It has become a truism to say that the quality of an education system cannot exceed the quality of its teachers. There is, therefore, much to be welcomed in the government’s response to the consultation on strengthening Qualified Teacher Status and improving career progression for teachers.

Specifically, we welcome the decision to extend the induction period for new teachers to two years, providing more time for them to develop their knowledge and skills.

It is essential that newly qualified teachers in this induction period are able to develop, enhance and deepen their expertise, but particularly that they have rich and sustained experiences of subject-specific professional development.

In this early period, professional development should be designed using the principles of developing great teaching - lessons from the international reviews into effective professional development.

The framework should pay attention to the components that constitute “careful design”: a carefully designed induction period, using the international evidence, paying particularly attention to duration and rhythm - and what teachers need to know and be able to do, and in what order (to quote the inimitable Matt Hood) - would require at least two years.

The new role of mentor

We also welcome the decision to amend the statutory induction guidance to create a new role of mentor in addition to the induction coordinator/tutor. But the mentor must be a subject specialist.

As part of Freedom and Autonomy for Schools - National Association’s (FASNA) services to the sector, we run the only independent National Induction Panel for Teachers (NIPT). The appointment of an “Appropriate Body” is a statutory requirement for the induction period of newly qualified teachers.

It is somewhat astonishing that to date, there has been no “designation” process and no quality assurance of Appropriate Bodies. These bodies perform a hugely important role in our education system - they quality-assure the process for NQT induction. The quality of teachers in our education system depends on these bodies. And yet they are subject to no external scrutiny.

It is, therefore, absolutely right that there is an accreditation process so that the expectations of appropriate bodies are clear and consistent.

The government is right to acknowledge that it cannot dictate cultural change - this must be led by the profession in order to be sustainable, but with government making a commitment to support any changes.

We look forward to working with the department as it begins the crucial work of developing an early career framework.

Leora Cruddas is chief executive of Freedom and Autonomy for Schools - National Association and the National Induction Panel for Teachers (NIPT). She tweets @LeoraCruddas