Union view: Dr Mary Bousted

General Secretary: ATL
Dr Mary Bousted
General Secretary, ATL

The teaching profession has suffered, perhaps more than any other profession, from ill-judged, ill-timed and poorly-evidenced policy interventions in education provision. The most serious result of this has been a decrease amongst teachers of their sense of professional agency – rooted in a loss of control over core elements of their work, including approaches to the curriculum and professional discretion over teaching and learning practices. It is for this reason that ATL supports the vision for a College of Teaching as a vehicle for the profession to achieve greater agency and autonomy.

Union view: Voice

Ian Toone Principal Officer (Education), Voice: the union for education professionals iantoone@voicetheunion.org.uk
Ian Toone
Principal Officer (Education), Voice: the union for education professionals

“We also see a College of Teaching as having a deep sense of moral and intellectual purpose, driven by members…”

Voice welcomes the vision that a College of Teaching should function to raise the status of teaching as a profession and to promote public confidence in and respect for teachers.  We can see many benefits deriving from this initiative.   A College of Teaching would help to galvanise and unify the teaching profession.   It would also seek to raise aspirations, standards and morale.  This is essential as, currently, morale is very low among teachers, and professional esteem has been weakened as a consequence of an increase in public indifference and, in some quarters, disdain towards the teaching profession.

Union view: Christine Blower

Christine Blower General Secretary, the NUT
Christine Blower
General Secretary, the NUT

The Prince’s Teaching Institute’s Blueprint looks to ‘a college with widespread membership [that] will change the educational orthodoxy to one in which standards are determined by teachers and based in evidence, not determined by political cycle’. Such a change is long overdue. Teachers have listened to politicians espousing their own opinions on the curriculum, standards and accountability, but have seen little sign that the profession’s views are heard or its priorities and goals are grasped.   It has been notable that government education policy has often been set in the absence of support from research or evidence, and in the face of professional opposition.