School Direct Development Meeting 24th May, 2017

School Direct Development Day Arrival & refreshments 9.30 – 10.45 National ITT updates Programme models and expectations (Partnership agreements) Quality Assurance / second setting arrangements PGCert Allocations for 2018/19 Cause for concern process Q & A 10.45 – 11.15 Break 10.15 – 11.45 Review of CFC in primary/secondary groups 11.45 – 12.15 Programme evaluation in primary/secondary groups 12.15 – 12.45 Developing a cohesive training programme in primary/secondary groups 12.45 Plenary followed by lunch

Educational Excellence Everywhere (March 2016),Chapter 2 National Updates Educational Excellence Everywhere (March 2016),Chapter 2 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508447/Educational_Excellence_Everywhere.pdf - Strengthen university and school-led training, increasing the rigour of ITT content with a greater focus on subject knowledge and evidence-based practice - Replace Qualified Teacher Status (QTS) with a stronger, more challenging accreditation based on a teacher’s effectiveness in the classroom, as judged by great schools. Teaching Apprenticeships - Likely to replace School Direct salaried

School Direct Programme Models and Expectations 2017-2018 Salaried -PGCert only -Employment contract -Trainees do not need to be supernumerary - recommend that at least for first term they remain supernumerary -Trainees must be paid salary of at least point 1 of unqualified teacher scale and full time. Tuition Fee -Choice: PGCert or PGCE - Trainee pays full fees -Trainees should not be named teacher with full responsibility for a class - Trainees must not receive a salary as this means they are ineligible for any government funding

School Direct Programme Models and Expectations 2017-2018 PGCE Integrated with QTS Phase specific Subject specific More University teaching 60 credits @ level 6 (SBT 1 + 2) 60 credits @ level 7 (2 academic modules) PGCert (Teaching) Separate academic award that supports QTS More Generic Designed for more school-based training 20 credits @ Level 6 40 credits @ Level 7

Quality Assurance: “partnership-led” Training Partnership Agreements and Partnership Handbook Link Tutor Visits Tutor Visit Records School Self-Evaluation Tool (SSET) Mentor Self-Audit Grading Level Descriptors Second setting approval Internal moderation External moderation Survey data

Partnership Agreements All accredited ITT providers must ensure all of the following: C3.1 That their management structure Scope of the agreement This agreement is with the lead school and based on the understanding that the lead school will have in place agreements with partnering schools within the alliance which enable the lead school to comply with the scope of this agreement. Role of the lead school: Quality assuring the school-led provision across the alliance jointly with Middlesex University Partnership agreements with all partner schools within the alliance which set out an appropriate protocol for working within the alliance.

Second setting school approval

Partnership agreements between lead school and partner school Could base on overall PA with Middlesex University Should include as a minimum: Financial arrangements Requirement for trainee to be released for central training, pre and post phase Requirement for half-term second setting Adherence to the assessment and moderation guidance Provision for quality mentoring arrangements Attendance at mentor training Liaison with Middlesex University tutor for assessment and moderation Roles and responsibilities Contact Victoria for our placement PA or other examples

Partnership-led School Trainee University

Age-range requirements Primary Age Phase is 3-11 Secondary Age Phase is 11-18 Trainees must be aware of training age range from interview stage, i.e. 5-11 (must include sustained teaching period at KS1 and KS2) 7-11 (must include sustained teaching at lower and upper KS2. Trainees should also have equivalent of 10 days teaching in KS1 class) 3-7 (must include sustained teaching in reception and KS1 class) Trainees must be aware of training age range from interview stage, i.e. 11-18 (must include sustained teaching in all Key Stages) 14-18 (must include sustained teaching at KS4 and KS5) 11-16 (must include sustained teaching at KS3 and KS4) - Subject teaching

Second Setting Arrangements Half a term during Spring term (ideally in first half term) Trainees should be visited by host mentor (or an alliance moderator) Alliance moderator could be the alliance lead or school ITE lead or another mentor Second setting ATS report should inform ATS2 grades Alliance moderator: school ITE lead, host mentor, alliance lead, experienced mentor

Pre- and Post Age-range experiences Providers must ensure that trainees are afforded the opportunity to develop a comprehensive understanding of progression across, and before and after, the age range for which they are training to teach. This might include enhanced experiences in other age ranges. Expectations: All primary trainees spend a minimum of a day in a secondary school and all secondary trainees spend a minimum of day in a primary school. Reflect on impact on practice. Time spent pre-course can be taken account of through the ATS_ Initial Primary trainees on a 7-11 training programme require an enhanced experience at KS1

Moderation/QA points When? Who? Where? What? September University link tutor Central Training (Induction) ATS_Initial Term 1 School visit and central training ATS1 evidence and grading Term 2a Alliance mentor Second setting visit ATS_Second setting Term 2b ATS 2 evidence and grading Term 3 ATS3 / TTTP evidence and grading Typical schedule SEND visit schedule is different Where trainees causing concern visit schedule may be different If mentor is inexperienced – could be different

PGCert Module 1: Professional Development September June (20 credits @ Level 6) Assignment: ATS and Professional Development Portfolio Module 2: Assessment and Monitoring (20 credits @ Level 7) M & A Portfolio (Pupil impact report in response to planned sequence of learning) with supporting theoretical narrative Module 3: School-based Research School-based inquiry

Progress Support Plan Cause for concern Guidance on CfC in the SD handbook. They contact us if any problems materialise.

Reviewing Process and Paperwork Briefly review the CfC exemplar: How clear is it in tracking the process? Does it link with school performance management and paperwork for salaried trainees? What should be deadlines/timescale for CFC?

How can we reduce the number of trainees who withdraw or do not complete the course? Are any key groups are disproportionately represented in the withdrawals?   Primary enrolled students Primary withdrawals Secondary enrolled students Secondary withdrawals Total number 63 8 (13%) 42 4 (10%) % ME  16 (25%) 4 (50%)  17 (41%) 1 (2%) % over 30  28 (44%) 8 (100%)  16 (38%) 2 (50%) % Female  45 (71%)  28 (67%) % Male  18 (29%)  14 (33%)

How do we reduce the number of trainees who withdraw or do not complete the course? How we can improve retention at each stage? (considering a range of inputs- mentors, tutors, PCMs, administrative support etc.). Consider the feedback from trainees. Recruitment and selection (interviews) Pre-induction & pre-course stage Induction and early training Second setting Later training Discuss and add post-it notes about ideas to improve retention at each stage

Co-Production of the Curriculum -The Teachers’ Standards remain the core of all levels of effective teaching -The framework of core content aims to elaborate the standards in a beneficial way to both providers and trainees Discussion Activity: Planning a cohesive Middlesex ITE curriculum for School Direct trainees

Recommendations from The ITT Core Curriculum for Providers of ITT: Give trainees advice on maintaining a sustainable work/life balance Design programmes that focus on how effective teaching ensures good pupil outcomes Ensure trainees understand the obligation to set high standards which inspire, motivate and challenge all pupils Ensure trainees are familiar with a range of techniques, including modelling and scaffolding tasks Ensure trainees are familiar with a range of resources, including textbooks and digital resources Audit trainee’s subject knowledge early in their training and encourage trainees to read widely around their subjects

Any ideas for improvement to feed into the PSG meetings? School Feedback Any ideas for improvement to feed into the PSG meetings?