Scottish teaching council must back universities’ rejection of flawed Teach First

As many of your readers will know, the General Teaching Council for Scotland (GTCS) is a statutory body established in 1965 to protect and enhance professional standards in teaching.

For over 50 years it has worked hard to carry out its responsibilities and has been largely successful in fending off proposals which were held to be professionally unacceptable.

There have been times – especially of teacher shortage – when it has not been easy to honour its remit. The GTCS has, however, stuck to its guns and has earned widespread admiration for its steadfast protection of professional principles and standards.

The Scottish Government’s decision to introduce a Scottish version of Teach First as an alternative route into teaching represents a professional crisis of major proportions.

The Teach First model is a dilutionary measure, a betrayal of the sterling efforts of the GTCS, in conflict with the culture of Scottish education, divisive in the context of a unified profession, has a poor track record in teacher retention and poses a serious threat to the professional status of teaching.

Against this background I was pleased to note that the Scottish Council of Deans of Education has taken the view that “Teach First is not compatible with their aims of recruiting teachers for a career in the profession”, and has agreed unanimously not to work in partnership with Teach First.

The council represents all of the Scottish universities involved in the professional educationof teachers.

The universities have taken a principled stance which is to be much applauded. They will undoubtedly come under pressure to alter their position and to collaborate with Teach First. I would urge them, however, to stand their ground and to stick to their principles. They should be secure in the knowledge that they are doing the right thing.

It is now time for the GTCS to make its position clear with a public statement.

In so doing it should remain true to its origins and indicate that Teach First signifies an unwelcome attack on professional standards.

In such circumstances it should assert its unequivocal support for the universities’ stance and confirm that it would not for its part be prepared to accredit the Teach First approach.

This is the least that should be expected of an independent professional council with more than 50 years of honourable service to the Scottish teaching profession. (DR) IVOR SUTHERLAND Bonnington Road, Peebles