Teacher Training in Schools

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Teacher Training in Schools

Judith Fenn, Executive Director, [email protected]

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