Recommendation 14

HM Government · verbatim extract Accepted

79. The Department for Education estimates postgraduate ITT recruitment targets using the teacher workforce model. This estimates future teacher demand for each secondary subject using pupil number projections and teaching hours data from the School Workforce Census, among other factors and inputs. The recruitment targets are calculated on the intention that the newly trained teachers required for a specific STEM subject should be trained via ITT in that subject. 80. The Department also records the percentage of hours taught by teachers with a relevant post A-level qualification. For a variety of reasons, the value is never likely to reach 100%. Many teachers may have extensive experiences or qualifications that make them suitable to teach specific subjects, but they are not recorded within the school workforce census as having such a qualification. For example, a teacher of French may be fluent in the language without having a post A-level qualification in French recorded in the Census. 81. The latest School Workforce Census (published June 2022) included data on the percentages of hours taught by a teacher with a relevant post-A level qualification: • General/Combined Science: 95.5% • Biology: 93.5% • Maths: 88.4% • Chemistry: 83.4% • French: 81.2% • German: 80.6% • Physics: 72.4% • Spanish: 63.2% Teacher development 82. As set out in paragraph 14, we are creating a world-class teacher development system, building from ITT, through to early career support, specialisation, and onto school leadership. This is creating a golden thread of professional development that teachers can draw on at every stage of their careers. These reforms help teachers and school leaders in every phase, subject and context feel more confident and in control of their careers. 83. The Early Career Framework (ECF) reforms entitle all Early Career Teachers (ECTs) in England to access high-quality professional development at the start of their career. The ECF is a subject-neutral and evidence-based approach. It is designed to ensure ECTs focus on learning through the latest evidence which the ECF provides, in order to make the most difference in their professional practice. The ECF reforms ensure consistent and enhanced professional development and support for ECTs, including 10% off timetable in the first year and 5% off timetable in the second year of induction for all ECTs to undertake induction activities including training and mentoring, freely available high- quality development materials based on the ECF, a dedicated mentor including funding for these mentors to spend with ECTs in the second year of induction - this is based on 20 hours of mentoring across the academic year. 84. Alongside the ECF, we encourage teachers to continue to engage in subject-specific development to improve their continuous professional development. This may include undertaking National Professional Qualifications (NPQs). 85. In Autumn 2021, we introduced an updated suite of NPQs, designed to give teachers and school leaders access to high-quality in-role training and support, both in specialist areas of practice, such as leading the teaching of a subject or phase, and in leadership roles. 86. NPQs are voluntary qualifications which have been developed in collaboration with the sector and are informed by the best available research and evidence which has been endorsed by the Education Endowment Foundation. 87. While not STEM-specific, the NPQ in Leading Teaching will enable professionals to develop expert teaching practice within their relevant context through the use of subject-specific, phase-specific, or domain-specific exemplification materials. An NPQ in Leading Teacher Development is also available to support professionals to create a culture of professional learning and continuous improvement in their school. 88. NPQs can and should be supplemented by a variety of subject-specific professional development, including that which is provided by schools, trusts, subject associations, charities, curriculum hubs, Oak National Academy, and other private training organisations. 89. We encourage all teachers and leaders to consider enrolling on a fully funded NPQ; to do so, professionals should visit: Professional development for teachers and leaders (education.gov.uk) for more information.