That the performance of teachers affects learning outcomes is not lost on anyone; least of all politicians. Who would question the need for rigorous initial teacher training and at least five days a year of CPD?
But what about the rest of the school workforce which has developed in response to government policy on inclusion, local freedoms and improvement?
Let us not forget that the purpose of the 2003 Workforce Agreement was to free teachers to focus intensively on teaching, liberated from 24 administrative tasks. The cover supervisor role and that of higher level teaching assistants (HLTA) were created to assist schools in meeting their legal obligation to allow teachers to have planning, preparation and assessment time and to cover for absent colleagues only rarely.
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