In which I weigh into the debate on qualified and unqualified teachers

The coalition have had a little falling out recently over education, specifically over the rules regarding unqualified teachers. Currently free schools and academies are permitted to appoint teachers who don’t hold qualified teacher status, and in September 2012 the rules on teacher qualification for all state maintained schools were slightly relaxed. As yet, it’s not clear how big an effect this most recent change has had, but there’s some more information on numbers of unqualified teachers in free schools here.

I’ll pin my colours to the mast upfront, and say that I am a qualified teacher. I’ve never taught in school, and specialise in teaching adults in the workplace and community. However, I still have a bit of a bee in my bonnet over the perceived professionalism of teaching.

The idea of allowing, or encouraging, schools to appoint individuals without a teaching qualification seems to be an attempt to get more inspirational individuals from different professional backgrounds into schools. On face value, that’s laudable. A big part of education is about engaging and inspiring students, and having direct contact with people who’ve achieved success in different professions is one good way of doing that. It’s also a way of bringing up to date expertise into the classroom, and it’s perfectly possible that some of those individuals will be charismatic classroom teachers. Others won’t – in-depth knowledge and the ability to communicate that knowledge are not necessarily overlapping skills.

However, subject expertise and charisma aren’t the be all and end all of good teaching. You need to be able to do behaviour management, lesson planning, formative assessment, summative assessment, designing learning outcomes, designing learning activities and resources, differentiating within your lesson for different abilities and learning speeds, adapting your lesson plan to the realities of the class in front of you – and all of those things are skills that need to be thought about and developed.

That doesn’t mean that someone who joins a school without a teaching qualification can’t learn those skills, but I do think it demonstrates that teaching qualifications have value. It also suggests to me that politicians in the department of education don’t really understand the complexity of a teacher’s role. It appears that they equate good teaching with simply knowing about your subject and being able to talk about it. Both those things are important, but they’re not everything. A teaching qualification demonstrates that you’ve spent time gaining an understanding of the theories and practice that underpin good teaching and effective learning.

Michael Gove (oh come on – you knew I’d get to him eventually, didn’t you?) has been vocal about GCSE and A’Level ‘grade inflation,’ and spoke last week, defending his preference for more rigorous testing of children. He said:

“Imagine that you had a choice not of schools, but of airlines. There is Test Airlines, very rigorous, and there is Warm and Fuzzy Airlines. What’s the difference between the two? In Test Airlines they actually insist that the pilots have passed a test so that they can fly a plane. How old-fashioned can you get?

“At Warm and Fuzzy Airlines, they don’t bother with these tests to see if pilots can fly. They just concentrate on all of the pilots giving the customers a warm and fuzzy feeling as soon as they get on board. Which would you fly with?”

Well yes. Quite. What I simply don’t understand is why you would apply that logic in one case and decide that tougher qualifications are good for children, but, at the same time, conclude that formal qualifications in teaching aren’t necessary for their teachers? Either qualifications matter and tell us something about a person’s skills and expertise, or they don’t. The bottom line here, I suspect, is that Gove simply doesn’t see teaching as a complex, expert profession; he sees it as something that anyone who knows a bit about a subject can probably have a jolly good stab at. And conversely, that attitude is probably exactly the one that will discourage the most expert and highest achieving individuals in different fields from considering teaching as a career. Rather than opening up teaching, it lowers the status of the profession, and discourages both current and potential teachers. You wouldn’t want an unqualified doctor, dentist, pilot, solicitor, or electrician. So why would you value your child’s (or your own) education less highly than your fusebox?