developing people, improving young lives Teaching Competencies and Initial Teacher Training in England John Carr Director, Masters in Teaching and Learning Training and Development Agency for Schools (England) Peer Learning Activity on Practical Classroom Training within Initial Teacher Education Vilnius, Lithuania October 2009

In England, there are four routes of Initial Teacher Training (ITT): A one year programme at graduate or Masters level, following on from a first degree and delivered by university-school partnerships (led by universities) A three to four year undergraduate programme delivered by university- school partnerships (led by universities) – in practice, mostly for entry into primary school teaching A one-year programme offered by a School Centred ITT (SCITT) consortia (always in partnership with universities) An employment-based route (“graduate training programmes”) under which a trainee is employed and trained “on-the job” (often with university input). See:

Diversity is possible… … because all initial teacher training routes offered by ITT providers in England lead to the same award – Qualified Teacher Status (QTS) – which enables somebody to teach in a state-maintained school. See: herstatus

Diversity is possible… … because all trainees, whatever their route, are working to demonstrate that they meet the same standards – the Standards for QTS. See: acherstatus/achievingqts

The Framework of Professional Standards… … defines the expectations of teachers at key career stages. Specifically it provides professional standards for: the award of Qualified Teacher Status (QTS) (Q) teachers on the main pay scale – post Induction (Core) (C) teachers on the upper pay scale (Post Threshold Teachers) (P) Excellent Teachers (E) Advanced Skills Teachers (ASTs) (A) See:

All ITT courses… … are designed to prepare trainee teachers to meet the Standards for QTS … are underpinned by national Requirements for Initial Teacher Training See:

All ITT providers must ensure… … that training programmes … provide trainee teachers with sufficient time being trained in schools and/or other settings to enable them to demonstrate that they have met the QTS standards. Requirements for Initial Teacher Training, 2.8 See: R2_8

This means … … programmes will typically be structured to include the following periods of time spent in training in schools or other settings. A four year undergraduate QTS programme 160 days (32 weeks) A three year QTS undergraduate programme 120 days (24 weeks) A one year graduate QTS programme days ( weeks) Employment based schemes As determined by the training programme, which is based in school

(Trainee) teacher Higher Education Institution School ITT aims to build a three way relationship around the pupil

Masters in Teaching and Learning (MTL) The MTL is a new professional qualification for teachers, designed as a medium- to long-term vehicle for improving teaching quality Create a “learning” mindset Provide contextual coaching Promote a collaborative profession MTL will... The MTL programme will: Build progressively on ITT and induction to develop higher levels of professional skills Be practice-based and modular Focus on developing practice through enquiry and the use of evidence Be personalised to meet participants’ learning needs Be validated by universities See:

Masters in Teaching and Learning (MTL) Phase 1Phase 2 Phase 3 DevelopingBroadening and embedding Deepening Core provision, based on an initial diagnosis, focuses on developing skills of enquiry and use of evidence, and on an induction to professional practice in the school context Core provision for all participants, covers four areas of content, to broaden and embed the participant’s professional knowledge, skills and understanding within their own context Specialist programme provides learning opportunities to deepen professional knowledge and understanding, strengthen skills in specialist areas, and provide a pathway through to the next stage of professional development