Presentation on theme: "NOT PROTECTIVELY MARKED www.teach.gov.uk Turn your talent to teaching. A career in teaching."— Presentation transcript:
NOT PROTECTIVELY MARKED Turn your talent to teaching. A career in teaching
NOT PROTECTIVELY MARKED The rewards of teaching Changes in the future of Education Professional Standards Training routes Your teaching career What we will cover today
NOT PROTECTIVELY MARKED Todays presentation will take you through your options for teacher training as they stand for entry in September 2011 and what a teaching career might look like. As you may be aware on 24th November the Department for Education published the Schools White Paper - The Importance of Teaching. The White Paper sets a new direction of travel for initial teacher training (ITT), it has also establish a change in focus for professional standards for teachers and a new direction for schools. Proposals for the future have been published and are at the consultation stage for ITT, new professional standards have now been published, and a consultation on higher standards has commenced and the first teaching schools are now in place The current situation
NOT PROTECTIVELY MARKED The rewards of teaching
NOT PROTECTIVELY MARKED Leadership £37,461 £105,097 The rewards of teaching Main scale £21,588 £31,552 Upper pay scale £34,181 £36,756 AST £37, 461£56,950
NOT PROTECTIVELY MARKED Teachers enjoy up to 12 weeks holiday a year, giving them opportunities to pursue their personal interests and spend time with their families. Teaching offers the flexibility to fit your work to your life through job-sharing and part-time work. Teachers have a generous occupational pension scheme with guaranteed benefits. Teaching requires a love of learning and this ensures a continuous focus on professional development and improvement Aspirational teachers bring our the potential in the children and young people they work with, and are able to see growth and impact on a daily basis The rewards of teaching
NOT PROTECTIVELY MARKED Qualifications, teaching phases & subjects in demand
NOT PROTECTIVELY MARKED Secondary You usually teach pupils between the ages of 11 and 18. Most secondary teachers have one specialist subject. Every teacher trains to work with at least two consecutive ages at either primary or secondary level. Special Educational Needs You can teach pupils at both primary and secondary phases, and their access to the curriculum is the same, however your ability to differentiate your teaching so they can access the learning in different ways is of paramount importance. What phase ? Primary You teach pupils between the ages of 4 and 11, spending most of your school day with your own class. At primary level you will teach all the subjects of the primary curriculum. Your training will prepare you to teach these core subjects.
NOT PROTECTIVELY MARKED If you believe you would make a good physics, chemistry or maths teacher but you have a degree in another subject, you can enhance your subject knowledge by attending an enhancement course before starting your initial teacher training this year. If you have a language degree (or you are a native speaker with a degree in another subject) and need to develop a second language, we offer modern language (ML) enhancement courses in French and German which you can attend prior to starting a ML initial teacher training course this year. Subjects in demand
NOT PROTECTIVELY MARKED Training routes & funding
NOT PROTECTIVELY MARKED Postgraduate certificate in education (PGCE) -university-led training -full-time, part-time or flexible -distance learning -there are providers at this event offering PGCE courses School-centred initial teacher training (SCITT) -school-based training -full-time -QTS only/PGCE -there are providers at this event offering SCITT courses Training routes
NOT PROTECTIVELY MARKED Graduate Teacher Programme (GTP) -you are employed by a school as an unqualified teacher and you teach a reduced timetable -usually full time -competitive programme designed for graduates who want to work in a school while they train -programme takes three terms full-time (although it is possible to complete it earlier) -programmes can start at any time during the year, but most begin in September or January. -led by EBITTs (employment based initial teacher training providers) -there are several EBITTs at this event Training routes
NOT PROTECTIVELY MARKED Your teaching career
NOT PROTECTIVELY MARKED After your training, your first full year as a teacher is your induction year During this year, you will teach an 80 per cent timetable and you have the support of an induction mentor Your mentor will help you learn how to manage behaviour, organise your time, and plan your lessons You will also have weekly meetings on teaching and subject content with your mentor and your head of department. You may also be given the opportunity to extend your studies, continuing with a masters programme and you may already have credits depending on the university you studied with as a trainee You will develop skills at a fast pace, and understand the life of a school in much more detail Your teaching career Induction
NOT PROTECTIVELY MARKED Your future career in Teaching
NOT PROTECTIVELY MARKED Teaching careers and school roles Focus solely on teaching and learning? Leadership and management? –Both of the above routes can be directly linked to subject or phases of education and attract management allowances and/or enhanced salaries Pastoral responsibilities –Health & wellbeing –Child protection and safeguarding –Attendance –Disaffected pupils Support staff –Teaching & learning –Administration & facilities
NOT PROTECTIVELY MARKED Proposals - Introduction Last November the White Paper set out the Governments vision for educational reform At the heart of our plan is a vision of the teacher as our societys most valuable asset The WP said that we should continue to improve the recruitment, training and subsequent professional development of teachers and promised an ITT Strategy Document which is now out for consultation What follows are therefore proposals and you are advised to visit the DfE or TDA websites as the consultation progresses
NOT PROTECTIVELY MARKED This consultation document proposes to take action in three main areas: – first, to raise the bar for entry to initial training: attracting more of the highest achieving graduates and having higher expectations of the academic and interpersonal skills of those funded to train to teach – second, to refocus government investment in teacher training so that it is effective in attracting and retaining in teaching more of the best graduates, especially in shortage subjects, and – third, to improve the routes through teacher training, so that it is easier to apply for teacher training and so that the nature and content of the training is more effective in preparing trainees to be successful in the classroom.
NOT PROTECTIVELY MARKED Raising the bar and attracting more of the best Based on the evidence from this country and abroad, the coalition intends to strengthen the selection process for entry to teacher training in three ways: – will raise the expectations of the academic achievement of trainees (Already published – only those with a 2:2 or above will qualify for ITT funding) – will strengthen the assessment of literacy and numeracy, and – will increase the rigour of assessment of the candidates interpersonal skills.
NOT PROTECTIVELY MARKED From September 2012, we propose that all those wishing to enter post-graduate teacher training should have to pass both a literacy test and a numeracy test. Candidates who fail one or both of the skills tests at the first attempt should be limited to two re-sits for each test. We propose to drop the IT skills test. We want there to be better testing of candidates interpersonal skills and we will expect all providers of ITT to assess these skills before accepting anyone onto training. We propose to look at the options for: o providing a single system for applications to all courses – this gateway could also include initial numeracy and literacy tests, and o having applications made in parallel to all teacher training providers.
NOT PROTECTIVELY MARKED Reform of training School Commissioning A school or group of schools applies to the new Teaching Agency to be able to offer a training place. The school advertises the training place, including on a central list, selects a trainee and chooses an accredited ITT provider to work with to provide the training. If the trainee attracts DfE funding, including a training subsidy or bursary. The accredited provider administers payment of any bursary to the trainee. The provider may charge the trainee a tuition charge. Once the trainee has completed training and gained QTS, the school will be expected to employ the trainee. Priority will be given to the schools and subjects with the greatest need.
NOT PROTECTIVELY MARKED New Professional Standards The professional standards for teachers were reviewed during summer 2011 and new standards will be in place from September 2012 They draw together the initial teacher training and mainstream teaching standards Consultation commenced in September 2011 on the higher teacher standards which will replace the current threshold and advanced skills standards In addition, consultation on performance review and management commenced in May 2011 and is being drawn together now. This review concentrated on providing a much clearer link between performance review and the professional standards for teachers as well as updating teachers terms of employment around personnel practices
NOT PROTECTIVELY MARKED Changes in the future of Education Schools – Academies; Free schools; Teaching schools; University Teaching schools Responsible bodies – Training and Development Agency; General Teaching Council and Childrens Workforce Development Council plus the Department for Education Priority Areas – Core subjects and the English Baccalaureate; Literacy and Phonics; Behaviour Management; Special Educational Needs and Disabilities The removal of value added and new floor targets A new test for 6 year olds and a stronger focus on GCSEs and A level standards
NOT PROTECTIVELY MARKED The best thing about being a teacher? Being able to support children and young people to learn and grow and knowing you had a part in it What office is there which involves more responsibility, which requires more qualifications, and which ought, therefore, to be more honorable than teaching? Harriet Martineau