teacher training in schools judith fenn, executive director, istip [email protected]
TRANSCRIPT
The Work of IStip
Oversees statutory induction in ISC member schools (including overseas schools from 2012)
Inducts some 1150 NQTs a year
Largest provider of induction in England
Teacher Training: as it was
Institute-led Predominantly under, or post, graduate courses (BEd;
BA/BSc[QTS]; PGCE) Some employment based training; via an accredited provider
GTP AO OTTP RTP
SCITTs
96 HEIs Some 40-50 SCITTs
Teacher Training: as it is now
Fragmentation/localisation
Move away from HEIs to on-the-job training
School Direct Training
Importance of schools in training teachers
Rapid increase in providers of teacher training
Current Routes to Qualifying
Undergraduate routes: BEd; BA/BSC[QTS]
PGCE
Assessment Only
Teach First
SCITTs (QTS + PGCE)
School Direct Training 9k places 2012-13 15k places 2013-14
School Direct Training
3 options: SD (training)
Central (UCAS) application process; fee can be paid by Student Loan Company (bursaries/scholarships available); cannot be employed as a teacher; lead school selects trainee; independent school cannot be a lead school (unless a Teaching School)
SD (salaried) Central application process; for highly qualified graduates, with 3
years plus work experience. Employed as unqualified teachers. Lead schools as above
SD (salaried; self funded) Apply direct to provider; must meet ITT requirements; no need for
prior work experience
DfE website mentions first two only
Fragmentation/New Providers
Centralised/streamlined (?) application process via UCAS, but;
900+ providers listed
SCITTs have vastly increased in number. Local provision
Teaching Schools are providers
Schools are becoming awarding bodies for QTS (cannot do this for PGCEs; HEIs only)
The Political Context
The Chief Executive of the NCTL, Charlie Taylor, talked recently of a ‘vision for a self improving, school-led system’; of ‘the biggest shift’ in policy and practice in teacher training; of ‘the staggering appetite’ for schools to become involved in School Direct Training.
The Political Context
‘I would encourage all School Direct schools to think about what they can offer to tempt the best trainees to their schools’.
Charlie Taylor
Teacher Supply
There was under-recruitment to teacher training places in 2013 Number of primary places filled were down 30% on 2
years ago Secondary under-recruited by 10% PGCEs under-recruited by 5-8% SD under-recruited by c. 30%
By 2020, an additional 40,000 primary places will be needed in England
Funding
PGCEs will cost at least £9000 by 2015 (on top of the £27,000 tuition fees likely to be paid for an undergraduate degree)
Bursaries (and provider-determined incentives) will be available for shortage subjects
No bursaries for PE, RE, Business Studies, Psychology, Philosophy
(QTS only route costs iro £6000)
Consequences
HEIs will decrease in number
PGCE courses will decrease in number
School based training will become ever more attractive to cash-strapped graduates
The Independent Sector
54248 FTEs in ISC member schools in 2013* 1341 of these were NQTs (majority in England; some
overseas)
71% of these NQTs came from a PGCE course
*includes Scotland and NI/ISCcensus
The 2013-14 NQT Cohort
1137 NQTs
66% qualified with a PGCE
16% qualified via GTP/SDT
6% qualified via the AO route
10% completed undergraduate degrees
Who Trained These NQTs?
Buckingham (98/12) IOE (66/12) eQualitas (51/51) Exeter (39/1) Canterbury Christchurch (31/10) Cumbria (27/8) Reading (25/14) Oxford (24/0) Manchester (24/3) Cambridge (23/1) First number is totals trained; second
is trained on-the-job
And after training?
NQTs tend to stay put
IStip has tracked NQTs 3 years after completing induction successfully since 2008
81% remain in the sector 3 years after completing the NQT year
School Based Training
22% (266) of the 2013-14 cohort of NQTs completed a school-based training programme (mainly GTP/SDT)
Most of these are likely to have remained at the same school for the initial training year, and the NQT year
What we may assume
Based on a quick IStip survey of 594 Induction Tutors (resulting in 135 responses) 40% of respondents’ schools did not train teachers
on the job Of those who did, most were large secondary schools Few trained multiples; some trained 2-3 Prep schools more likely not to train teachers Small, all-through schools more likely not to train
teachers
The Obstacles
Costs
Capacity within the timetable
Lack of knowledge of school based training
Confusion surrounding the introduction and operation of SDT
Lack of knowledge of SDT and the 3 routes amongst some providers
The Benefits
Growing your own
Training embeds your ethos and values
The Teachers’ Standards are role and context specific
Active engagement with the quality of the provision
Retention
In the future; on the job training will be an important recruitment tool
Existing Examples of School Based Training
Costs shared with the trainee
Stipend not salary
Training Contracts drawn up to last over a 3 year period: the unqualified training year; the ITT year; the induction year
The Future
Fragmented market for training
Competitive and incentivised
Based in schools (with a view to training over 2 years)
Cherry picking of the best undergraduates Ark Schools - http://www.arkschools.org Harris Academy - http://www.harristeachingschool.com United Learning - http://unitedteaching.org.uk