England

Teachers, Teacher Education, and Professional Development

Teacher Education Specific to Mathematics and Science

In November 2014, there were 454,900 full time teachers in England.¹⁴ Teaching is largely^b a graduate profession into which there are two main routes: university programs of study and in-school training. However, the structure of teacher education is undergoing significant changes. Most teachers in England have Qualified Teacher Status (QTS). Students who wish to train as a teacher must pass both English and mathematics at the General Certificate of Education (GCSE) level. Primary school teachers are trained to teach all subjects in the national curriculum, and may opt for curriculum specialization.

Students pursuing QTS through a university program of study have two options.  A minority undertake a three year or four year undergraduate degree (particularly students who want to work in primary education), combining the study of one or more academic subjects with professional training in aspects of education (Bachelor of Education, or Bachelor of Arts or Science). Alternatively, students already holding a three year bachelor’s degree may undertake a one year Postgraduate Certificate in Education (PGCE).  The PGCE route is normal for secondary school teachers, and most have a subject specialization based on their first degree.  Both university routes involve trainee teachers spending significant blocks of time in school classrooms under the supervision of practicing teachers.

The most popular in-school training programs are School Direct¹⁵ and Teach First.¹⁶ There are two School Direct training options: a fee paying option that is open to all high quality graduates and a salaried option for high quality graduates. In 2015, there were 2,000 places nationally for Teach First across primary, secondary, and early years education. Teach First requires applicants to have three good A levels and an undergraduate degree at the Second Class Honors, Grade 1 level or above. The two year Teach First scheme includes a Leadership Development Programme and leads to a PGCE and QTS.

Regardless of the training route they follow, all trainee teachers must meet the Teachers’ Standards at an appropriate level before QTS can be awarded. The Teachers’ Standards are set by the Secretary of State,¹⁷ and also are used to assess teachers’ performance following their training as part of the annual appraisal process. Following their formal training, teachers start their careers as Newly Qualified Teachers (NQTs) with Qualified Teacher Status (QTS).  They are supported by in-school mentors and are assessed against a set of national standards during a statutory 12-month induction program. This model is designed to link initial teacher education and practical effective professional practice.

Requirements for Ongoing Professional Development

While Ongoing Professional Development (OPD)^c in state-maintained schools is nonstatutory, schools are expected to offer training and development opportunities to all staff and are allowed to define their approach to professional development according to their own needs. Many schools use the Teachers’ Standards¹⁸ to assess individual needs for training and development. The role of OPD is well recognized in raising teaching and learning standards.