Schools at the Heart of Teacher Training APTE Conference July 2013 Greg Burke Deputy Director Funding, Allocations and Performance Division

Transforming Initial Teacher Training Agenda  New Players  New Perspectives  New Purposes  Partnerships

New Players

National College for Teaching and Leadership The new agency will lead on delivering school workforce reforms. Its remit will include teacher training, continuous professional and leadership development and supporting school improvement, to address underperformance in the education system. It will build on the best from the Teaching Agency and the National College, and will work in new ways to support the school-led system.

New Perspectives

Reform of Initial Teacher Training  The Importance of Teaching: the Schools White Paper (November 2010)  Training our next generation of outstanding teachers: an improvement strategy for discussion (June 2011)  Training our next generation of outstanding teachers: implementation plan (November 2011)  Secretary of State’s speech to the National College Annual Conference (June 2012)

The debate about Initial Teacher Training? “The part of the field which we are to examine has long been a battleground for the expert…. What, for example, should be the purpose of professional training? – its character and duration? Where should it be given and by whom?.... At what age should it commence? – and is a system of apprenticeship desirable?” Lance Jones - The Training of Teachers in England and Wales

New Purposes

Teaching Schools and ITT … will identify and coordinate expertise in partner schools, using the best leaders and teachers to … work with other strategic partners, including universities, to train new entrants to the profession National teaching schools prospectus (2011)

The role of schools “… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility. This does not mean that universities would not be involved: far from it. Groups of schools, often led by the new Teaching Schools, might lead ITT partnerships and draw on support from universities and other providers.” Training our next generation of outstanding teachers (June 2011)

The role of schools “The best schools will blaze a trail towards a school-led system. They are the ones who will make School Direct a success, transform CPD, create robust systems of school to school support and grow the best leaders.” Charlie Taylor, North of England Education Conference (January 2003)

Partnerships

Schools and ITT  Improving the quality of “traditional” placements for trainees  Developing and leading ITT partnerships  School Direct and School Direct (salaried)  Accreditation as ITT providers  Leading partnerships with HEIs

School Direct  Schools, or groups of schools, bid for School Direct places  Schools:  select the trainees they want  choose an accredited provider to work with to award QTS  negotiate the training programme with the provider  expect to employ the trainee after qualifying

School Direct (salaried)  An employment based route for high quality graduates with three or more years career experience  The trainee is employed as an unqualified teacher by a school  The National College for Teaching and Leadership provides funding, which the school can use to subsidise the trainee’s salary and/or training.  Replaces the Graduate Teacher Programme (GTP) - no “supernumerary” requirement

Greg Burke Deputy Director, Funding Allocations and Performance Division