1. ‘The implementation and evaluation of School Direct’ Gill Golder - Academic Lead for Secondary Education, Department Head for Physical and Coach Education

2. Key foci for this discussion School Direct Provision PGCEQTS Only Quality Assurance Processes Roles and responsibilities Quality of experience Data, data, data. Trainee Progress Pupil Progress

3. School Direct Routes Secondary School Direct Training routes with PGCE – through 2 teaching school alliances Secondary School Direct Salaried QTS Only through 2 School Partners Primary Generalist School Direct Training routes with PGCE - through 6 teaching school alliances and federations Primary Specialist School Direct Training routes with PGCE (PE & Maths) - through teaching school alliances

4. School Direct Subjects routes are available for 2015/2016 PE, MFL, English, Maths, History, Chemistry, Physics, Biology

5. Secondary Partnership Structure

6. Roles and Responsibilities Utilise my training to impact upon my progress Trainees To understand, and take responsibility for, my development needs in becoming an outstanding teacher Subject Mentors, SLEs, ITE Coordinators, SMT School Staff To support and drive trainees to become good or outstanding teachers, and have a positive impact upon pupil progress. Work in partnership with all stakeholders HEIs To impact positively upon student outcomes by using partnership data to inform training. Recruitment and Selection TrainingAssessmentEmployabilityEvaluation and QA

7. Quality Assurance Impact and emerging needs Quality assurance of observations Quality of training Quality of Teaching

8. Data, data, data! Stages of Trainee Progression Pre course audits and target setting Weekly meetings 6 Review Points RAG Rating Interim Report Processes Summative reports

9. Focus on Pupil Progress Teacher’s Standard 2 (RAG points) Triangulated data Interim and summative reports

10. Significant aspects to continue to improve Consistent implementation of coaching and mentoring model Ensure that the excellent mentoring and coaching model is fully embedded across the partnerships, including for the School Direct routes, to improve further the teaching of trainees. OFSTED 2014 So that: trainees develop a deep understanding of subject pedagogy. quality assurance visits can identify and act on what is required to improve school-based training further. trainees’ developmental targets become more challenging as their teaching improves.