This article was amended on February 17, 2014. In an earlier version, it was proposed that the Teachers` Review Body (STRB) “agree with Michael Gove, Minister of Education, that teachers should continue to perform 21 tasks, including submission, formal minutes at meetings and examination of student absenteeism.” This has been corrected. DfE: School Teachers` Pay and Conditions Document (STPCD) 2013 (page 64 for 21 tasks) “While we are pleased that “existing statements on teacher professional responsibility” are being maintained, the decision to remove the list of 21 administrative and clerical tasks, the national labour agreement between the previous government and the trade unions, and all the difficult work and effective negotiations that will follow. In its latest report, the Independent School Teacher Review Body (STRB) says it continues to support the underlying principle that teachers should be able to focus on teaching and learning, but considers the detailed to-do list of tasks in Section 2 of the teacher pay and conditions document to be “unnecessary.” The body that advises the government on teachers` pay and conditions has recommended removing from their national agreement a list of 21 administrative and clerical tasks that teachers should not have to do, like. B photocopies. The most damning accusation is that it has not, in itself, raised the standards of education, or at least not much. Teachers who were given routine tasks generally did not use this time for activities that would improve performance and/or improve their teaching. They didn`t even work fewer hours. They largely replaced some routine tasks with others, which made everything quite useless. In fact, the trend has continued. In 2005, nearly 1,300,000 auxiliaries worked in schools; Today, there are about 1,600,000.
Today, the support staff is made up of half of the school`s staff. Two large-scale studies conducted in English and Welsh schools show that the delegation of routine administrative tasks of teachers to support staff has given teachers more time for planning, evaluation and teaching. Benefits were also achieved in terms of reducing workload and improving teachers` perceptions of stress and job satisfaction. The report also proposes a “broad national framework” to guide governing bodies in setting the salaries of headteachers. It recommends eliminating the rigid system of wage differences and thorns to help boards use their discretion to determine the salary of the head school.