Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
In 2015, 182,800 full time and 64,400 part time teachers worked in primary and nursery schools in England.14 Almost 85 percent of full time teachers in primary schools are female, and the majority are ages 30 to 50. Prospective primary school teachers must have achieved a standard equivalent to a Grade 4 in the General Certificate of Secondary Education examinations in English, mathematics, and science. Teaching is largely an all-graduate profession into which there are two main routes: a degree in education or a degree in a subject, plus a post‑graduate certificate in education. Additional requirements to reach qualified teacher status for all routes include a supervised practicum of 18 to 32 weeks during the teacher education program and passing a probationary period of one year. While mentoring and induction are not requirements, they are considered good practice and are provided by most schools.
The Department for Education introduced in-school training programs leading to qualified teacher status in 2012. These programs include a one year, school-led course (School Centered Initial Teacher Training and School Direct) aimed at experienced professionals who wish to enter the teaching profession. These courses provide practical, hands on teacher training delivered by experienced teachers based in their own school or at a school in their network. Teach First, a registered charity in England and Wales, also offers a two year course for excellent graduates wishing to enter the teaching profession with in‑school training and coaching. Whichever course prospective teachers choose, all teachers must meet the teachers’ standards outlined by the Department for Education to be appointed as a qualified teacher in a local authority maintained school.15
Requirements for Ongoing Professional Development in Reading for Teachers
In recognition of the importance of ongoing professional development (OPD), the Department for Education has published The Standard for Teachers’ Professional Development, which imposes on teachers a professional duty to participate in OPD.16 This document was developed by school leaders, teachers, and academics by taking into account the latest and best evidence regarding professional development. Although OPD is nonstatutory, state maintained schools are expected to offer training and development opportunities to all staff and to define their own approach to professional development according to their own needs. OPD may take place both within and outside of working hours, and teachers have a professional duty to participate. Five days are set aside each school year to support nonteaching activities and OPD, including in‑service training. OPD is offered by a variety of providers including the schools themselves, teaching schools, academy chains, local authorities, and subject organizations.