Radical reform of the school workforce is key to a £1 billion investment plan for education, David Miliband has said.

Speaking to an education conference in Warrington on Wednesday, the schools minister told delegates that "teachers should never struggle on their own".

Forum Response: Association of Teachers and Lecturers

Gwen Evans, acting joint general secretary of the Association of Teachers and Lecturers, told ePolitix.com: "What the government needs to look at is what bits of bureaucracy are actually blocking teachers from going into teaching.

"To point out a few - registering with the General Teaching Council can be slow and also there are delays on checks made by the Criminal Records Bureau.

"It is the government's job to make sure that processes are in place to ensure that those wanting to teach can.

"We need more than rhetoric from the government, they have the potential to provide the resources to get rid of the barriers that are currently stopping potential teachers entering the profession."

Forum Response: Professional Association of Teachers

Deborah Simpson, senior professional officer at PAT, said: "The reform proposals currently being discussed by the DfES and the unions represent a major step forward in reducing teachers' workload and promoting a whole team approach of professionals working together in the classroom.

"If effectively managed, they will bring about major changes in the culture of schools and in the way staff are deployed and in their roles and relationships. There are real opportunities for reform of the teachers' contract to tackle the workload issue.

"Workload issues are crucial and teachers must be freed to teach and spend time preparing high quality lessons for pupils. Developing support staff roles is necessary to meet these aims. A flexible approach to the strategy of reducing teacher workload by head teachers and governing bodies is also essential.

"We welcome the proposed limits on teachers' working hours, cuts in bureaucracy and the guaranteed time for planning, preparation and assessment."Teachers are working excessively long hours and have to do much of their non-teaching work in their own time. We have long been calling for a limit in the number of hours in which teachers can be expected to carry out other duties, and limits to the duties expected of teachers.

"We also welcome the proposed increase in the use of support staff, although they must support - not replace - teachers. PAT is committed to a 'whole school team' approach and supports the concept of a fully integrated staffing framework within schools.

"PAT is calling for a proper career and pay structure for support staff, as we believe they are professionals in their own right. Many of those already in post are highly skilled and completing their tasks effectively.

"At present, the roles, deployment, qualifications and training opportunities for support staff vary enormously between LEAs and often individual schools. There needs to be a national career and pay structure for teaching assistants and other support staff or firm government guidance on this. Some LEAs have already taken action towards implementing pay scales for support staff, but many lag behind.

"The training and management of support staff is essential to these proposals. Support staff need dedicated, affordable and accessible training with opportunities for continuing professional development. Training is also vital for teachers to build relationships with and work effectively with teaching assistants. Governing bodies and head teachers will require training to manage appointments and ongoing performance management.

"We do still have a number of reservations - for example, about the future role of supply teachers or centrally employed staff whose services are being devolved to schools. Supply teachers may be forced to compete with higher level teaching assistants/cover supervisors if they only wish to do the occasional day of supply. We must ensure that this valuable pool of teachers is not lost and pushed out of the system.

"Workload is a major issue for centrally employed teachers too. Some have their paperwork increased by having to respond to the bureaucracy of the LEA's own systems as well as that of the DfES. These teachers provide essential, specialised and expert help for pupils who need it or provide the opportunity for pupils to enrich their lives by learning a new skill.

"They cannot be replaced by cheaper options who lack their expertise. To do so would be to short-change young people, many of whom have very specific needs."

Forum Response: National Union of Teachers

Doug McAvoy, general secretary of the NUT, said: "I welcome the minister's support for the brain surgeon operating with a well-equipped and well-trained nursing team. The NUT wants a well-equipped and well-trained support team working with the teacher.

"If the minister amends his proposed package on this basis there can be agreement.

"The NUT will not accept unqualified people having responsibility for whole class teaching as currently proposed by the government. Such an approach will do nothing to improve standards. Nor will it motivate teachers in the way necessary if they are to enthuse students and provide pace, excitement, variety, encouragement and even fun in their lessons.

"For teachers to be fully effective, excessive workload must be reduced. Teachers must be given time during the pupil day for marking and preparation. They must be freed from that work which need not be done by a teacher. They must be supported by other adults.

"The ongoing discussions do provide an historic opportunity to transform teaching, revitalise teachers and improve standards. The NUT is confident its approach has the support of teachers and parents. It is the NUT's bus which is going in the right direction."