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Memorandum submitted by the Universities' Council for the Education of Teachers (UCET)
1. Summary
1.1. This evidence sets out higher education's contribution - in terms of volume and quality - to the initial training and ongoing professional development of teachers.
1.2. Key facts:
· Some 77% of the 30,000+ new ITT students[1] recruited each year are in mainstream programmes run jointly by HEIs and schools. Most of the rest are linked to HEIs through school-centred (SCITT) or employment-based (EBITT) provision that is managed, validated or otherwise supported by HEIs. · In 2008, 85% of primary and 86% of secondary NQTs rated the overall quality of the initial training they received as being "good" or "very good[2][3]". · Mainstream provision run by HEI-school partnerships are, on the basis of OFSTED evidence, of higher quality than SCITT or employment-based routes[4][5]. · 94% of all secondary and 97% of primary trainees attend institutions in the highest quality categories[6]. · The undergraduate route remains popular with both schools and NQTs and allows more time to be spent on areas such as SEN, inclusion etc ("...primary UG programmes were rated significantly higher than primary PG, most notably in the following areas....,preparedness to work with learners with special educational needs,...")[7]. · HMCI has reported that "primary and secondary teacher training programmes continue to be well led and managed, and resources are targeted appropriately"; and "Training programmes are constantly updated by providers to take account of government initiatives: for example: the Rose review on the teaching of early reading and 14-19 curriculum developments".[8] · An increasing proportion of entrants to postgraduate programmes have degrees at 2:1 or above.[9] · Postgraduate professional development for teachers provided by consortia of HEIs, schools and others has been shown to have a demonstrable and transformational impact on classroom performance.[10]
2. Measuring quality
2.1. The current evidence base for what constitutes good quality teaching is determined by the professional standards against which teachers are assessed for entry to and progression within the profession. The extent to which the ITT standards are met for the award of QTS is subject to rigorous internal and external moderation procedures involving staff from HEIs and partnership schools. HEI procedures are also subject to annual scrutiny through university procedures and through the submission of Self Evaluation Documents to the TDA and OFSTED. The latter help inform the timing and nature of the inspection of the quality of training by OFSTED. The quality of teaching is assessed through observation, scrutiny of documentation, discussion with trainees and staff and analysis of written assignments.
3. Entry into the teaching profession
(a): Quality of entrants and preparedness to teach
3.1. The kind of teachers the nation requires will in part determine the characteristics sought. There has however been no national debate about the type of teachers we need[11]. The ITT requirements set by the Secretary of State are generic, context-free and assume a shared understanding about the qualities, attitudes and values expected of teachers. There are only indirect references to the important characteristics needed to prepare pupils for the society and economy of the future (e.g. intellectual curiosity; empathy; commitment to social justice; cosmopolitan outlook; and the capacity for self-management and resilience).
3.2. The Secretary of State does require that entrants:
· To PGCE and other graduate programmes have a first degree or equivalent qualification and have achieved GCSE standard in English and mathematics and (for primary) science. · Have the necessary intellectual and academic capabilities; communication skills; personal qualities and attributes; values; and level of medical fitness. · Are subject to face-to-face interview, CRB checks and GTCE registration.
3.3. Subject to the above, it is a matter for ITT providers to decide whom to accept. For primary provision, where the number of applications regularly exceeds the number of places, providers have significant choice. Academic qualifications are one factor used in selection. Account is also taken of personal attributes and commitment. Some providers will also seek to reflect the nature of the communities they serve[12] and contribute to the development of a more diverse teaching profession, despite the fact that this approach can negatively impact on some "league-table" rankings. Recruitment to some secondary subjects is more difficult and providers, while ensuring the above requirements are met, might sometimes take risks in order to meet recruitment targets.
3.4. All student teachers must demonstrate that they meet the Secretary of State's QTS standards. These enshrine the basic professional knowledge, skills and understanding teachers are judged to need. It should, however, be recognised that further professional development is needed to progress beyond basic levels of competence. The development of a suite of standards covering different stages of a teacher's classroom career, each of which refers to the importance of professional development, is to be welcomed. In answer to the question about special educational needs and challenging schools, we believe that ITT programmes do equip teachers to begin to teach in these and other difficult areas, but that targeted and specialised training is required during and after the induction year (possibly as part of Master's level programmes) to secure additional expertise. This is particularly true for those qualifying via the postgraduate route, as OFSTED found in its 2008 report on how well new teachers are prepared to teach pupils with learning difficulties and/or disabilities. That report indicated that PGCE providers "struggle most to ensure good quality provision within the time available"[13].
(b): Trainee numbers, national planning and diversity of entrants
3.5. The number of places allocated to primary programmes and programmes in each secondary subject are set by DCSF using its Teacher Supply Model. Places are then shared amongst ITT providers by TDA on the basis of quality as measured by OFSTED[14], although marginal account is sometimes taken of other factors. The Supply Model has been found wanting. For example, the TDA recently had to allocate 1,770 additional [15] primary places to correct for errors in the model, and in previous years the model has made significant changes to its predictions of need (e.g. when year two of a three-year cycle has become year-one). Constantly changing targets cause instability in the sector and can put high-quality (and irreplaceable) provision at risk. While the introduction of 3-year allocations has helped stabilise provision, more consideration should be given to long-term supply needs and the maintenance of a sound and high-quality teacher education base.
3.6. The TDA's obligation to make allocations on the basis of quality has improved standards to the extent that some 90% of trainees are in high quality provision. However, such has been the success of the sector that there is now limited scope to distinguish between providers on the basis of quality. The time might therefore have come to take more account of other factors, such as regionality, diversity[16], CPD provision and research expertise to inform allocation decisions.
(c): Routes into teaching
3.7. The main routes are:
· PGCE through traditional HEI-school partnerships at graduate or Master's level (especially for entry to secondary schools). · One-year programmes (mostly PGCEs) offered by SCITT consortia (often in partnership with HEIs). · 3-4 year undergraduate programmes offered by traditional HEI-school partnerships (especially for entry into primary schools). · Employment-based routes/graduate training programmes under which trainees are employed and trained "on-the job" (often with HEI input).
3.8. There are, in addition, programmes such as "Teach 1st" and "Overseas Trained Teachers" that are sometimes delivered solely or jointly by HEIs. While these represent valuable routes, their current and potential scale should be kept in perspective.
3.9. All newly qualified teachers must demonstrate that they meet the Secretary of State's QTS standards, and all ITT programmes must adhere to the Secretary of State's requirements. These stipulate that students on postgraduate and undergraduate programmes must spend a minimum of 18-24 and 24-32 weeks respectively in schools or comparable settings. Schools must also be involved in the design, planning and delivery of programmes.
3.10. Each route makes a valuable contribution to ensuring a good supply of high-quality and committed teachers. The current generation of new teachers has been described by OFSTED and others as the "best ever"[17]. The contribution of the HE sector to this success is clear. In terms of scale, it produces some 77% of new entrants, a figure that could not be reached solely through school or employment-based routes (even if headteachers and other school staff were willing to take lead responsibility for teacher training and supply).
3.11. On quality, OFSTED reports suggest that traditional HE-school partnership programmes are on average of better quality than either SCITT or EBITT provision, although we acknowledge that SCITTs, with HEI support, have improved and some are now as good as the best HEIs. Comparable data for EBITT provision is not available as that is only now becoming subject to the same quality and allocations regime. It should however be noted that a January 2005 OFSTED report concluded, inter alia, that around 50% of EBITT provision failed to comply with basic requirements and that training was poor for some 20% of trainees. In a subsequent 2007 report, OFSTED found that EBITT provision, while strong in regards classroom management and pupil behaviour, had weaknesses compared to mainstream provision in terms of "..the application of subject knowledge to teaching, assessment and evaluation".[18] More recently, SCITT and EBITT provision has been identified as requiring further improvement in respect of the teaching of early reading[19].
4. Delivery of ITT
(a): Innovative and diverse approaches
4.1. The content and delivery of ITT is largely determined by the Secretary of State's course requirements and QTS standards and the OFSTED inspection process. These have, in the past, dissuaded providers from adopting innovative approaches for fear of falling foul of central regulation and jeopardising funding. However, following the demonstrable improvement in quality (and some improvement and re-focussing was required), there has been some lessening of central requirements. This has allowed scope for innovation (although the impact of the new OFSTED inspection framework and a more draconian approach to minor and technical examples of non-compliance by TDA remains to be seen). Increased flexibility has also enabled the sector to respond to broader government priorities in relation to, for example, the teaching of early reading, where both HMCI's annual report and a special OFSTED survey of selected HEIs conducted in 2008 were complimentary about what the sector had achieved ("Overall, those providers surveyed had responded well to the Rose review, and they were preparing trainees well to teach early reading)[20]".
(b): Contribution of higher-education
4.2. The contribution that the HE sector makes to the volume and quality of new teachers, and the support it provides to other forms of ITT delivery have, we trust, already been demonstrated. To add to that:
· The introduction of Master's level PGCEs provides students with the opportunity to achieve (on average) 60 Master's credits and to undertake focussed research; develop research skills; and provide a base for further professional development in the context of, for example, the government's aspiration for a teaching profession qualified to Master's level, comparable to that of other high-performing nations. · Higher education allows space for student teachers to share and reflect critically on collective experiences while away from the classroom and to develop professional skills and knowledge applicable to a variety of school settings. · The scope that the scale of HE provision allows to innovate and respond to government priorities (HEIs have, collectively and individually, helped to develop and implement policies relating to, for example, the Williams review of mathematics, MTL, Leading Literacy Schools[21], ECM, Teach 1st, 14-19 etc[22]). · Opportunities for student teachers to work in an environment of educational research and enquiry and have access to library, ICT support and CPD opportunities up to doctorate level. · Opportunities for student teachers to engage with, in the context of Every Child Matters, trainees and expert practitioners from related professions such as social work, health etc.
(c): Partnerships
4.3. The development of formal partnerships between schools and HEIs in the delivery of ITT has been one of the most significant developments in teacher education over the last 20 years and is, in some respects, a forerunner of more recent moves to develop closer relationships between schools and universities in the context of raising aspirations and achievement. The principle of schools working in partnership with HEIs in the design, delivery and evaluation of training is one that the HE sector and UCET will continue to champion and support. There are, nonetheless, difficulties. Firstly, HEIs often find it hard to identify suitable placements and do, on occasion, have to involve schools less than ideally placed to provide high-quality training experiences. Secondly, the level of support given to students in school is often outside the HEI's control, despite the fact that HEIs are ultimately held accountable for all aspects of training. Consideration should, we think, be given to making it a requirement that schools should, if they are to receive the top OFSTED ratings, engage with HEIs on the training and development of teachers. The solution should not be, as some have suggested, to locate training solely in schools. Not only would that destroy existing high-quality provision, but it is also extremely unlikely that school staff (who are often reluctant to engage in existing forms of ITT) would relish having lead responsibility for training some 30,000 new teachers each year.
4.4. The HEI-school partnership also benefits schools. For example, OFSTED's 2006 report The Logical Chain about CPD in effective schools stated: "Almost all surveyed schools were involved in a partnership with a provider of initial teacher training. This had significant benefits for staff development. Teachers learned useful mentoring skills and improved their teaching by reflecting on their practice with trainees. Some HEIs offered credits on award-bearing courses for teachers who were involved in initial teacher training. One university worked very successfully with two of the survey schools to raise standards in literacy through its Master's degree course." [23]
(d): Role of education research
4.5. Teacher education should be informed by education research. Funding should also be provided to allow both trainee and serving teachers to enliven their teaching by accessing research findings and engaging in school-focussed research. This can be done through existing funding mechanisms and by developing (for those not receiving RAE support) new capacity for practice based research and by facilitating the recruitment of a new generation of researchers with experience of working in, and with, schools.
4.6. Education research also makes a valuable contribution to national debate and policy setting. HEI research has, for example, contributed to policy development in regards gender and attainment, the inclusion of reluctant learners and leadership in relation to low achievement.
4.7. These contributions by HEIs have, in recent years, received invaluable support from the £30 million Teacher & Learning Research Programme (TLRP)[24]. The TLRP programme is, however, scheduled to end in 2009 and we strongly recommend that consideration be given to either its continuation or a re-investment of its funds in education research and capacity building.
5. CPD provision
5.1. CPD can have a hugely positive impact on the performance and retention of teachers. It must however, as OFSTED pointed out in the "The Logical Chain", be targeted to the needs of individual teachers, be properly planned and have clearly identified outcomes.
5.2. Effective CPD takes many forms, and The Logical Chain makes the point that a range of opportunities need to be available. Effective provision is offered by a number of organisations, including HEIs, subject associations, local authorities, the GTCE, NCSL and others. The HE sector often works in partnership with such bodies through the recognition of work submitted to GTCE, subject associations, local authorities, NCSL and others for Master's level credit.
5.3. This evidence focuses on Master's level CPD, although we acknowledge the quality of much non-accredited provision. UCET has given strong "in-principle" support to the development of the MTL and seeks to help make it a success. The benefit of relevant and targeted Master's level study is well documented. For example, a 2008 TDA-commissioned report on the impact of its postgraduate professional development (PPD) programme found that: "The majority of respondents referred to significant improvements in the quality of the learning environment for pupils. These included: more effective behaviour management creating better conditions for learning, more exciting and stimulating teaching, use of a wider range of interventions, better responses to pupils' needs, more effective use of personalised learning strategies...." (p7.)
5.4. Earlier reports reached similar conclusions:
· A December 2006 TDA evaluation report[25] on PPD referred to the positive impact it had on the retention of teachers and on their commitment, self-confidence and innovation. It also pointed to a positive impact on pupils' learning and on the practice of other teachers in the schools concerned. · A 2004 OFSTED report[26] found that Master's programmes helped teachers achieve significant improvements for their school (e.g. in relation to the standards of pupils' work and the quality of teaching, pupil assessment and target setting, curriculum planning, implementation of the national strategies and self-evaluation); increased teachers' subject knowledge; improved their organisational, interpersonal and analytical skills; provided a greater understanding of current initiatives; and enhanced their leadership and management capabilities.
5.5. These and other reports[27] demonstrate, amongst other things, that relevant study at Master's level:
· Has a transformational impact on teachers, their colleagues and their schools. · Raises the status and professionalism of teachers. · Encourages teachers to follow a critical, reflective, inspirational and innovative approach and to take risks in the context of their schools. · Provides teachers with skills to evaluate the impact on classroom performance of different teaching strategies and models of professional learning. · Develops problem-solving and research skills. · Fosters a sustained engagement with continuing professional development. · Helps teachers identify the connections between public education policy, research findings and classroom delivery. · Helps develop a professional community that shares, discusses and adapts new ideas and approaches. · Helps teachers support pupils in different contexts and in partnership with a range of different professional groups.
[2,972, exc. paragraph numbers]
January 2009 [1] The Good Teacher Training Guide 2008, Alan Smithers & Pamela Robinson. [2] Includes students on HEI, school and employment based routes. [3] From a TDA survey responded to by 14,000 (44%) of NQTs. [4] The Good Teacher Training Guide 2008, Alan Smithers & Pamela Robinson. Also, according to TDA figures, 92% of secondary HEI providers are in quality categories A and B compared to 64% of SCITTs. [5] Although quality categories do not yet exist for EBIT provision, OFSTED did express concern about quality in its report: "An employment-based rout into teaching" (January 2005) [6] TDA data. [7] TDA 2008 NQT survey, p.22. [8] 2007/08 annual report (similar conclusions were reached in earlier reports). [9] From 49% to 58% in primary since 1996/97 and 46-54% in secondary (although this might reflect general increases). [10] 2008 TDA commissioned evaluation of the impact of postgraduate professional development. Similar conclusions were reached in the 2007 impact report and in earlier reports into award bearing CPD by OFSTED (2005) and a report by Soulsby & Swain commissioned by TTA (2003). [11] Although reference has been made in the context of Robin Alexander's Primary Review. [12] For example, the PGCE with
English as an Additional Language developed in partnership between [13] OFSTED 2008 report: "How well new teachers are prepared to teach pupils with learning difficulties and/or disabilities" [14] As required by the 1994 Education Act. [15] 590 for 2009 and 1,180 for 2010 [16] Progress has been made in regards the recruitment of ethnic minority trainees in recent years, with recruitment up from 5% and 7% respectively in primary and secondary in 1998 to 8% and 14% now. More could still be done on this and in the recruitment of male teachers (currently 13% in primary and 37% in secondary) and in the recruitment of students with disabilities (although around 8% of student teachers record a disability, reliable trend data is difficult to come by).
[17] TDA strategic plan 2008. [18] OFSTED summary, 19 January 2007 (NR-2007-02) [19] Letter from Sir Jim Rose to Ed Balls, 24 November 2008. [20] July 2008, page 4. [21] 100% of HEI ITT providers
are participating in the [22] Links between entry to teaching in the schools and FE sectors need to be investigated by DIUS and DCSF in the context if 14-19 policies. [23] Page 15. [24] Funded by HEFCE; DCSF; the
Scottish Executive, the National assembly for [25] TDA PPD Impact Report, Peter Seaborne. [26] The impact of award bearing in-service training for teachers on school improvement, OFSTED 2004 (HMI 1765) [27] E.g. Soulsby & Swain, TTA 2003. |