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“Emerging Landscapes”@YandHSDconf
Yorkshire and the Humber – ITE Regional ConferenceSheffield Hallam University – 23rd October 2015
School Based ITE “The direction of travel and its implications”…
Contexts have broadened… • Trainee backgrounds• Schools• Transformed interface – school
system and HEIs
Challenges…• Orientations – SD, SCITTs, MATs…• Recruitment…• Negotiating the politics of diversity…• Collaboration…
School Based ITESector Led Models…
Pause…
Come together…
School Based ITECurrent and Emerging Landscapes – Outcomes…?
• Conversation• Collaboration• Commitment• Contribution• Clarity
ITT recruitment 2016/17
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Changes to the allocations approach for postgraduate courses starting in the 2016 to 2017 academic year
Structure
Introductions Changes to postgraduate allocations for AY 16/17 Recruitment Controls Practicalities Our message to you Q & A
What is changing?
New approach to postgraduate ITT recruitment for AY16/17 only– We are running this approach for one year– NCTL will manage recruitment at a national level– School Direct lead schools, School Centred ITT providers
(SCITTs) and Higher Education Institutions (HEIs) will be able to recruit as many trainees as they feel they need (subject to a limited number of controls)
Undergraduate allocation approach has not changed for 2016/17. We reviewed requests and allocated against our published criteria. Allocations published 14 October 2015.
Why the change?
We listened to your feedback that ITT allocations were difficult to understand and restrictive
To increase overall recruitment to ITT To empower School Direct lead schools, SCITTs and HEIs and
give greater flexibility in recruitment to meet local need
Recruitment Controls
We will apply two specific controls, and will hold two in reserve.
Controls will be applied:
By Subject: to stop recruitment in-year based on the latest recruitment data to avoid excessive over-recruitment in some subjects
By Route: a school-led* minimum recruitment level by subject. School-led provision will be able to expand beyond the minimum recruitment level if they recruit well
If necessary, we may also apply the following controls:
By Organisation: to monitor recruitment by individual HEIs and SCITTs to prevent expanding their share of the market beyond a certain level
By Location: to monitor recruitment by region to maintain the regional balance of ITT and prevent significant geographical variation
* School led ITT is defined as School Direct salaried, School Direct fee and SCITT core places
How the recruitment controls will work For each subject: we start with the modelled estimate of trainee need. This will be used to stop
recruitment, i.e. we will stop recruitment when we have enough trainees Teach First have an allocation of places they can recruit to School Direct salaried has a recruitment level that we expect School Direct
lead schools to recruit up to (but not above). School led fee routes (School Direct fee and SCITT core) have a minimum
recruitment level Teach First’s allocation, the School Direct salaried recruitment level and the
School led fee minimum recruitment level are taken off the estimate of trainee need. The remainder is the level that HEIs could potentially recruit up to.
Scenario 1: Should HEIs recruit faster than school led ITT routes we will stop HEI recruitment when all the remaining places have been used. School led ITT would be allowed to continue to recruit up to its minimum recruitment level (taking overall ITT recruitment to the national subject level).
Scenario 2: If school led ITT recruits faster than HEIs and achieves its minimum recruitment level before HEIs recruit up all the remainder, both school led ITT and HEIs will be able to continue until overall the subject total is met
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Feeling confused?
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Teach First allocation = 507
Taking Primary as an example…
Trainee need = 11,489
0
School Direct (salaried) recruitment level = 1,849
School-led fee minimum recruitment level = 4,135
Remainder = 4,998
Scenario 1: Should HEIs recruit faster than school led ITT ……..
Trainee need = 11,489
0Teach First allocation=507
School Direct (salaried) recruitment level =1,849
Initial School-led fee recruitment = 3,000
HEI recruitment = 4,998
Additional school-led fee recruitment = 1,135
Total school-led fee recruitment = 4,135
HEIs recruit faster than
school-led fee ITT routes
HEI recruitment is stopped and
school-led fee routes are allowed
to recruit up to their minimum
level
School-led fee recruitment = 4,135
Teach First allocation = 507
Scenario 2: if school led ITT recruits faster than HEIs ……
Trainee need = 11,489
0
School Direct (salaried) recruitment level =1,849
Total school-led fee recruitment = 5,133
HEI initial recruitment = 3,000
Additional school-led fee recruitment = 998
HEI continued recruitment = 1,000
School-led fee ITT routes recruit quicker than HEIs and achieve
their minimum recruitment level
Both HEIs and school-led fee ITT routes are allowed
to continue to recruit until
overall recruitment reaches the
estimate of trainee need
Hopefully that clears a few things up ….
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2016/17 Recruitment controls by subject
Designated ITT subject
2015/16 2016/17 academic year
Estimate of trainee need
Estimate of trainee need
Teach First allocation
School Direct (salaried)
recruitment level
School Direct fee and SCITT minimum
recruitment level
Art & Design 794 633 0 14 261
Biology 1,178 1,178 190 80 316
Business Studies 313 252 30 10 60
Chemistry 1,053 1,053 60 95 393
Classics 69 69 0 2 6
Computing 723 723 30 51 215Design & Technology 1,279 1,033 15 77 273
Drama 435 347 0 11 200
English 2,253 2,253 430 444 819
Geography 778 778 110 46 242
History 816 816 77 67 424
Mathematics 2,581 3,103 308 256 847
Modern Foreign Languages 1,514 1,514 143 79 390
Music 481 399 20 42 143
Other 1,342 938 0 13 203Physical Education 1,227 999 0 25 577
Physics 1,055 1,055 50 86 264
Primary 11,245 11,489 507 1849 4135Religious Education 650 544 30 28 106
Totals 29,787 29,176 2,000 3,275 9,874
* School Direct fee and SCITT core places
Practicalities
UCAS – All lead schools, SCITTs and HEIs are required by NCTL to join the
UCAS teacher training scheme– ALL applications must be made through UCAS– Information entered on UCAS MUST match the programme titles
registered with NCTL– UTT application system opens at the end of October
Keeping you informed – UCAS will publish data daily on ucas.com and we recommend that lead
schools and providers review the daily recruitment data– NCTL will communicate regularly with you and warn ITT providers and
SD lead schools when we are approaching the recruitment control levels
Stopping recruitment
– When a recruitment level threshold has been reached we will stop recruitment by emailing the contact given at the time of registration on the NCTL DMS
– We will honour all offers (conditional and unconditional) that
have been made up to the point where we stop recruitment– The cost and liability of any trainees recruited to courses after
recruitment has been frozen (i.e. offers made after we have instructed to stop recruiting) will be borne by the School Direct lead school or ITT provider. NCTL funding will not be provided for these additional places.
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Our message to you
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UCAS data showed that in 2015/16 enough trainees were recruited to meet national need in PE and History in April, Primary in May and English in August – all other subjects have not recruited to national estimate of need. Therefore, though
popular subjects may fill earlier, you should have plenty of time to recruit in all subjects
Recruit as you would normally and use the greater flexibility to meet local need
Plan your recruitment effectively
Pay attention to NCTL regular communications and factor into recruitment plans
Stop recruiting if and when we instruct to do so
If you are unsure, ask.
Reflection Point – Allocations 2016-17
•As a table reflect on Greg’s input.•Note down on the flipcharts…1) Observations surrounding
potential implications of the system;
2) Further questions raised moving forward.
Table Discussions – Locations and Timings
Discussion 1 – 11:00 – 11:45
Discussion 2 – 11:50 – 12:30
School Based ITECurrent and Emerging Landscapes – Outcomes…?
• Conversation• Collaboration• Commitment• Contribution• Clarity
School Based ITE – PM SessionEmerging Landscapes?
• Table discussions – observations from the current landscape…?
• School led system – flexibility and speed of response?
• Carter Review – conclusions and next steps?• Government response – policy merging
with practice?• Shaping the system from the ground up?
Developing a framework of core Initial Teacher Training (ITT) content
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Background and context Sir Andrew Carter chaired an independent review about the quality
and content of ITT.
His report stated that although the system in England is performing well overall, Carter found there to be variability in quality.
The Carter Report and the Government Response were published on 19 January 2015.
The report made 18 recommendations including:
DfE should commission a sector body (for example, the Teaching Schools Council, a future professional body
(College of Teaching), or another sector body) to develop a framework of core
content for ITT
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The Carter Review Process
The review gathered a wide range of evidence and views through a range of activities including:
A review of the existing evidence base including international evidence, Ofsted evidence and findings from the Newly Qualified Teacher (NQT) survey
A call for evidence that received 148 responses from a range of individuals and institutions, including universities, professional bodies, schools, teachers and trainees
11 themed roundtable discussions with sector experts
24 meetings and discussions with experts and stakeholders
31 visits to ITT providers and schools involved in ITT, involving meetings with trainers, mentors, head teachers as well as current and former trainees
A review of course materials from ~150 programmes.
A survey of trainee and applicant opinions about ITT course information
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Implementing the Carter Review recommendationsThe Secretary of State has appointed three independent review groups in response to Carter review, to strengthen the quality of ITT
ITT Framework of Content Expert Group:
An group established to develop a framework of core
content for ITT.
ITT Behaviour Management Expert Group:
An expert group developing the behaviour management
content of the core ITT framework.
ITT Mentor Standards Group:
The Teaching Schools Council to develop national standards
for school-based ITT mentors.
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Initial Teacher Training Framework of Content Expert Group.
Who’s involved? In March 2015, the Secretary of State responded to the Carter Review by appointing
Stephen Munday to chair an expert group to develop a framework of core ITT content
Members of the expert group are: Tom Bennett, teacher, educational writer and director of researchED Kath Goudie, Cambridge Teaching School Network Dina Lewis, Dean of Education, Hull University Margaret Mulholland, Director of Development and Research at Swiss Cottage
School Ruth Miskin, former headteacher, phonics consultant and founder of Read, Write
Inc. Seamus Oates, Executive Headteacher, TBAP Trust (Bridge AP Academy) Dame Alison Peacock, Executive Headteacher, The Wroxham School
The Secretary of State appointed four new members in September: Rachael Hare - Head of Initial Teacher Education at Harris Federation Patrick Derham - Headmaster of Westminster School John McIntosh CBE - former Headmaster of the London Oratory School Professor Anthony O’Hear - Director of the Royal Institute of Philosophy, University
of Buckinghamshire
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Purpose:
To develop a framework of core content for ITT.
Aim:
To support those who deliver ITT and applicants and trainees to have a better understanding of the essential elements of good ITT core content.
Scope: To define the essential elements of core course content, for both primary
and secondary ITT programs in England, that are generally required to support trainees to meet the Teachers’ Standards.
The Behaviour Management GroupWho’s involved?
• On 15 June 2015, the Secretary of State for Education appointed Tom Bennett to chair an expert group on behaviour management to develop core content for ITT programmes.
Members of the expert group are:
• John D’Abbro, head of the New Rush Hall Group
• John Thomsett, head of Huntingdon School
• Damian McBeath, head of the ARK Conway Primary Academy
• Edward Vainker, principal of the Reach Academy Feltham
• Professor Sam Twiselton, director of the Sheffield Institute of Education
• Jacinta Barnard, child behaviour consultant
• Jonathan Molver, head of King Solomon Academy, London
• Max Heimendorf, founding head of King Solomon Academy Secondary
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Purpose:
• To develop core ITT content on behaviour management.
Aim:
• To support ITT providers and applicants and trainees to have a better understanding of the essential elements of good behavior management, which should include how to tackle both serious and low level disruptions.
Scope: • To feed into the framework of content and define the essential elements of behavior
management that are generally required to support trainees to meet the Teachers’ Standards.
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Behaviour specific background and context
The review found a reluctance towards practical approaches to training in behaviour management and highlighted that: To teach effectively trainees need to understand
expectations of children at different stages of development as well as issues affecting pupil progress;
Behaviour Management should be prioritised within ITT programmes; and Behaviour should be included in a framework of
content for ITT.
How will the framework be developed?• The groups will engage with as much of the sector
as possible.
When will the groups report?:• The Framework Group expects to report during
Spring 2016, which will include the behaviour management ITT content.
Any questions ?
Annex from Carter’s report: The beginnings of a framework for ITT content
• Subject knowledge development – ITT should address core content knowledge in teaching subjects with appropriate rigour, including the definition and scope of the subject, why it matters and the concepts that underpin it (at both primary and secondary level).
• Subject-specific pedagogy – ITT should address subject-specific issues such as: phases of progression within the subject; common misconceptions in the subject; linkages between subjects; and, most importantly, how to make it accessible and meaningful to learners at different abilities and stages of development.
• Evidence-based teaching – ITT should instil an evidence-based approach to teaching by inducting new teachers in where and how to access relevant research, how to evaluate and challenge research findings, how this can be applied to classroom practice, as well as why using research matters.
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• Child and adolescent development – ITT should provide new teachers with a grounding in child and adolescent development, including emotional and social development, which will underpin their understanding of other issues such as pedagogy, assessment, behaviour, mental health and SEND.
• Behaviour Management – This should be a central element in any ITT programme, equipping new teachers with practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning.
• Planning – This is a central element of any effective ITT programme, which should equip trainees to plan effectively from day one, teaching them evidence-based and established techniques in planning and how to plan efficiently by using and building on existing resources.
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• Assessment – ITT should equip new teachers to be confident in assessing pupil progress, using summative as well as formative approaches.
• Differentiation – ITT should equip teachers so they can ensure that all pupils in the class, including lower and higher achievers, should make progress and keep pace with the curriculum.
• Special Educational Needs and Disabilities (SEND) – ITT should prepare all new teachers to support SEND in their classrooms, providing a solid grounding in the most pertinent issues and setting an expectation for on-going high quality professional development.
• Professionalism – As implied by the Teachers’ Standards, ITT should cover the professional role of the teacher explicitly, covering the wider responsibilities of a teacher, including important issues such as working with parents and carers as well as other professionals.
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Key questions about the core ITT FrameworkThe Carter Review recommendations set out some suggested areas for inclusion in the Framework.
1. Are the suggested areas in the Annex the right ones to include in a framework of ITT content? What areas are missing or could be removed?
2. What should be addressed or included in any one or more of the proposed areas?
3. How should the completed framework be implemented to ensure it improves the content and quality of ITT courses?
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Key questions about behaviour management
The Behaviour Management Group are seeking views on:
1. What knowledge, skills and attitudes does a trainee teacher need to successfully manage behaviour by the end of their initial teacher training?
2. How is this best delivered in initial teacher training across the various routes and courses?
3. What other sources of evidence and relevant material (including international and case studies) should the group consider in developing behaviour management content for initial teacher training?
Contact details
If there is anything else you would like to contribute to the ITT Framework or the behaviour management groups, please email the Secretariat at:
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School Based ITE in Y&HTo the Next Level?
Teach North West Phil Paul (Byrchall High School, Wigan and Chair of Teach North West)
SCHOOL DIRECT
SCHOOL BASED TRAINING PILOTS
SCITT PROVISION
School Based Provision – Emerging Challenges• Logistics• HEI / Inter School Partnerships• Wider Teacher Training Provision
• Applications• Qualification Currency Conversion• Student Welfare• Loans
• Funding / Infrastructure• Marketing
COALITION GOVERNMENT
Year 2
• Subscription Fee Membership• Constitution with elected board• Charity Status• Co-ordinated Marketing
• Enhancement of individual school approach
• Teach North West Co-ordinator
The role of the Teach North West Coordinator
• Manage the finances of the network
• To process and coordinate all aspects of membership
• Manage and update the website & social media
• Liaise with potential applicants to answer queries
• Attend and promote School led training for the network at recruitment drives.
• Constituted group/own bank account• Annual membership fee• 4/5 Network Meetings through the year• Centralised organisation via the coordinator• Listing on the Teach North West website• Joint branding materials • Promotion via Twitter• Promotion at recruitment events• Opportunities to take part in pilot schemes
Teach North West Membership
Website
• Central place for candidates to search for ITT places across the North West
• Calendar of events & twitter feed
Social Media TwitterTeach North West uses twitter to advertise School Led ITT places, events, training courses and general information.
Teach NW NetworkMarketing for all SD and TSA in the NW Region
SCITT and SKE Working Groups
SITE Special Schools Network
Learn and Lead (L&L)Cheshire and Merseyside
Greater Manchester (GM) Primary and Secondary
Networks
Blackburn, Blackpool, Cumbria and Lancashire (BBCL)
Other Regional ITT Focused NetworksITTAGNW-4
NCTL
Chairs of ITT Networks
Year 3
• Development of SEN Career Framework• Collaborative SKE Projects• Recruitment in Hard to Reach Schools – Geographically / Socially /
Category• Facilitation of Cross Alliance Membership• Workshops – Partnership agreements / funding• Information Platform – Vacancy / Placement• Collaborative recruitment – Summer Holidays
Branching Out
Joint SKE Programmes.
Teach North West – Future Projects• Teachers for tomorrow – Sixth Form Programmes• Joint allocation applications• Collaborative funding bids• Explore greater links with LA School Improvement boards – stronger
link between recruitment and supply• Career Changers / Subject Specialism – allocation which drives need• School Direct Career Packages / Pathways
Live Challenges
• Attraction – Marketing, Branding and Common Challenges• Lobbying future direction - A Strong Voice for the Region.• Transparency around allocation methodology• Transfer surplus to need – Greater flexibility• UCAS Data access• Earlier allocation notification prior to Summer break• Summer Recruitment• National Profile of School Direct
National Challenge - Collaboration•What would a highly effective model for ITT / School Direct Provision look like in this region?
•Why would we want to work together?
•What barriers would you have to overcome?
National Challenge - Collaboration•How can we create a self sustaining school led model to enhance provision?
•How do you identify expertise within the system?
National Challenge – Recruitment & Training• How do you assess local and regional need?
• Consider• Applications• Bidding Process• Returning Allocations• When?
• How do you work together regionally to track trainees and their professional development needs?
National Challenge – Forward Planning•What are the next steps regarding strategic development of school based provision across the region?
Useful Links and Contacts
www.teachnorthwest.com
Victoria Gavin [email protected] Phil Paul- [email protected]
School Based ITECurrent and Emerging Landscapes – Outcomes…?
• Conversation• Collaboration• Commitment• Contribution• Clarity
