Four priorities for the development of the EAL workforce in schools

Screen Shot 2016-01-12 at 09.21.30

In 2008 the Training and Development Agency commissioned the Institute of Education, working with the Learning and Skills Network, to advise them on the development of a national school workforce strategy for EAL. This strategy set out a vision for the following five years in which every EAL learner was supported in achieving their full potential, and every member of the teaching workforce was appropriately equipped to enable them to contribute in making this vision a reality.

The strategy was far-reaching, affecting all members of the teaching workforce at all key stages; those with a classroom role (teaching and
supporting learning), including EAL specialists and mainstream staff, as well as school leaders. It would also have a significant impact on teacher training providers, quality assurance agencies and all those who support schools.

From the evidence collected during the research phase four key priorities were identified:

  1. Equip the non-specialist workforce to help EAL learners achieve their full potential.
  2. Identify EAL specialist roles and equip EAL specialists to enable EAL learners to achieve their full potential.
  3. Enable the best possible use to be made of EAL specialists and embed collaborative working practices so that all EAL learners have access to specialist support.
  4. Ensure that EAL provision is monitored and evaluated effectively, and that it promotes raised achievement

On this page you will find four documents produced as part of the development of the strategy:

Following the election of the Coalition government in May 2010 the TDA and the Department for Education decided not to implement the strategy.

Leave a comment

All fields marked (*) are required