1. School Direct Development Meeting 24th May, 2017

2. 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 –
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

3. Educational Excellence Everywhere (March 2016),Chapter 2
National Updates
Educational Excellence Everywhere (March 2016),Chapter 2
- 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

4. 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

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

6. 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

7. 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.

8. Second setting school approval

9. 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

10. Partnership-led
School
Trainee
University

11. 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

12. 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

13. 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

14. 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

15. PGCert Module 1: Professional Development September June
(20 Level 6)
Assignment: ATS and Professional Development Portfolio
Module 2: Assessment and Monitoring
(20 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

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

17. 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?

18. 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%)

19. 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

20. 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

21. 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

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