The Carter Review of Initial Teacher Training Summary recommendations: a self audit tool for ITT partnerships UCET & NASBTT (March 2015)

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1 The Carter Review of Initial Teacher Training Summary recommendations: a self audit tool for ITT partnerships UCET & NASBTT (March 2015) Introduction Following the publication of the Carter review in January 2015 many partnerships have set about reviewing their provision in the light of the recommendations made. Pending decisions on the adoption of specific recommendations we believe that they highlight important aspects of initial teacher education at a crucial time for all teacher trainers, whether they be based in schools or in university departments of education. In an increasingly diverse system for teacher development, the future of the profession depends on consistently high expectations of new entrants and an entitlement to an agreed core content within ITT. This self-audit tool is designed to support partnerships in reviewing their provision and contributing to the professional dialogue as to how these elements are developed within ITT programmes. Recommendations 1,2, 3, 10, 11 and 14 relate to provision at local level. Recommendations 4,5,6,7,8,9,12,13,15,16 relate more broadly to the system as whole or to broader policy decisions. In using the self-audit partnerships may choose to focus on the first group. The content of ITT is a key focus of the review and the subject of the first recommendation (p. 69)which covers seven specific topics (subject knowledge, subject pedagogy, evidence based teaching, assessment, child and adolescent development, managing behaviour, and SEND). In the separate Annex (p.72) a further three topics are included in a suggested framework for the content of ITT (planning, differentiation and professionalism). For the sake of completeness these three have been included in the audit document. The themes of the recommendations and the evidence base which informed them are developed throughout the Carter Review and colleagues across the partnership will wish to be familiar with them as an important contribution to policy for teachers professional development in England. The review and the DfE response can be accessed here: _30.pdf

2 Recommendation 1: DfE should commission a sector body to develop a framework of core content for ITT (page 69) Annex: The beginnings of a framework for ITT content (pages 72/73) Programme content 1i) Subject knowledge development should be part of a future framework for ITT content. How well do we address this already in our programme design (a gap in provision / an area to develop further / an area of strength for our partnership)? to develop this recommendation as a consistent strength of the provision across the partnership? How do we benchmark our provision in this area against outstanding provision in the ITT sector? (Staff expertise, access to resources, assessment of trainees, training experiences, impact on pupil learning, etc.) 1ii) Issues in subject-specific pedagogy, such as pupil misconceptions, phases of progression in the subject as well as practical work, should be part of a framework for ITT content. 1iii) Evidence-based teaching should be part of a framework for ITT content. 1iv) Assessment, including the theory of assessment and technical aspects of assessment, should be part of a framework for ITT content.

3 1v) Child and adolescent development should be included within a framework of core ITT content. 1vi) Managing pupil behaviour should be included in a framework for ITT content; with an emphasis on the importance of prioritising practical advice throughout programmes. 1vii) Special educational needs and disabilities should be included in a framework for ITT content. Annex: Planning An effective programme should equip trainees to plan effectively from day one, teaching them evidence based and effective techniques in planning and how to plan efficiently by using and building on existing resources. Annex: 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. Annex: Professionalism ITT should cover the professional role of the teacher explicitly,

4 covering the wider responsibilities of a teacher, including important issues such as working with parents and carers as well as other professionals. We believe it is also important that ITT includes explicit content on resilience and time management. Recommendation 2: All ITT partnerships should [develop subject knowledge], they should: Subject knowledge in ITT 2i) Rigorously audit, track and systematically improve subject knowledge throughout the programme How well do we address this already in our programme design (a gap in provision / an area to develop further / an area of strength for our partnership)? to develop this recommendation as a consistent strength of the provision across the partnership? How do we benchmark our provision in this area against outstanding provision in the ITT sector? (Staff expertise, access to resources, assessment of trainees, training experiences, impact on pupil learning, etc.) 2ii) Ensure that changes to the curriculum and exam syllabi are embedded in ITT programmes 2iii) Ensure that trainees have access to high quality subject expertise 2iv) Ensure that trainees have opportunities to learn with others training in the same subject

5 Recommendation 3: Schools should include subject knowledge as an essential element of professional development. Subject knowledge as an element of professional development 3 The schools in partnership include subject knowledge as an essential element of professional development. (NQT / EPD / CPD) How well do the schools in our partnership address this (a gap in provision / an area to develop further / an area of strength for our partnership)? to develop this recommendation as a consistent strength of the schools across the partnership? How do we benchmark our provision in this area against outstanding provision in the ITT sector? (Staff expertise, access to resources, assessment of trainees, training experiences, impact on pupil learning, etc.) Recommendation 4: DfE should make funded in-service subject knowledge enhancement courses available for new primary teachers to access as professional development. Recommendation 5: Universities should explore offering bridge to ITT modules in the final years of their subject degrees for students who are considering ITT programmes.

6 Recommendation 6: The Teachers Standards should be amended to be more explicit about the importance of teachers taking an evidence-based approach. Recommendation 7: A central portal of synthesised executive summaries, providing practical advice on research findings about effective teaching in different subjects and phases, should be developed. Recommendation 8: ITT partnerships should make more systematic use of wider expertise of the university beyond the department of education. Accessing the wider range of expertise in the university 8. ITT partnerships should make more systematic use of wider expertise of the university beyond the department of education. To what extent have we identified the expertise of other departments in the HEI that might contribute to the programmes of ITT offered by the partnership? to draw on other expertise within the HEI to enrich ITT provision across the partnership? How do we incorporate the wider expertise of the university in a systematic way and evaluate the impact of that contribution to the overall effectiveness of the provision?

7 Recommendation 9: Alongside a central portal on evidence-based practice, a central repository of resources and guidance on assessment should be developed. Recommendation 10: Wherever possible, all ITT partnerships should build in structured and assessed placements for trainees in special schools and mainstream schools with specialist resourced provision. Special Educational Needs and Disability 10. Partnerships should provide structured and assessed placements for trainees in special schools and mainstream schools with specialist resourced provision. How well do we address this already in our programme design (a gap in provision / an area to develop further / an area of strength for our partnership)? to develop this recommendation as a consistent strength of the provision across the partnership? How do we benchmark our provision in this area against outstanding provision in the ITT sector? (Staff expertise, access to resources, assessment of trainees, training experiences, impact on pupil learning, etc.) Recommendation 11: ITT partnerships should ensure all trainees experience effective mentoring by: Mentor development How well do we address this already in our programme design (a gap in provision / an area to develop further / an area of strength for our partnership)? to develop this recommendation as a consistent strength of the provision across the partnership? How do we benchmark our provision in this area against outstanding provision in the ITT sector? (Staff expertise, access to resources, assessment of trainees, training experiences, impact on pupil learning, etc.)

8 11a) Selecting and recruiting mentors who are excellent teachers, who are able to explain outstanding practice (as well as demonstrate it) 11b) Providing rigorous training for mentors that goes beyond briefing about the structure and nature of the course, and focusses on how teachers learn and the skills of effective mentoring 11c) Considering whether they are resourcing mentoring appropriately the resource allocated to mentoring should reflect the importance of the role. Recommendation 12: DfE should commission a sector body, for example the Teaching Schools Council, to develop some national standards for mentors. Recommendation 13: All schools should, whenever practically possible, seek out and participate in robust local partnership arrangements. In a schoolled system, this recommendation is naturally the responsibility of schools.

9 Recommendation 14: DfE should work in collaboration with those involved in ITT to consider the way in which teachers qualify with a view to strengthening what has become a complex and sometimes confusing system. We would like applicants to understand that QTS is the essential component of ITT and that a PGCE is an optional academic qualification. The relationship between the academic award and QTS Pre-course: In promoting the route/s to QTS offered by our partnership are we clear about the relationship between the requirements for the award of QTS and any associated academic award? Are there improvements we could make to avoid confusion for applicants and schools? On course: Is the programme design explicit about how the different components of the practical experience, other training and development activities and elements of formative and summative assessment, contribute to the achievement of the academic award and the recommendation for QTS. Working in partnership: Is there systematic analysis of the qualifications and expertise of all school and HEI staff who contribute to the programme, and the ways in which they and other resources are deployed, to support trainees in achieving any associated academic award, as well as meeting the standards for QTS. Strengthening what has become a complex and sometimes confusing system. We would like applicants to understand that QTS is the essential component of ITT and that a PGCE is an optional academic qualification. Recommendation 15: DfE should undertake a review of the effectiveness of the skills tests in selecting high quality trainees.

10 Recommendation 16: In order for applicants to make well informed decisions when choosing a course, we recommend the development and expansion of the NCTL s Get into Teaching website. This should signpost information that applicants might consider when choosing a course, for example: provider Ofsted rating and inspection report; completion rates; NQT survey results; and employability rates.