The below Parliamentary question was asked by Nic Dakin on 2016-03-23.
To ask the Secretary of State for Education, what evidence her Department holds on the relationship between the A-level grades achieved by prospective teachers and their later performance in the classroom.
Nick Gibb
Evidence, including a seminal McKinsey study from 2007 (How the world’s best-performing schools come out on top), shows that teacher quality and impact cannot be predicted by a single factor such as A-Level grades, but result from a complex combination of factors including academic achievement combined with characteristics and attributes such as communication skills, willingness to learn and motivation to teach.
The Teachers’ Standards, developed by a group of leading teachers and heads, clearly define the core elements of effective teaching – including strong subject knowledge and the promotion of scholarship, as well as skills such as classroom management. All new teachers must demonstrate that they are meeting the standards at the end of their initial training.
It is important that providers of initial teacher training are able to select and recruit candidates on the basis of their potential and their academic achievement to date; this is why we are giving schools much greater say in recruiting and training candidates who can be successful in the classroom. This year, over half of all postgraduate trainees are coming through school-led routes.
