Proposals to ensure all teachers have the best preparation for their first day in the classroom as a qualified teacher are set out today by the Teacher Training Agency (TTA).

Revised standards for the award of Qualified Teacher Status (QTS) and requirements for Initial Teacher Training (ITT) are being published for consultation, with the aim of introducing them from September 2002. Views are sought by 2 November 2001.

The revised standards allow for a greater diversity of routes into teaching to attract a wider variety of entrants into teacher training, including career changers. All trainees will need to meet high output standards, which will be inspected by OFSTED.

As part of the Government’s drive to raise standards in schools, all new teachers must gain QTS to be employed as a qualified teacher in a maintained school. The current standards are laid down by the Department for Education and Skills in Circular 4/98.

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Stephen Timms, Minister of State for School Standards, said today:

'Teachers deserve to feel proud of their achievements in raising standards. We want this progress to continue by ensuring that every new teacher has received first class training and joins the classroom as a highly skilled professional.

'By setting out clearly the standards we require of our new teachers, we can be confident that they are fully prepared for life in the classroom. Teachers with Qualified Teacher Status will receive status and respect for their professional skills.

'The new standards will have a major impact in ensuring that ITT continues to produce high quality teachers over the next few years. I hope everyone involved and interested in schools will take the opportunity to read the proposals and contribute their comments.'

Ralph Tabberer, chief executive of the TTA, said today:

'Thanks to the efforts of training providers, the standard of teacher training has never been higher, and inspection shows that teachers in their first year, as well as experienced teachers are performing in the classroom as well as experienced teachers, are contributing to higher achievements by pupils.

'However, the current criteria are four years old. There have been significant changes in the pupils’ curriculum since it was introduced, and experience has shown that parts of the criteria could be streamlined and made more flexible while ensuring high standards are maintained.

'To put it concisely, we want to make sure each new teacher has a strong foundation of knowledge and understanding, is able to perform as a skilled teacher in the classroom, and can operate within a clear framework of professional values and practice. We also aim to ensure that initial teacher training provides a firm basis for career-long professional development.

'The proposals we are publishing today apply to all forms of teacher training and set out clearer, more manageable standards for new teachers. The standards represent levels of achievement in which teachers can take satisfaction and pride, and help increase the respect from the community which the profession deserves.'

The proposals, which arise from the monitoring and review of Circular 4/98, include:

• A clear framework for classroom discipline encompassing behaviour management
• updated standards to reflect recent developments in education including the National Literacy and Numeracy Strategies, the Key Stage 3 Strategy, the introduction of the Foundation Stage, and Curriculum 2000;

• greater emphasis on professional values and practice, and continuing professional development;

• primary teachers should be trained to teach core subjects, plus a repertoire of teaching activities and skills relevant to key topics in foundation subjects;

• further strengthening of the ability of trainee teachers to work effectively with all pupils, irrespective of their ability and circumstances.

The streamlined standards and requirements, which will be statutory, will be backed by a supporting handbook, based on experience of what works in practice. It includes a Code of Practice for the assessment of trainee teachers and detailed non-statutory guidance for the universities, colleges and schools which provide ITT.

Also published today, in a parallel consultation, are proposed changes to the arrangements for OFSTED’s inspection of ITT courses, which are intended to reduce the inspection burden for good training providers. Comments are also sought by 2 November 2001.

Notes to Editors

1. The proposals relate to Initial Teacher Training (ITT) in England only.
2. A consultation pack, including the proposed QTS standards, ITT requirements, a handbook of Guidance, an OFSTED/TTA inspection framework, and consultation response booklets, can be obtained from the TTA Publications Unit (tel: 0845 606 0323 or e-mail ttapublications@iforcegroup.com. The documents are also available on the TTA website, Teach. Circular 4/98 is available at the DFES website.
3. Comments should be sent by 2 November to Ben Scanlon, ITT Team, Teacher Training Agency, Portland House, Stag Place, London SW1E 5TT.
4. The ITT inspection arrangements consultation documents are available via the OFSTED website: www.oftsed.gov.uk Responses should be sent by 2 November 2001 electronically via the OFSTED website (address above) or to Carol Davis, Teacher Education Division, OFSTED, Alexandra House, 33 Kingsway, London WC2B 6SE. Media enquiries should be directed to the OFSTED Press Office 0207 421 6574.
5. Comments will be considered and reported to the Secretary of State for Education and Skills. It is intended that revised standards will be published in February 2002, and implemented in training beginning from September 2002. The revised standards for QTS and requirements for ITT would apply to all forms of ITT - undergraduate, post graduate, flexible routes, employment-based training and distance learning – although the content of training programmes will vary.
6. The Teacher Training Agency was established under the Education Act 1994. Its purpose is to raise standards in schools by attracting able and committed people into teaching and by improving the quality of teacher training. The Agency is responsible for a wide range of initiatives to promote recruitment to the teaching profession; for funding Initial Teacher Training; for further development of the standards for award of Qualified Teacher Status; and working with the New Opportunities Fund for the provision of training in the use of ICT in subject teaching.