Questions from Teachers
How does the Remodelling Agenda fit in with all the other Welsh Assembly Government & DfES initiatives?
The WAG & DfES sees the remodelling agenda as part of the "big picture", which underpins other initiatives. The overall aim is to raise standards by reducing teachers' workload and freeing teachers to teach, so that they can develop and deliver a curriculum increasingly driven by individual learning needs and transformation of the use of time, space and ICT. The remodelling of teachers' workload is crucial, as it has a significant impact on recruitment and retention rates and teachers' ability to work effectively. Additionally, remodelling is about building on the present capacity of schools/school leaders to lead and manage change more effectively.
How can an untrained Teaching Assistant take the place of a qualified teacher?
Workforce reform is not about any member of the support staff either replacing or being used as a substitute for a qualified teacher. The National Agreement enhances the role and status of qualified teachers, but also recognises the important contribution other staff can make to effective teaching and learning. An essential element of workforce reform is the building of a multi-skilled team to provide effective learning opportunities for pupils. Schools will always need qualified teachers to lead these teams and take key decisions about what is taught and how. However, evidence gathered for the PriceWaterhouseCoopers report on Teacher Workload and from other sources, indicates that a significant proportion of qualified teachers? time is spent on administrative and other duties, which do not require the skills of a qualified teacher. Workforce reform is about freeing teachers to use their professional expertise, not asking unqualified staff to take their place. However, there may be occasions when properly trained support staff can, under direction and supervision, cover a class more effectively than a supply teacher who is unfamiliar with the school, the pupils and the curriculum. Remodelling promotes the essential need to have qualified teachers leading and managing learning. Part of this process will be for teachers to work with support staff to ensure they are deployed in ways which add value and maximise their competence and contribution.
Children are quick to recognise and exploit the differing statuses of adults in schools. Won't the increased use of TAs create behavioural problems?
This question is premised by the view that only teachers can maintain good order and discipline, but there is no evidence to suggest that in well-managed schools pupils respond inappropriately to staff because they hold different roles. The issue here is really about the whole ethos of the school and pupil-adult relationships. Careful planning and appropriate training for TAs can enable everyone, including pupils, to work effectively together. Any changes to people's roles and responsibilities always require preparation for everyone involved. School leaders need to consider this carefully, with a clear focus on providing the best opportunities for pupils to learn effectively.
Won't using TAs instead of teachers have an impact on standards?
TAs are not interchangeable with teachers or substitutes for them. Teachers will remain responsible for the direction and supervision of TAs involved in activities related to teaching and learning and teachers will always be responsible for pupils' progress. Fundamental to the effectiveness of TAs is the quality of their training, development and support.
Who is responsible for addressing work/life balance issues and covering administrative tasks for centrally employed teachers?
As the direct employer, Local Education Authorities are responsible for teachers centrally employed under the School Teachers Pay and Conditions Document (STPCD) and therefore for addressing issues of their workload and work/life balance, and all aspects of the National Agreement. This is likely to be done through the line management system. It would also fall to the direct employer to ensure that centrally employed teachers receive at least the minimum 10 percent PPA time from September 2005.
Is it right that teachers cannot now be involved with any displays?
The National Agreement is about raising standards by refocusing the work of teachers on the crucial task of teaching. There are many tasks which teachers have undertaken in the past which do not required the skills and expertise of a qualified teacher to carry them out. Classroom/corridor display is one such task. Displays play an important role in creating a positive learning environment. As such, teachers may wish to be involved in planning and commissioning displays, and guiding their development. However, teachers should not be routinely required to prepare, set up or take down displays.