| StorageSite | UCL Institute of Education |
| Description | Includes policy advice to government and responses to consultations (from government, political parties, charities, government departments and bodies, and education bodies) on a range of subjects including:
Continued professional development including the government's National Strategy, School Teachers' Review Body
Green Paper: 'Schools - building of success' / White Paper: 'Schools achieving success'
Teacher professionalism, performance management, and standards including teaching assistants, induction for newly qualified teachers, retention to the profession, proposed 'Excellent Teacher Scheme'
Early years education and care
School exclusion
Science education
Race equality and raising the achievements of minority ethnic pupils
Liberal Democrat education policy
Education opportunities for 14-19 year olds
School inspections and the work of OFSTED (including OFSTED's own consultations)
Leadership skills and qualifications - including national standards for head teachers
Teacher workload
Code of Practice on Teacher Competence
A-Levels (Tomlinson Inquiry)
White Paper: Future of Higher Education
Provision for the GTCE to award Qualified Teacher Status (QTS)
Teacher subject specialism
Disability equalities including the Disability Discrimination Act 1995
Green Paper: Every Child Matters
e-Learning strategy
Initial Teacher Education / Initial Teacher Training
Child protection in the education sector
Assessment of pupils and schools including the proposed creation of a school profile to be completed annually and providing information on individual schools; School Self-Assessment, accountability and pupil assessments; Common Assessment Framework
White Paper: 'Higher Standards, Better Schools for All'
Bullying
Gender equality
Review of primary education
Special Education Needs (SEN)
Review of the secondary curriculum
Green Paper: 'Raising Expectations: staying in education and training post-16'
Qualifications for Further Education Teachers
Establishment of the Department for Children, Schools and Families
Inquiry into the National Curriculum
Children's rights
White Paper 'The Importance of Teaching'
Newly Qualified Teachers Induction Regulations
Organised by year. |
| AdminHistory | The GTCE's founding legislation, the Teaching and Higher Education Act 1998 (and subsequent amendments), empowered the Council to advise the Secretary of State and others on matters including:
" standards of teaching;
" standards of conduct for teachers;
" the role of the teaching profession;
" the training, career development and performance management of teachers;
" recruitment to the teaching profession;
" the supply of teachers;
" the retention of teachers within the teaching profession;
" the standing of the teaching profession; and
" medical fitness to teach.
The Council was the only non-governmental body which the Secretary of State had a duty to consult. The power was repealed under the Education Act 2011 and not transferred elsewhere.
To prepare its advice, the Council's policy team (until early 2003, the policy and communications team) sourced evidence widely, drawing on material from within England, the other home nations and internationally, and where relevant on the experience of other professions. Policy advice was confirmed by Council, or from 2012 the Executive Committee under delegated powers.
Eleven papers summarising the GTCE's advice on and evidence about teaching quality were published in July 2011.
Within the policy team a research function both examined research from elsewhere and commissioned its own original research, in particular the six Surveys of Teachers undertaken between 2004 and 2010. With the Centre for the Use or Research and Evidence in Education (Curee), the team produced digests of research into specific aspects of education, initially termed Research of the Month, and from 2009 Research for Teachers. From 2007 to 2009, significant research and associated work was undertaken with the Office for Public Management into concepts of professionalism in teaching and associated values, leading to publication of the revised Code of Conduct and Practice for Registered Teachers on 1 October 2009.
Teacher engagement included various meetings series, the creation of three teacher networks, and the development of the Teacher Learning Academy.
Meetings, which supplemented those run by the communications team, enabled teachers to contribute to the development of GTCE policy.
The teacher networks, which were primarily e-enabled, enabled the GTCE to work with teachers in three areas of mutual interest.
" The Connect network, initiated in 2003, was of particular interest to teachers who led on continuing professional development for their school.
" The Achieve network, initiated in 2004, was for teachers with an interest in diversity issues.
" The Engage network, initiated in 2005, was for teachers in the first three years of their career.
Through the Teacher Learning Academy, initiated in 2003, the GTCE accredited teachers' professional learning. From 2008 to 2011, administration of the TLA was outsourced to Cambridge Education. To safeguard the legacy of the TLA, networks and Research for Teachers, the GTCE offered for sale the intellectual property rights to them. The sale of the rights to Cathedrals Group of universities and university colleges was completed in July 2011.
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