This week’s poll asks a question about Overseas Qualified Teachers. Lynne Smith asks fellow Tex readers to have compassion for these teachers, who can find it difficult to get information about teaching in the UK

PE and Sport Today talks to primary link teacher Lorraine Livingstone who, despite the inadequacies of PE training for primary teachers, has become something of a specialist

How can you make judgements about the performance of your assistants when they are in the room working alongside a teacher/ practitioner? Kevin Bullock provides one solution

The relationship between teachers and teaching assistants is a changing one. Angela Youngman investigates and offers guidance to ensure effectiveness

Following the review of the national standards (see opposite), the secretary of state for education and skills has asked the Training and Development Agency for Schools (TDA) to review the initial teacher training (ITT) requirements.

However well planned for, the process of moving from trainee to professional will always constitute a big change.

Lorne Charles, who teaches at Morpeth School Bethnal Green, was one of the first NQTs to join the GTCE’s Teacher Learning Academy (TLA). She describes how her involvement has helped her to develop professionally and the value of the TLA’s support at this moment in her career.

In a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC).

This is an excellent introductory text to special educational needs and inclusion. It is aimed at trainee teachers and addresses relevant Professional Standards for QTS, but is certainly not constrained by these. The book is organised around three key themes of: principles and policies of special educational needs; working with others; and practical applications in the primary classroom.

Linda Evans considers the implications for SENCOs in helping trainee and newly qualified teachers (NQTs) to develop effective strategies for meeting pupils’ individual needs.

In a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC).

Category:
depl678-20