An article examined how students on Initial Teacher Training courses understood and conceptualized discourses of 'race', diversity and inclusion. It said that students' understandings of these matters were complex, and recommended more training to ensure teachers' understanding of diversity, and their ability to address issues around racism in the classroom.
Source: Kalwant Bhopal and Jasmine Rhamie, 'Initial teacher training: understanding "race", diversity and inclusion', Race, Ethnicity and Education, Volume 17 Number 3
A report examined the experiences of learners with dyslexia in primary, secondary, and special schools, the provision made by local authorities, and the programmes of initial teacher education currently offered by universities in Scotland. It said that local authorities were improving services for supporting learners with dyslexia, but provision needed to be more consistent. The report made a range of recommendations for improvements including training, the recording and meeting of need, and early intervention.
Source: Making Sense: Education for children and young people with dyslexia in Scotland, Education Scotland
An article examined how students on Initial Teacher Training courses understood and conceptualized discourses of 'race', diversity and inclusion. It said that students' understandings were complex, and recommended more training to ensure teachers' understanding, as well as their ability to address issues around racism in the classroom.
Source: Kalwant Bhopal and Jasmine Rhamie, 'Initial teacher training: understanding "race," diversity and inclusion', Race, Ethnicity and Education, Volume 17 Issue 3
A report provided findings from a study of the effective management of headteacher performance in schools in England.
Source: David Eddy Spicer, Megan Crawford, Peter Earley, Chris James, Sara Bubb, Rhoda Furniss, Jeff Jones, Rebecca Nelson, and Elizabeth Wood, Effectively Managing Headteacher Performance: Final report, Research Report 334A, Department for Education
A report provided findings from the Teacher Voice Omnibus Survey that related to awareness, impacts, and views of the new Teachers' Standards, appraisal regulations, and pay reform. It said that the findings indicated that: just under half of all teachers felt that the new arrangements made it easier to identify and tackle underperformance; around one-third felt that the arrangements had no effect; primary teachers were more likely than secondary teachers to consider appraisal outcomes a fair basis for their pay; and just over two-fifths agreed that pay should be determined by performance, but almost half disagreed that the new pay arrangements would reward them appropriately for the quality of their teaching.
Source: Clare O'Beirne and Katie Pyle, Teachers' Standards, Appraisal Regulations and Pay Reform, Research Report 323, Department for Education
A report evaluated the perceived effectiveness and impact of school leadership training provided through the national routes to headship (the Scottish Qualification for Headship and the Flexible Route to Headship) and Glasgow City Council's Aspiring Heads programme. It said that there was a variety of provision and content across the local authorities in Scotland and that, while participants tended to value the skills and experiences gained through the programmes, prospective employers did not always list them as required competences when recruiting head teachers. The report made recommendations.
Source: Glenys Watt, Keir Bloomer, Ian Christie, Colin Finlayson, and Simon Jaquet, Evaluation of Routes to Headship, Scottish Government
The inspectorate for education and children's services began a consultation on proposals to revise the framework for inspecting initial teacher education. The consultation would close on 6 May 2014.
Source: Proposed Revisions to the Framework for Inspecting Initial Teacher Education: Consultation document, HMI 140029, Office for Standards in Education, Children's Services and Skills
A report provided the interim findings from a joint inquiry on the role of research in teacher education in the United Kingdom. It said that teachers needed to engage with research and needed to be provided with the skills to enable them to engage in enquiry-oriented reflective practice, as well as to create research- and data-rich schools and classrooms. It said that, while there was evidence of good practice in teacher education, there was not yet a coherent approach that was sustained throughout ongoing practice. The report recommended that stakeholders should work together to create a national strategy for teacher education and professional learning, based on the principles of 'research-informed clinical practice'. The next phase of the inquiry would produce a range of recommendations for policy and practice, with a final report in spring 2014.
Source: The Role of Research in Teacher Education: Reviewing the evidence interim report of the BERA-RSA inquiry, British Educational Research Association
A think-tank report examined the potential implications of introducing performance-related pay for all teachers in England. It said that evidence showed that improving pay, and potential pay, attracted more and higher calibre applicants into teaching and encouraged performance. It calculated that, under a performance based system, teachers could increase their earnings to around £70,000 per year within 5-8 years. The report concluded that the evaluation system needed to be transparent and credible, the system needed to motivate progression in performance, and that the change needed to be accepted and driven by schools if it was to be effective. The report made recommendations for schools and the government.
Source: Matthew Robb and Jonathan Simons, Reversing the ï¿½Widget Effectï¿½: The introduction of performance-related pay for all teachers in English schools, Policy Exchange