Performance management

16  Support for high quality teaching must be matched by a commitment to identify and act where teachers - and indeed headteachers - are not performing to the standard that pupils and parents have a right to expect. A fair and robust performance appraisal regime is a feature of all professions which set a premium on standards. We intend to review the current arrangements for teacher appraisal to ensure that these provide an effective check on the quality of teacher performance. Teachers who are doing a good job will find a more sharply focused appraisal scheme helpful in identifying their strengths and development needs. Less effective teachers who need help in identifying their weaknesses and targets for improved performance will also benefit from better appraisal. Key elements in any appraisal arrangements should be classroom observation, an assessment of the results achieved by pupils in the teacher's care and an annual performance review linked to targets for enhanced pupil performance.

17  Given the crucial role of the Head in securing high quality education in the school, we shall be looking at the current arrangements for headteacher appraisal to ensure these are as robust as possible. We should welcome views on:

• the effectiveness of the current teacher and headteacher appraisal arrangements; and

• ways in which the current arrangements might be sharpened up to provide balanced and early indications of development needs, and set targets for improvement.

18  The number of ineffective teachers in Wales is very small indeed. But it is not in the interests of those teachers, nor of schools, if the problems posed by such teachers are dealt with ineffectively. When poor teachers are identified, they must be helped to improve quickly if possible. If they cannot improve, then they should leave the profession. Speedy but humane and sensitive procedures are needed for this purpose. It is intended that new legislation should give school governors powers to dismiss incompetent teachers. The aim will be to simplify the statutory dismissal procedures in schools, while preserving fairness. We shall ask the STRB to consider strengthening the management role of headteachers, so that they are required to report to the governors every year on whether they have evidence that any teacher's performance has fallen below an acceptable standard so that appropriate action can be taken.
 
 
A voice for teachers

19  In Scotland there is already a General Teaching Council - but there is nothing exactly like it in England or in Wales. The voice of the teaching profession is weaker as a result over:

• promoting teaching as a career in Wales;

• overseeing entry to the profession;

• 'barring' would-be entrants from the profession;

• assuring professional standards.

20  There is also a question as to whether this list should be extended by the addition of functions undertaken by the TTA Unit in Wales, and of the TTA itself, regarding the qualification framework for the profession. However, there is no intention that arrangements in Wales for funding, quality assuring, or inspecting the work of initial teacher training institutions (conducted through the medium of Welsh or English) should change. Funding for ITT (including that for recruitment to priority subjects) will be channelled through HEFCW; partnership arrangements exemplified by the Wales Higher Education ITT Liaison Group will continue; and OHMCI will remain responsible for inspecting ITTIs, just as they inspect schools and the FE sector in Wales.

21  The Government is committed to the establishment of a General Teaching Council (GTC) with specific provision for teachers in Wales to speak for, and raise standards in, the profession. We propose to introduce legislation for the purpose later this year. A separate consultation document will be issued on detailed functions and composition. Views will be invited on at least two structural options:

• a GTC for Wales and England combined, but with a distinct, statutorily recognised decision and policy making component for Wales;

• a separate GTC for Wales, with an obligation to liaise, and co-ordinate its activities with, the GTC in England.

22  Neither approach would prevent regular consultation between the Welsh Office and teaching associations on matters of direct relevance to the education service and reflecting the distinctive needs and circumstances of Wales.
 
 

Summary This chapter sets out the new deal we intend to offer to teachers. Under our proposals, by 2002 there will be: a new General Teaching Council to speak for the profession in Wales; new core requirements for all initial teacher training courses, new requirements for trainee teachers focusing on Welsh, English and maths and new standards which all trainees must meet before qualifying to teach; new induction arrangements for all newly qualified teachers; a new framework (of standards and qualifications) for the continuing professional development of all teachers throughout their careers; a new grade of Advanced Skills Teacher and possibly associate practitioner-fellows of higher education institutions in Wales; a mandatory requirement for all first time Heads to hold a professional headship qualification; a development programme for serving Heads; better appraisal arrangements for teachers and headteachers. Issues for consultation We welcome constructive responses to all the proposals set out here to achieve these aims. In particular we would wish to have views on:     Induction How the mentor school concept should be taken forward in Wales. What newly qualified teachers should be required to do in their first year to develop their practical skills. The practical arrangements which would be needed for confirming Qualified Teacher Status at the end of a successful Induction Year. Advanced Skills Teacher How Advanced Skills Teachers should be selected. What functions they should be expected to carry out. Whether, and how best, to institute and develop the associate practitioner-fellow concept in Wales. Headship The skills and competencies which should be covered by any mandatory headship qualification and whether there are any specific skill needs for Heads in Wales (eg in bilingual environments). Whether the NPQH fulfils these requirements. Whether any special steps should be taken in Wales to ensure that suitable practitioners in small primary schools, and in Welsh-medium settings have proper opportunities to take the qualification. What should be the timetable for introducing the mandatory requirements. The priorities for the training and development of newly appointed and serving headteachers in Wales; what form the training or development should take; and whether there are any extra burdens on new Heads in Wales, compared to their colleagues in England. Is there a case for a fast-track route to headship? Teacher support How teaching assistants and associates should be used in schools. What further steps might be taken to engage more people from the business world and from local communities in Wales to help schools raise standards. Performance management The effectiveness of the current teacher and headteacher appraisal arrangements. Ways in which the current arrangements might be sharpened up to provide early indication of development needs and targets for improvement.