Press Release
KEITH BARTLEY APPOINTED AS NEW GTC CHIEF EXECUTIVE
4 January 2007
Keith Bartley, currently Deputy Chief Executive at Oxfordshire County Council and Director for Children, Young People & Families, has been appointed as the new chief executive of the General Teaching Council for England (GTC).
Mr Bartley, 53, is a former Englishand Physical Education teacher and Her Majesty’s Inspector (HMI). He leads a workforce of 13,700education and children’s services staff in Oxfordshire and will be joining the GTC on March 19, 2007.
Recent inspections by Ofsted, Commission for Social Care Inspection and the Audit Commission have rated Oxfordshire services as good or very good with strong prospects for further improvement. Following County Council elections in May 2005, Mr Bartley led the creation of the Children's Services Authority and Children's Trust arrangements for Oxfordshire. His leadership of the change programme was judged outstanding.
Other career highlights include membership of the Audit Commission task group that created the Comprehensive Performance Assessment framework for upper tier local authorities, and representing Her Majesty’s Chief Inspector (HMCI) on the Department for Education and Skills’ (DfES) Education Funding Strategy Group, as the Ofsted adviser to the Secretary of State for Education and Skills.
Commenting on his appointment, Chair of Council Judy Moorhouse says :
“Keith Bartley was the outstanding candidate in a very strong field. I am delighted to be welcoming Keith to the GTC and look forward to working with him. The GTC will be celebrating its tenth anniversary in 2010 and I am confident that Keith will make a major contribution to extending our reach and influence with teachers and other partners between now and then.”
Looking ahead to joining the GTC, Keith Bartley says :
“Teaching needs a strong and forthright professional body to serve the public by promoting the best possible standards of teaching.
“The GTC has a lot going for it; with a growing body of influential work and direct dialogue with teachers on assessment and other vital policy issues. It has a coherent and innovative approach to continuing professional development; fair regulatory procedures and an authoritative teacher register.
“We now need to take the next steps to develop a central position for the GTC within the education community and to offer a vision of teacher professionalism that will inspire teachers and command public confidence.”
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