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Reflections on: School Direct (Salaried)Bridie Milner & Prof Des HewittUniversity of DerbyMarch 2014. www.derby.ac.uk

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UCAS-TT

Clarity about availability of salaried places; Clarity about which school will be hosting the salaried

student; Sets up unrealistic expectations in applicants Salaried most likely with Special School training, then

secondary and least likely in primary; Disastrous and chaotic changes to UCAS-TT for 2013-14,

wil probably result in under-recruitment of School Direct.

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Admissions

Lack of due process: only interviewing someone currently employed in school;

Interviewing for school post can conflict with criteria for PGCE;

Recruitment of trainees who went to the school they are training in.

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Contract

Individual schools recruiting through UCAS-TT leads to significant fragmentation of ITT;

Employment on a supernumerary basis would probably be a net cost of £10,000 to school;

Loss of supernumerary requirement puts intense pressure on trainees;

Schools often think in GTP mode rather than School Direct/ PGCE for employed trainees;

Shift of ITT income to schools and in particular TSA’s: i.e. 2014-15 [estimated 15,000 x £3,000 approx.= £45m shift in ITT funding]

www.derby.ac.ukTeacher education classroom

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Orientations to learning

“Students with mastery orientation seek to improve their competence. Those with performance orientations seek to prove their competence.”

Dweck (1999; p. 122)

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Training

Trainees often doing more than expected teaching (Derby autumn 20-40% teaching expectation);

Attendance at central University and Alliance training can be compromised by school expectations of timetable/ % teaching;

Second/ alternative and additional placements are compromised by the requirements of the salaried post (setting work for others, doing double teaching to cover for trainees during their second placement);

Many issues have only been sorted by the involvement of HEI/ ITT provider colleagues.

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Student outcomes:

Potential ‘halo’ effect in early stages of a salaried students previously employed as a Teaching Assistant in school;

Potentially difficult transition to wider role of the teacher for a Teaching Assistant;

Can lead to achieving standards for the school but not genuinely the Teaching Standards;

PGCE PT1 Primary core: grade 2+ 87% PGCE PT1 Primary SD: grade 2+ 97% PGCE PT1 Secondary SD: grade 2+ 100%

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OFSTED

Proposals for two-stage inspection (summer and autumn visits);

Privileges providers with salaried trainees who are employed by their placement school.

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