Why a qualified workforce? Is this a question we should even be posing?
CPD isn’t a luxury add-on to the work of teaching, it is an absolutely central element of being a professional.
CPD for teachers is a necessity. When CPD works well, it is genuinely useful and can make a huge difference not just to the practice of an individual teacher, but to a whole staff body.
99% of ATL’s members cast their vote in this year’s National Presidential election!
Michael Barber recently opined that teachers are ‘semi-professional’. He argued that the profession remains heavily unionised (obviously a bad thing when it comes to Barber’s view of professionalism). Yet consider this fact. ATL has provided CPD to over 24,000 members in the last eight years (as pictured above) – making the union one of the largest CPD providers in the country.
The major educational event of 2014 was the sacking of Michael Gove. Joy was unalloyed among the vast majority of teachers and school leaders as this most ideological of politicians was shown the door.
A school curriculum is not an end in itself, but a vehicle to realise further purposes. You would think, therefore, that those who devise a national curriculum would start by laying out in some detail what its aims should be.
Tucked away in the ‘evidence check’ documents in the Select Committee webforum is something I have always suspected might be the case.
Sir Michael Wilshaw should not be worried that Ofsted is unlikely to win any popularity contests. Teachers and school leaders set a low bar for the agency. They merely want the school accountability system to be valid, fair and reliable. Yet, Ofsted is none of these things.
The second of ATL’s series of pre-election policy debates asked if another ‘lost generation’ was a price worthy paying for a dearth of effective careers guidance.