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<p>Our education reforms, including those aimed at improving teaching, encouraging
good attendance and behaviour, and strengthening the curriculum and examination system,
are designed to deliver opportunity and high standards for all pupils, whatever their
background. Teachers, schools and local authorities also have access to information
and best practice in supporting Gypsy, Roma and Traveller pupils, as well as advice
from community representative organisations.</p><p>The government does not prescribe
the content of initial teacher training (ITT) courses. It is for individual ITT providers
to determine the content, structure and proportion of courses. However, courses must
be designed so that teacher trainees can demonstrate that they meet all of the Teachers'
Standards at the appropriate level. The Standards set out the key elements of effective
teaching and the minimum expectations for the professional practice and conduct of
teachers. These include the requirements that they have a clear understanding of the
needs of all pupils, including Gypsy, Roma and Traveller pupils. In order to be awarded
Qualified Teacher Status, trainees must satisfy the Standards.</p><p>The Teachers’
Standards can be found here and attached: <a href="http://www.gov.uk/government/publications/teachers-standards"
target="_blank">www.gov.uk/government/publications/teachers-standards</a>.</p><p>The
‘Framework of Core Content for ITT (2016)’ states, “Providers should ensure that trainees
are equipped to identify the needs of all pupils, avoiding labelling by group, and
make provision for them.” This framework can be found here and attached: <a href="https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review"
target="_blank">https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review</a>.</p><p>
</p><p>For training to be effective, it must be tailored to the needs of the teacher.
That is why decisions relating to continuous professional development (CPD) rightly
rest with schools, headteachers, and teachers themselves. To support schools, in 2016,
the department published the ‘Standard for Teachers’ Professional Development’ and
we have re-convened the CPD Expert Group to develop recommendations that ensure that
all teachers have access to high-quality, meaningful support and CPD.</p>
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