As set out in the White Paper, The Importance of Teaching, the Government's view is that the existing proliferation of teachers’ standards means it can be confusing and difficult for teachers to plan their own development, and to performance manage effectively. This Review provides an opportunity for schools to bring together existing measures of teachers’ performance, to make sure they align with the evaluation schedule in the school inspection framework, to ensure they are up to date, and to address any gaps in what they cover.
The scope is set out in the Review's terms of reference. The intention, as set out in the White Paper, is to make sure that the new standards have a stronger focus on key elements of teaching, including: the best approaches to the teaching of early reading and early mathematics, how best to manage poor behaviour, and how to support children with additional needs, including special educational needs and disabilities.
Ministers have appointed an independent Chair, Sally Coates, Principal of Burlington Danes Academy to carry out the Review. Sally is supported by a team of 14 excellent practitioners and experts, including teachers and headteachers from maintained schools, academies and special schools.
The Review’s first report was published on 14 July 2011. It set out recommendations for standards to replace those required to achieve Qualified Teacher Status (QTS) and pass induction. Ministers accepted the Review’s recommendations and a copy of the report and the Government response are available on this website. A final report is expected in the autumn term making recommendations for the entire suite of teachers’ professional standards.
Ministers accepted the recommendations of the Review's first report on 14 July 2011. Existing standards continue to be relevant until the new standards for teachers take effect on 1 September 2012. For more detail about how the standards will apply, please refer to the Teachers' Standards document.
A summary of evidence considered in the first phase of the Review can be found in the Review’s first report. Particular consideration has been given to the existing professional standards, developed by the Training and Development Agency for Schools, and the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers. The Review also considered national and international evidence and best practice as well as feedback from key users of the standards, including teachers, ITT providers and induction coordinators and tutors.
The Review itself is being led by excellent practitioners, including headteachers and teachers. In the first phase of the Review, the Teachers’ Standards Review Group took forward work with a number of experts and stakeholder groups, including teachers, ITT providers and induction coordinators and tutors. A summary of the individuals and organisations who contributed to the first phase of the Review can be found in the Review's first report.
People with an interest in the Review are invited to check this website, which will be updated with more information about the Review as it becomes available.
The Review’s terms of reference make it clear that the new standards should be clearer and easy-to-understand. The Review considered evidence from a number of sources and came to the conclusion that difference between the existing standards to achieve QTS and Core standards is not significant enough to warrant a separate set of standards. Instead, they were of the view that the first full year of teaching should focus on consolidating the experience of teacher training and demonstrating consistency of practice. Ministers accepted this recommendation.
The second phase of the Review, which is expected to conclude in the autumn term, will consider the case for standards representing further progression. The Department is clear that teachers should be able to demonstrate progress beyond QTS. Schools are best placed to judge such progress in the context in which they are teaching.
Yes. Ministers have accepted the Review’s recommendations. New standards for teachers will become effective on 1 September 2012.
The First Report also makes a number of additional observations, which fall outside the Review’s explicit terms of reference. Ministers have set out their response to these in a letter to the Chair, which was published on 14 July.
A copy of the report and the Government response are available on this website.
The Department is considering the observation about the point of award of QTS. It is important that proper consideration is given to the question of when a teacher should be deemed fully qualified, in relation to the systems of both initial teacher training and induction.
The Department is taking forward discussions with Ofsted about the relationship between the new standards and Ofsted’s descriptors for teaching.
The use of primary subject specialists is being investigated as part of the Department’s exploration of internal primary curriculum capacity. This project should conclude with recommendations to Ministers in the autumn.
ITT providers and induction coordinators should contact the Training and Development Agency for Schools at email@example.com.
Schools and members of the general public should go to the contact us section of the Department's website.
The revised standards apply to all of those who begin their training for QTS on or after 1 September 2012.
Where programmes have started before 1 September 2012 and are due to finish after 1 September 2012, the relevant accredited providers will need to ensure that programme design and delivery, and the assessment of trainee teachers, take proportionate account of the introduction of the new standards.
Newly Qualified Teachers who qualified under the previous standards but started induction on or after 1 September 2012 will need to be assessed against the new standards at the end of their induction.
The revised standards become effective on 1 September 2012. Existing teachers who have already passed induction will be expected to use the new standards instead of the previous Core standards for appraisal, identifying professional development, and other related purposes.