Standards for the Award of Qualified Teacher Status and Requirements for Initial Teacher Training. consultation document

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1 Standards for the Award of Qualified Teacher Status and Requirements for Initial Teacher Training consultation document July 2001

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3 Contents Page 1 Summary of the proposals 2 2 Foreword 3 3 Introduction 4 4 Standards for the Award of Qualified Teacher Status 7 5 Requirements for the Provision of Initial Teacher Training 15 consultation document July

4 Summary of the Proposals This consultation, which runs from 27 July to 2 November 2001, concerns proposed revisions to: the Standards that trainee teachers must demonstrate to be awarded Qualified Teacher Status (QTS); and the requirements for initial teacher training (ITT). The consultation also covers the nonstatutory guidance that will accompany the revised Standards and requirements. Following this consultation revised QTS standards and ITT requirements will be published in February 2002 for implementation from September The main proposals are that: 1. changes should be made to the Standards for the Award of QTS that make them more streamlined whilst maintaining high expectations of newly qualified teachers. These Standards will be accompanied by non-statutory guidance; 2. the QTS Standards should be underpinned by a greater emphasis on professional values; 3. the QTS Standards should be updated to reflect recent developments in education, including the introduction of the Foundation Stage, Curriculum 2000, the National Strategies at Key Stages 1, 2 and 3, and post 16 developments; 4. primary trainees should be trained to teach the core subjects plus a repertoire of teaching activities and skills relevant to some key topics in the foundation subjects. They should no longer be required to train to teach a specialist subject; 5. non-statutory guidance should be provided in a handbook containing examples of the range of knowledge, understanding and skills that trainees need to demonstrate for the Award of QTS; a code of practice on assessment; and guidance on ITT partnerships; 6. all ITT provision should prepare trainees to teach across a minimum of two Key Stages; 7. all trainees on undergraduate programmes should spend at least 32 weeks in schools. Under these proposals, providers would be encouraged to recognise trainees prior achievement and to count this towards the time spent in school. Teaching in settings other than schools would also count towards these totals provided they enable trainees to work towards the achievement of the Standards; 8. ITT providers should recognise the wide range of degree subjects that could form an appropriate basis for entry to postgraduate ITT; 9. the QTS Standards and ITT requirements should cover all routes to QTS, including flexible postgraduate ITT and employment-based routes; 10. the QTS Standards and ITT requirements should be easily understood and accessible to all those involved in the training process, including trainees, schools and higher education institutions. Teacher Training Agency July consultation document July 2001

5 Foreword Newly qualified teachers are increasingly well prepared for teaching. This is demonstrated by OFSTED evidence each year on their classroom performance. The improvements have been hard earned and nobody doubts that those preparing for teaching work diligently. Similarly, providers and partnership schools have worked very closely to embed quality in all aspects of the training. As a result, providers can, more than ever, assure trainees of a rich professional preparation for a rewarding professional career. There has never been a better time for those entering the profession. The benefits of these improvements are many. Good teaching is at the heart of the drive to raise standards in schools. Good teachers motivate the young and provide strong role models. More than that, when quality is improving so markedly among those who are very new to the profession, the effect is felt by everyone by those who work alongside new teachers, and by those who manage and lead them, as well as by the children they teach. The proposed QTS Standards and Requirements for initial teacher training are set out here for consultation. These will replace Circular 4/98. They are more concise and have a clearer structure. To put it simply, through the Standards and Requirements, we are seeking to make sure that, at entry to the profession, each new teacher has a good foundation of knowledge and understanding, is able to perform as a skilled teacher and can operate within a clear framework of professional values and practice. We hope that this document is in a form which is accessible to current and prospective teachers as well as to those who educate and train them. The new proposals have been generated after an extensive monitoring exercise involving providers, partner schools and wider stakeholders. We are grateful to everyone who has helped so far and we very much hope that you will now be able to help us further by taking the time to send us your comments. Ralph Tabberer Chief Executive TTA Further copies of this consultation document can be ordered free of charge by telephoning It is also available on the TTA website: consultation document July

6 Introduction This document should be available to, and used by, all those involved in initial teacher training, including trainees, teachers and those who employ and support newly qualified teachers. It should be used to establish a common framework of expectations and to promote the highest professional standards for all who enter the teaching profession. Rationale Teaching is one of the most influential and responsible professions in society. In the day-to-day life of the classroom, it is easy for practising teachers to underestimate their influence. But they can and do make huge differences to children s lives: directly, through the curriculum they teach, and in countless other ways, through their behaviour, attitudes, values, relationships with and interest in pupils. Good teachers are always optimistic about what their pupils can achieve, from the most privileged pupils to those from the least promising circumstances. They know from experience how creating success for pupils engenders further success. They understand that all their pupils are capable of significant progress and that their potential is unlimited. But teaching involves a lot more than care, respect and well-placed optimism. It demands knowledge, practical skills, an ability to make informed judgements, a judicious balancing of pressure and support, practice and creativity, interest and effort, combined with a rigorous understanding of how children learn and thus develop. Just as teachers must have high expectations of their pupils, so pupils, parents and carers are entitled to have high expectations of teachers. Skilled practitioners can sometimes make teaching look easy but their skills are learned and improved through training, practice, evaluation and by learning from other skilled colleagues. Teaching is a creative and rewarding job but it is also hard work and intellectually demanding, and the standards required to join the profession must be commensurately high. Meeting the Standards for Qualified Teacher Status should not be seen as a final qualification but as a major first step in a learning profession. Newly qualified teachers should be setting out on a continuing programme of professional development, which not only increases their knowledge and improves their skills but exemplifies, in their approach to their own learning, the values they are committed to developing with their pupils. Structure of the document The document is in two sections: firstly, the Standards which must be met by trainees before they can be awarded Qualified Teacher Status; secondly, the Requirements which set out the duties placed on the providers of training and those who make recommendations for the award of Qualified Teacher Status. This document is accompanied by a Handbook, which contains exemplification and non-statutory guidance. 4 consultation document July 2001

7 Standards for the Award of Qualified Teacher Status The Standards for the Award of Qualified Teacher Status are organised into three major sections which together define the necessary and inter-related criteria for the award. The Standards for Professional Values and Practice are the foundation. They set out the attitudes and commitment to be expected of anyone qualifying to be a teacher, in line with the Professional Code of the General Teaching Council. These are complemented by the Standards for Knowledge and Understanding, which give shape to those values, requiring newly qualified teachers to be expert and authoritative in the subjects they teach, to have a clear understanding of how pupils should progress and what teachers should expect them to achieve. These two sections provide the framework of values and knowledge which underpin the detailed, practical skills of Teaching planning, teaching strategies, monitoring and assessment, class management and inclusion. The Standards are written as outcome statements which set out what a newly qualified teacher must know, understand and be able to do to be awarded Qualified Teacher Status. They allow providers autonomy in determining how they organise their training and respond to individual trainees needs. They do not constitute a curriculum, nor do they specify the manner in which training should be organised or conducted. The Standards apply to all routes to Qualified Teacher Status, including flexible provision, employment-based and assessment-only routes. All the Standards are generic. Anyone qualifying to teach, whatever the context of their training or the age range for which they have trained, must have met all of the same high standards. Obviously the detailed content of their training will vary considerably from one age range to another and some of the Standards have sub-sections to ensure that each age range is properly recognised and catered for. 1 The Standards cover a range of essential knowledge and expertise and lay particular emphasis on: subject knowledge; understanding of the high standards expected of pupils; the principles and practice of entitlement and inclusion for all pupils; planning and teaching to clear objectives and setting pupil targets; the core pedagogical skills of interactive teaching, differentiation and assessment for learning; principles and practice in the Foundation Stage; the National Strategies in Key Stages 1, 2 and 3; the expanding and flexible provision for year olds; effective class organisation and behaviour management; support for pupils with Special Educational Needs and those learning English as an additional language. 1 See particularly Knowledge and Understanding point 2.1 and Teaching point consultation document July

8 Requirements for Initial Teacher Training The Requirements for the Provision of Initial Teacher Training specify the conditions for entry to training and to the profession. They underline the essential contribution that schools and other settings make to initial teacher training. They relate to all types of provision. They cover the assessment and quality assurance of training and the maintenance of standards leading to the Award of Qualified Teacher Status, and must be met by all initial teacher training providers. The Handbook The Standards are accompanied by a Handbook which contains non-statutory guidance and exemplification. The Handbook is designed as a reference document and a resource which sets out in greater detail the range of knowledge and skills relevant to each of the Standards. For example, it covers a range of teaching strategies which would secure inclusion and good behaviour in the classroom. It provides examples of what trainees should be able to teach in the Foundation Stage and in relation to the National Strategies for Key Stages 1, 2 and 3. It also sets out further details of what primary trainees should be able to teach across the range of the non-core foundation subjects. The Handbook contains two further sections related to the Requirements for Initial Teacher Training: the first is guidance for developing effective school partnerships; the second is a code of practice for assessment. Providers should refer to this Handbook for clarification and support in their assessment of trainees, to check the range and pitch of their training, and as a reference source in the quality assurance of training. Trainees and others seeking the award of Qualified Teacher Status will find it helpful to refer to the Handbook to support self-assessment and to extend their professional skills. 6 consultation document July 2001

9 Standards for the Award of Qualified Teacher Status consultation version

10 1. Professional Values and Practice Those awarded Qualified Teacher Status must understand and uphold the professional code of the General Teaching Council by demonstrating that they: 1.1 have high expectations of all pupils, value and respect their diverse cultural, religious and ethnic backgrounds, and are committed to raising their educational achievement; 1.2 treat pupils with respect, consistency and consideration, showing awareness of their backgrounds, experience and interests, and having concern for their development as learners more broadly; 1.3 demonstrate and promote the positive values, attitudes and behaviour that they expect from their pupils; 1.4 have the ability to communicate sensitively and effectively with parents and carers, and to recognise parents and carers roles in pupils learning, and their rights, responsibilities and interests; 1.5 can contribute to, and share responsibly in, the corporate life of the schools 2 in which they are trained; 1.6 understand and support the roles of other professionals in pupils lives; 1.7 have the motivation and ability to take increasing responsibility for their own professional development; 1.8 are able to improve their own teaching, by evaluating it, by learning from the effective practice of others and by using research, inspection and other evidence; 1.9 are aware of the legal framework relating to teachers employment and conduct. 2 Throughout this document, the term schools includes Further Education and VI form colleges and Early Years settings which provide the opportunity for trainees to meet the standards for Qualified Teacher Status 8 consultation document July 2001

11 2. Knowledge and Understanding Those awarded Qualified Teacher Status must demonstrate that they: 2.1 have a secure knowledge and understanding of the subject(s) 3 they are trained to teach and are able to respond fully and correctly to pupils typical questions and misconceptions in these subject(s). In relation to specific phases: a. those qualifying to teach Foundation Stage children, must have a sufficiently full and secure understanding of the principles, concepts and skills underpinning the Foundation Stage six areas of learning to be able to teach them competently and independently; b. those qualifying to teach pupils in Key Stage 1 and/or 2, must have a sufficiently secure understanding of the principles, concepts and skills underpinning the curriculum for each of the National Curriculum core subjects English, mathematics and science including the frameworks, methods and expectations set out in the National Literacy and Numeracy Strategies, to be able to teach them competently and independently. They must have sufficient understanding of a range of work across the foundation subjects, including: history or geography, physical education, art and design or design and technology, music or drama and Religious Education to be able to teach them to their intended age range in their first year of teaching, with the support of an experienced teacher where necessary; c. those qualifying to teach secondary pupils, must have a secure understanding of the principles, concepts and skills underpinning their specialist subject(s) at a standard at least equivalent to degree level. Those qualifying to teach one or more of the core subjects must be familiar with the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 must know and understand the cross-curricular expectations for teaching set out in the National Strategy for Key Stage 3; d. those qualifying to teach pupils aged must be aware of the pathways for progression through the phase in school, college and work-based settings. They should be familiar with the national qualifications framework, know the progression within and from their own subject and the range of qualifications to which their subject contributes. They should understand how courses are combined in students curricula; 3 The Foundation Stage is organised into six areas of learning rather than into subjects. Throughout this document, references to subjects are intended to include these areas of learning. consultation document July

12 2.2 have passed the Qualified Teacher Status skills tests in numeracy, literacy and ICT; 2.3 are competent users of ICT and know how to use it effectively in teaching the subjects for which they are qualifying to teach; 2.4 know, understand and are able to use the current and relevant national statutory requirements and published national frameworks, guidance, syllabuses or schemes of work for the curriculum; 2.5 know and understand the Three principles for inclusion set out under the general teaching requirements in the National Curriculum Handbook; 2.6 know and understand as relevant to the age range they are qualifying to teach: the principles and aims set out in the QCA/DfEE Curriculum Guidance for the Foundation Stage, the principles of Learning across the Curriculum set out in the National Curriculum Handbook, the Key Skills as specified by QCA; 2.7 understand, as relevant to the age range they are qualifying to teach, the purposes, structure and uses of: Foundation Stage baseline assessments, National Curriculum assessments and tests, national qualifications (general and vocational), the statutory arrangements for reporting on pupils progress; 2.8 can access, understand and interpret, as relevant to the subjects and age ranges for which they are qualifying to teach, the expected standards in relation to: Early Learning Goals for the end of the Foundation Stage, the National Curriculum Programmes of Study and levels of attainment, the mark scheme and/or examination criteria for National Curriculum tests and public examinations, the national averages and any relevant national attainment targets, LEA and school benchmarked expectations; 2.9 are aware of the expectations, progression, typical curricula and teaching arrangements in the Key Stages or phases, from and to which pupils that they are trained to teach, transfer; 2.10 understand their responsibilities as teachers under the SEN Code of Practice and know where and how to get advice from specialists on teaching and learning approaches, and on access strategies for pupils with less commonly occurring types of special educational need; 2.11 understand how pupils learning is affected by their physical, intellectual, social and emotional development. 10 consultation document July 2001

13 3. Teaching 3.1 Planning, Expectations and Targets Those awarded Qualified Teacher Status must demonstrate that they: have high expectations of pupils based on knowledge of: the pupils, evidence of their past and current achievement, the expected standards for pupils of the relevant age range, the range and content of work relevant to pupils in that age range; use these expectations to set clear teaching objectives and translate these into explicit and challenging learning targets for the class and, where necessary, for groups or individuals, in a form that can be understood by pupils; can use these teaching objectives and learning targets to plan lessons, and sequences of lessons in a way which shows how pupils learning will be assessed, taking account of and supporting the varying needs of pupils; select and prepare resources, and plan for their safe and effective organisation, appropriate to the subject and taking account of pupils interests and their language and cultural backgrounds; plan for the use of ICT in their teaching; participate in, and contribute to, teaching teams, as appropriate to the school, including, where applicable, planning collaboratively for the deployment of additional adult support; can, as relevant to the age range they are trained to teach, plan opportunities for pupils to learn in out-of-school contexts, such as school visits, museums, field-work and employmentbased settings; with the help of an experienced teacher can identify the levels of attainment of pupils learning English as an additional language and begin to analyse the language demands of teaching tasks to provide a suitable match with cognitive challenge as well as language support; consultation document July

14 3.2 Teaching Strategies Those awarded Qualified Teacher Status must demonstrate that they: build successful relationships with pupils, centred on teaching, learning and the curriculum, which set high expectations, and establish a purposeful learning environment in which pupils feel secure and confident; can teach the required or expected knowledge, understanding and skills relevant to the curriculum for pupils in the age range for which they are trained. In relation to specific phases: a. those qualifying to teach Foundation Stage children must teach all six areas of learning outlined in the QCA/DfEE Foundation Stage guidance competently and independently; b. those qualifying to teach pupils in Key Stage 1 and/or 2 must teach the core subjects (English, including the National Literacy Strategy, mathematics through the National Numeracy Strategy, and science) competently and independently; and for either Key Stage 1 or Key Stage 2, they must also teach a range of work across the foundation subjects, including: history or geography, physical education, art and design or design and technology, music or drama, with sufficient independence to teach a class in the intended age range in their first year of teaching, with the support of an experienced teacher where necessary; c. those qualifying to teach secondary pupils must teach their specialist subject(s) competently using the National Curriculum Programmes of Study for Key Stages 3 and 4 and the relevant national frameworks, schemes of work and specifications for qualifications. Those qualifying to teach the core subjects or ICT at Key Stage 3 must be able to teach using the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 must be able to teach the cross-curricular elements set out in the National Strategy for Key Stage 3; d. those qualifying to teach pupils aged years must teach their specialist subject(s) competently and independently at Key Stage 4 and to post-16 students using, as relevant to the subject and age-range, the National Curriculum Programmes of Study and related schemes of work, or syllabuses or course programmes specified for national qualifications; use ICT effectively in their teaching; provide opportunities for pupils to develop the key skills specified by QCA; teach clearly structured lessons, or sequences of work, which make learning objectives clear to pupils and employ interactive teaching methods and collaborative group work; differentiate in their teaching to meet pupils varying needs; 12 consultation document July 2001

15 3.2.7 promote active learning and teach independent learning strategies which enable pupils to think for themselves, and to plan and manage their own learning; provide homework and other out-of-class work which consolidates and extends learning; take account of the varying interests, experiences and achievements of boys and girls, and pupils from different cultural and ethnic groups, in raising their attainment; can teach across the age and ability range covered by their training programme. 3.3 Monitoring and Assessment Those awarded Qualified Teacher Status must demonstrate that they: can use, and where necessary devise, a range of monitoring and assessment strategies to evaluate pupils progress towards planned learning targets, and use this information to improve their own teaching; monitor and assess as they teach to give immediate and constructive feedback in order to provide pupils with support at the point of learning; use assessments to involve pupils in reflecting on, evaluating and improving their own performance; can accurately assess pupils progress using, as relevant, the stepping stones and Early Learning Goals, National Curriculum level descriptions, criteria from national qualifications or National Curriculum assessment schemes, with guidance from an experienced teacher if necessary; can use school and classroom data on pupil attainment by gender and by ethnic group to inform planning so that boys and girls from all ethnic groups can make good progress and achieve high standards; with the help of an experienced teacher where necessary, use assessment to identify and support pupils who are falling behind and/or failing to achieve their potential in learning or who are experiencing behavioural, emotional and social difficulties; record pupils progress and achievements systematically to provide evidence of the range of pupils work, progress and attainment over time, to inform planning, to help pupils review their own progress, and to provide a basis for reporting; can report on pupils attainment and progress orally and in writing, concisely, informatively and accurately, in ways appropriate for parents, carers, other professionals and pupils. consultation document July

16 3.4 Class Management and Inclusion Those awarded Qualified Teacher Status must demonstrate that they: can take responsibility for teaching a class or classes for a sustained and substantial period of time; establish an ethos with the classes or groups they teach which values diversity, acknowledges pupils strengths and promotes success; can organise and manage their classes to include all pupils and ensure their entitlement to the curriculum; establish a clear framework for classroom discipline to: set high expectations for pupils' behaviour, anticipate and manage pupils behaviour constructively, promote self-control and independence; organise and manage teaching and learning time effectively; organise and manage the physical teaching space, tools, materials, texts and other resources safely, to meet planned teaching and learning objectives, and to achieve successful outcomes; as appropriate to the pupils in the class, can support those with special educational needs, with the help of a more experienced teacher as needed; as appropriate to the pupils in the class, can support those who are learning English as an additional language, with the help of a more experienced teacher as needed; work collaboratively with specialist teachers and other colleagues and, with the help of a more experienced teacher where necessary, manage the work of teaching assistants or other adults to enhance learning opportunities for all pupils; recognise and respond effectively to equal opportunities issues as they arise in the classroom, including challenging all kinds of stereotyped views, bullying or harassment, following relevant policies and procedures. 14 consultation document July 2001

17 Requirements for the Provision of Initial Teacher Training consultation version

18 R1. Trainee Entry Requirements All providers must: R1.1 satisfy themselves that all entrants have the capability to meet the required Standards by the end of their training and that they possess appropriate personal and intellectual qualities to be teachers; R1.2 ensure that all entrants have achieved a standard equivalent to a grade C in the GCSE examination in English and mathematics; R1.3 ensure that all entrants born on or after 1 September 1979 who enter primary or Key Stages 2/3 training have achieved a standard equivalent to a grade C in the GCSE examination in a science subject; R1.4 ensure that all entrants have met the Secretary of State s requirements for physical and mental fitness to teach, as detailed in the relevant circular; 4 R1.5 ensure that systems are in place to seek information on whether entrants have a criminal background which might prevent employment with children or young persons, or as a teacher; and ensure that entrants have not previously been excluded from teaching or working with children; 5 R1.6 satisfy themselves that all entrants are effective readers, able to communicate clearly and accurately in spoken and written Standard English; R1.7 ensure that, in the case of postgraduate courses of initial teacher training, entrants hold a degree of a United Kingdom higher education institution or equivalent qualification; 6 R1.8 recognise any degree of a United Kingdom higher education institution, or its equivalent, as an entry qualification for a postgraduate course of initial teacher training; R1.9 ensure that, as part of the selection procedures, all candidates admitted for training have taken part in a group or individual interview. 4 Currently DFE 13/93. 5 Currently set out in DFEE Circular 11/95. Guidance can be found in DFE Circular 9/93. 6 Applicants with a Foundation Degree will need to supplement this qualification with at least 60 credits at HE Level consultation document July 2001

19 R2. Training and Assessment All providers must: R2.1 design the content, structure and delivery of training to enable trainees to demonstrate that they have met the Standards for the award of Qualified Teacher Status; R2.2 ensure that all trainees are assessed against and have met all the Standards specified in order to be awarded Qualified Teacher Status; R2.3 ensure that training takes account of individual training needs; R2.4 prepare all trainees to teach across at least two Key Stages which, for the purpose of this requirement, include the Foundation Stage and the age range; R2.5 ensure that all those who are recommended for Qualified Teacher Status receive and are supported in completing a TTA Career Entry Profile, are informed about the statutory arrangements for the induction of newly qualified teachers and have been helped to prepare for these. R3. School Partnership All providers 7 must: R3.1 work in partnership with schools in the training and assessment of candidates for Qualified Teacher Status; R3.2 be responsible for the effective working of the partnership, including the co-ordination, continuity and consistency of training received by trainees across the various contexts of their training; R3.3 ensure that schools are actively involved in the planning and delivery of initial teacher training, and in the selection and final assessment of trainees; 7 Where a school is providing employment-based training for its own staff, these requirements will not apply strictly, but the underlying principles of ensuring that all involved in training understand their role will still apply. Where a school is providing employment-based training for another school or schools, the lead school should follow the requirements for partnership training and the other school(s) should be seen as one of the partners. consultation document July

20 R3.4 ensure that trainees spend at least the following amounts of time being trained in schools, recognising that a trainee s former experience of working with pupils may count towards these totals: 32 weeks for all undergraduate programmes, 24 weeks for all secondary postgraduate programmes, 8 18 weeks for all primary postgraduate programmes. Time in schools may be completed on a part-time basis to make up the full-time equivalent amounts above. Teaching in settings other than schools may also count towards these totals provided they enable trainees to work towards the achievement of the Standards; R3.5 establish partnership agreements which make clear to all involved: the roles and responsibilities of each partner, the division and allocation of resources between the partners. R4. Quality Assurance All providers must: R4.1 ensure that their provision complies with the Secretary of State s requirements for Initial Teacher Training that are in force; R4.2 ensure that all those involved in training understand their roles and responsibilities and have the knowledge, understanding and skills needed to discharge these competently, or have access to training to develop this expertise; R4.3 ensure that trainees have access to sufficient books, ICT and other resources, relevant to the age ranges and subjects for which they provide training, to develop their knowledge, understanding and skills to at least the standards required for the award of Qualified Teacher Status; R4.4 ensure that trainees progress towards, and achievement against, the required Standards is regularly and accurately assessed and that rigorous internal, and independent external, moderation procedures are in place to assure the reliability and efficacy of these assessments; 9 R4.5 ensure that quality issues raised through internal and external moderation are investigated and addressed; 8 This also applies to ITT programmes catering for the Key Stage 2/3 age range. 9 See Code of Practice for Assessment for the Award of Qualified Teacher Status in the accompanying Handbook of Guidance 18 consultation document July 2001

21 R4.6 systematically monitor and evaluate all aspects of provision to improve its quality and ensure that it complies with these requirements. These systems should: identify qualitative and quantitative improvement targets, ensure that provision is reviewed against these targets, specify the action to be taken to secure improvements, ensure that the specified action is taken, and that it leads to improvement. Those who regularly provide training should benchmark their performance over time, and in relation to providers in similar circumstances, by using externally and internally produced evidence to inform their target-setting and improvement planning. consultation document July

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24 Teacher Training Agency Portland House, Stag Place, London, SW1E 5TT Teaching Information Line Publication line Switchboard Publication number TPU0595A/ Teacher Training Agency. All rights reserved.

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