 31 March 2012 (“this organisation does little to raise teaching standards or professionalism”). England is only country in UK with no national independent body for teachers and no unifying code of professional values. Government policy characterised by disempowering teachers and prescribing teaching methods. Current proposals for National College of Teaching – cautious welcome by unions.

13 September What makes a ‘good’ teacher? What makes teaching ‘good’? Ask the workshop participants to talk in pairs for 10minutes about makes a good teacher? Round up – Each group feed back

13 September Teacher Education (Initial Teacher Training) Turbulence created by Government’s reforms is de- stabilising initial teacher training in England. School Direct introduced with two complex and competing routes – learning ‘on the job’ Diminution of universities’ role in educating and developing new teachers in England. ‘Teaching Schools’ expected to become centres of excellence in training and development. NUT survey of Teaching Schools found this additional expectation to train teachers was distracting from focus on teaching and learning and school development.

13 September Teacher Education (In-career Teacher Training) CPD must be available to ensure practising teachers have their knowledge and skills regularly updated. OECD suggest teachers need to be given agreed levels of time release or financial support for PD to recognise this is important part of job. Important that teachers value professional development, as important part of their role, and linked to school self evaluation. Teachers must have ownership of CPD and it must benefit and support their classroom practise. Evidence based practice and access to research is challenge.

13 September Group Task What are features of approach to teacher education and training in your country which are positive? (Groups of 4 for 15minutes discussion)

13 September Conflicts of Interest? Teachers feel valued by parents in England (64% in latest NUT poll) but less so by politicians (3%). Teachers believe school inspection system is not impartial (only 9% felt “free from political interference”). Teacher workload means teachers’ forced to prioritise work over time with own children in evenings and weekends. Privatisation and competitive ethos within public service.

13 September Educators are the Experts – Valuing Teachers ‘ Professional Judgements Year of the Curriculum – NUT providing CPD for its 300,000 members online ( Breaking the Mould – project on gender stereotypes based on reading books ( Reading for Pleasure – empowering teachers to use a range of approaches to teaching reading.