A response to the Department for Education consultation on strengthening Qualified Teacher Status and improving career progression for teachers
12 March 2018
The Association welcomes the opportunity to provide a response to the Department for Education’s consultation on strengthening Qualified Teacher Status and improving career progression for teachers.
This submission is informed by ASE’s Best Practice Guidance documents Initial Teacher Education, CPD Entitlement and Provision, and Professional Recognition together with our response to A World Class Teaching Profession consultation in 2015 and the Educational Excellence Everywhere white paper in 2016. Additionally this submission has been formulated in consultation with ASE’s membership and national committees. Together these groups bring expertise in primary and secondary science education from a range of viewpoints, including classroom practitioners, educational research, teacher education and professional development.
ASE welcomes the spirit of the consultation in proposing ‘options to strengthen development and career progression for all teachers, throughout their careers……making teaching as attractive as possible to prospective teachers…….developing existing teachers and supporting them to stay in the profession.’ We agree that there needs to be significant improvements to career progression offered to all teachers, which will benefit recruitment, and more importantly, retention.
it is most important that science teachers are supported in their professional learning journey through a sustained strong culture for professional development
With continuing concerns about the lack of confidence in teaching science for the majority of primary teachers who do not have a background in science, about teacher shortages in secondary state schools, particularly in physics, and a greater likelihood than teachers of other subjects of leaving the profession within the first five years, it is most important that science teachers are supported in their professional learning journey through a sustained strong culture for professional development and learning which recognises individual teachers’ efforts and achievements at all stages of their career. This represents a significant cultural shift which needs to be embraced and led by the profession with teachers taking ownership and having an intrinsic motivation to seek to improve. Professional recognition plays as much a part as formal qualifications, so we would like to see more importance placed on chartered status, and particularly peer reviewed schemes such as Chartered Science Teacher (CSciTeach). Progression within a teaching career should not need to be through a leadership route, or be tied to specific qualifications.