1. Dr Helen O’Keeffe Head of Primary Education 6 th May 2016 Teachers & Careers Advisers Conference Routes into Teaching and Changes to Initial Teacher Training

2. edgehill.ac.uk The Faculty of Education at Edge Hill University Our current provision: Initial Teacher Training programmes Programmes relevant to working with children or young adults Professional Development programmes for serving teachers

3. edgehill.ac.uk “This ITT strategy implementation plan reaffirms our commitment to recruiting the very best graduates into teaching, reforming training so that more ITT is led by schools and there is a focus on the most important elements of being a teacher.” Michael Gove, 2011

4. edgehill.ac.uk “ The ITE partnership demonstrates that it is making a significant strategic contribution to the quality, supply and retention of new teachers.” Ofsted, 2015

5. edgehill.ac.uk A significant, strategic contribution to the quality of new teachers Recruitment of those with the greatest potential o knowledge of, and passion for their subject(s) and age phase o teaching potential o professionalism o personal qualities

6. edgehill.ac.uk A significant, strategic contribution to the quality of new teachers o an aim to seek out every opportunity to grow and develop, both personally, academically and professionally o an ability to tackle every new situation in the classroom from an evidence-informed basis o a desire to question, reflect, refer to the research

7. edgehill.ac.uk A significant, strategic contribution to the quality of new teachers Implementing a core content framework, improving course quality and support for trainee teachers The Carter Review of Initial Teacher Training, 2015 o Assessment o Planning o Differentiation o Child and adolescent development o Managing pupil behaviour o Special educational needs and disabilities

8. edgehill.ac.uk A significant, strategic contribution to the quality of new teachers o Subject knowledge development o Evidence-based teaching

9. edgehill.ac.uk “The ITE partnership demonstrates that it is making a significant strategic contribution to the quality, supply and retention of new teachers.” Ofsted, 2015 The range of routes into ITT that are now available are tricky to separate The pros and cons are not always clear

10. edgehill.ac.uk A significant, strategic contribution to the supply of new teachers o University-based – both Undergraduate and PGCE routes o School-based – PGCE route only o School Centred Initial Teacher Training – for holders of a first degree, sometimes offering QTS only, sometimes PGCE as well

11. edgehill.ac.uk A significant, strategic contribution to the supply of new teachers undergraduate or postgraduate? if postgraduate – is the degree in the subject you want to teach; and, if not, then is a Subject Knowledge Enhancement Programme available? full-time or part-time? based in a university or based in a school?

12. edgehill.ac.uk A significant, strategic contribution to the supply of new teachers The choice of route must be made based upon what is right for the individual Ask - what more can an institution offer me – what is going to give me the edge when I apply for my first teaching post?

13. edgehill.ac.uk “The ITE partnership demonstrates that it is making a significant strategic contribution to the quality, supply and retention of new teachers.” Ofsted, 2015 The headlines: ‘two-fifths of teachers quitting within five years is a scandal (and many new recruits leave the profession because of poor training and not enough support),’ Michael Wilshaw, 2014

14. edgehill.ac.uk The crucial link between ITT and professional development “It is critical to remember that ITT is initial. We believe ITT providers, teacher educators and mentors should be absolutely explicit about this - emphasising to trainees that they will need to develop further as an NQT, in their early career and beyond. Schools must understand that when they employ an NQT they are taking on a responsibility as well as a great opportunity. It is critical that progression between ITT and the NQT year is as seamless as possible.” The Carter Review, 2015

15. 2016 - Educational Excellence Everywhere To put these principles into practice, we will move to a system where every school is an academy. And to harness the opportunity that greater autonomy provides, we will do more to ensure the profession has the tools it needs to succeed: improving teacher training and qualifications and ensuring a strong, diverse pipeline of leaders. In particular, we will place a sharp new focus on areas of the country where standards are unacceptably low and where chronic underperformance is compounded by a lack of capacity to improve. (Nicky Morgan, 2016)

16. Chapter 2: Great teachers – everywhere they are needed Continue to move to an increasingly school-led ITT system which recruits enough great teachers in every part of the country, so that the best schools and leaders control which teachers are recruited and how they are trained Introduce new quality criteria for ITT providers and allocate training places accordingly, providing greater certainty to the best providers – both school and university-led – by giving allocations over several years. 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. This new accreditation will raise the quality and status of the teaching profession, better recognising advanced subject knowledge and pedagogy that is rooted in up-to-date evidence

17. By 2020, a teacher’s training may look like this Chris graduates from university and gets into teaching through a School Direct course run by a multi- academy trust that has been accredited to deliver school-based training. His initial training builds on the deep subject knowledge he acquired in his degree, and trains him in the most effective methods of teaching his specialist subject. It also gives him a firm grounding in understanding and applying evidence-based practice. When he successfully completes initial teacher training, Chris is employed to teach in one of the schools in the MAT where he trained. During his first year he has access to a package of support – a dedicated mentor, a reduced teaching timetable and tailored development opportunities (including opportunities to use and apply high quality evidence to support his development) to help him consolidate what he learnt in his initial training. In January of his second year in the classroom, Chris’s mentor and head teacher judge that he is consistently meeting the Teachers’ Standards at the required level. The head teacher makes a recommendation to a local teaching school authorised to act as an “external examiner” for teachers seeking accreditation. The teaching school reviews Chris’s practice and is satisfied that Chris is consistently demonstrating the required standard in his teaching. It therefore confirms accreditation and Chris becomes a fully accredited teacher.

18. Faculty of Education A portfolio of current programmes and development of new programmes. If a potential applicant wishes to work with either children or young people, there is a route for them to do this within the Faculty of Education. Examples of current graduate roles include:- -Teacher (EYS, Primary, Secondary, Further Education and Training) -Charity worker for Barnado’s -Learning mentor in a Secondary school -Parent Liaison Officer in a Primary school

19. What are the time-scales? 2016 entry – we have received confirmation that this will continue as planned with no change in the status of QTS 2017 entry – all University ITT providers are now awaiting details of whether places will be allocated for 2017 and beyond.

20. What about those who know at 16/17 years of age that they want to work with children or young people? Keeping options open Gaining experience of working with your preferred age group (in any context). Researching the degree programmes available which might support you in making your decision.

21. edgehill.ac.uk In summary How can we help our students to do their homework? o Students need to find out all the details about the ITT programme they are interested in, and ensure this matches their goals o They need to ensure their skills, their qualities, their experiences are going to support a smooth transition on to their choice of ITT programme