Teaching Quality

Ben Gummer Excerpts

Wednesday 29th January 2014 Commons Chamber

[Damian Hinds]

I very much welcome that. Teach First is also doing good work in Bournemouth, a coastal town that has had particular issues. We should look at what impact it has had there—

[Ben Gummer (Ipswich) (Con)]

And in Ipswich.

[Damian Hinds]

And in Ipswich, but I want that to be done on a big scale in Manchester, Liverpool, Birmingham and all the other places where we can make a big difference. We now have Teach Next, and it would be nice to have “Teach Later” so that people towards the end of their careers in business or academia who want to come back and give something back to schools can do so.

The second critical thing we could do is further to develop performance management and performance pay. That has been well covered by other hon. Members and, as time is short, I will not bang on about it.

The final thing I want to mention—I apologise to erstwhile Select Committee colleagues, because I have frequently banged on about this in the past—is how teaching is such a high stakes profession and is such a high stakes commitment to make. When people do their PGCE or undergraduate degree, the assumption is that they will do the job for life. There are very few careers left in this country for which that is the case.

We ask, “How can you tell a great teacher?” The answer is that we cannot: we cannot tell from a paper qualification, QTS, degree results or anything else, but we know it when we see it. That also goes for the individual considering teaching. We need a heavy emphasis in teacher training and accreditation on classroom performance. We also need more taster sessions, in which sixth-formers or undergraduates considering doing an undergraduate education degree or a PGCE get an opportunity to teach in a classroom and figure out if it is right for them.