Teaching Quality

Debate between Tristram Hunt and John Pugh

Wednesday 29th January 2014 Commons Chamber

[Tristram Hunt]

My hon. Friend makes a valuable point. All we are asking for when we talk about qualified teacher status are minimum safeguards to ensure quality.

That is only part of the story. A Labour Government would demonstrate our commitment to elevating the standing of teachers by expecting them to undertake regular professional development, which would sit alongside any internal appraisal structure or the intervention of Ofsted. That is vital to raising standards, and it would bring teaching into line with other high-status, mature professions such as lawyers and doctors. It is also vital for future-proofing our education system. Technology is transforming education—it is remarkable how the internet is allowing access to so much of the artistic and historic creativity of humankind—but I was shocked to receive a letter from Microsoft telling me that, according to one of its surveys, 74% of teachers believe they do not have the skills to teach computing properly because the subject is moving so fast. That is exactly where we want teachers to be up to date with continuing professional development.

Just as doctors are revalidated on their knowledge of new medicines and trials, so teachers have to be up to date with the latest research and pedagogy. We need teachers to share expertise, to observe lessons, and to collaborate across schools and trusts.

[John Pugh (Southport) (LD)]

I think the hon. Gentleman said—it will be in his script—that successive Secretaries of State have not been interested in continuing professional development. I think that is exactly what he said. Can he explain to me why inset days used to be referred to as Baker days?

[Tristram Hunt]

Because they were introduced by Lord Baker, as the hon. Gentleman knows.

The best continuing professional development produces remarkable results for young people, and the process needs to be profession-led. If we are interested in serious professional development, it cannot be a bureaucratic box-ticking exercise. I am encouraged by what the Prince's Teaching Institute says in its proposals for a royal college of teaching:

“Certification will be the process by which teachers’ standards are assessed by the College.”

As the former Secretary of State, Baroness Morris, has written:

“The idea of a Royal College of Teachers, fast gaining support from all sides, is the obvious organisation to lead on developing the idea”

of revalidating or recertifying to ensure that teachers are up to date with their professional development.