Memorandum submitted by the University of Birmingham

 

Executive Summary

This submission outlines the nature of ITT courses in the University of Birmingham and our responses to the questions asked by the Select Committee. The introduction outlines the type of provision offered for both primary and secondary teaching.

Each question is then addressed and, where appropriate, supplementary evidence, from external sources such as OFSTED, or information about the Birmingham courses, is provided.

In this submission we are seeking to emphasise the need for the Select Committee to take particular note of the excellent features of HEI based teacher training, most especially the importance of very experienced research active tutors who really know the trainees and provide training according to individual needs. The other feature to stress is the excellence in partnership supporting the trainees during the course. The university has very good relationships with its partner schools and the strength of the partnership is commented upon in OFSTED reports. The strengths outlined in this submission illustrate the importance of a graduate entry level into teaching.

Introduction: Teacher Training in the University of Birmingham

1. The University of Birmingham School of Education's mission is to contribute to high standards of teaching, learning and achievement in education through good quality programmes of teaching and research that are guided by a commitment to equality of opportunity. The school has a long tradition of research and scholarship across its academic areas.

2. The University of Birmingham offers initial teacher education (ITE) courses in both primary and secondary education leading to the award of a postgraduate certificate in education. The masters level provision develops the beginning teacher as researcher, building on the research expertise of the School. The University of Birmingham is committed to the continuance of graduate level entry into Initial Teacher Training.

3. The courses aim to develop trainees' professional competencies in the planning and teaching of various programmes in secondary, primary and early years' education and to develop the wider professional knowledge and skills expected of a qualified teacher.

4. Many university based ITE courses are fortunate in that they continue to appoint full time research active tutors who are also committed to teaching on the PGCE course. At Birmingham all tutors have significant school experience as well as involvement in curriculum development at a national and/or international level. Thus trainees are offered specialist support and expertise from tutors who are at the forefront of developments in their subject areas as well as having close and effective links with the schools in our partnership.

 

Provision for primary teacher training

5. The Primary PGCE partnership currently includes approximately 100 schools in which trainees are placed. Sixty per cent of schools are in the Birmingham LA with the remainder located in the surrounding LAs - Dudley, Walsall, Solihull, Sandwell, Worcester, Wolverhampton and Staffordshire.

6. Our primary provision was last inspected during 2006-07 and received a grade 2 for management and quality assurance, with the quality of training judged to be "at least good." The key strengths of the course were identified as:

the strong team of well qualified and committed tutors who deliver good quality university-based training

the strong coherence between the core subjects and professional studies

the good modelling of the use of information and communication technology within training sessions

the exemplary provision and organisation of resources for mathematics

the recruitment of trainees from minority ethnic groups

Provision for secondary teacher training

7. The secondary programme works in partnership with approximately 80 schools across the West Midlands. A majority of schools, 53%, are in the Birmingham LA with the remainder located in the surrounding LAs - Dudley, Walsall, Solihull, Sandwell, Worcester, Wolverhampton and Staffordshire.

8. The secondary programme offers training in English, mathematics, science (as biology, chemistry and physics), history, geography, modern foreign languages, physical education and religious education. All courses train teachers for the 11-18 age range. During the academic year 2007-08 there were 235 trainees.

9. Our secondary provision was last inspected during 2007-08 and received a grade 1 for management and quality assurance with the quality of training judged to be "at least good." The key strengths of the course were identified as:

the concentration on the fundamentals of good teaching from the beginning

of the training

the highly personalised nature of the training

the high level of professional dialogue and discourse which takes place

the high calibre of the trainees and their commitment to the training

the excellent communication and strong professional relationships across the

partnership

the outstanding quality of the training provided for school-based mentors

the prominence of reflective and evaluative practice in the training and the management and quality assurance of the programme

the cohesiveness of the partnership between the university and the schools.

University of Birmingham response to the Select Committee questions

10. Measuring quality: the extent to which there is an evidence base for and shared sense of what makes for good quality teaching; and the evidence base for what makes good quality teaching is wide and continuing to develop.

Many university based ITE courses are fortunate in that they continue to appoint full time research active tutors who are also committed to teaching on the PGCE course. At the University of Birmingham all tutors have significant school experience as well as involvement in curriculum development at a national and/or international level. Thus trainees are offered specialist support and expertise from tutors who are at the forefront of developments in their subject areas as well as having close and effective links with the schools in our partnership.

Our PGCE programme is validated at Master's level, so that all newly qualified teachers from our course will have undertaken school based research an evaluated the research of others. A number go on to complete an MEd, adding to their evidence base.

11. Measuring quality: the ways in which the quality of teaching can be measured.

Although the indicators of good teaching are shared amongst the profession, and suggested by the TDA standards, we can only measure good teaching in the ways we can measure good literature. We believe that good teaching cannot be adequately described or measured in a narrow utilitarian, technicist way. There is no objective numerical system which has validity and reliability which allows learner need, context, purpose, environment, etc., to be evaluated, as the contribution of particular indicators will vary in each situation. The problem with numerical systems is that often a spurious truth and objectivity is attributed to them. We think it is perfectly possible to be objective and accurate in judgements based on sound criteria for excellence without necessarily using such a narrowly based numerical/grading system.

12. In the University of Birmingham, assessment is made at different times and in different contexts and draws on evidence from a range of sources. The courses also match the assessment protocols carefully against the demands required by the university - with internal and external moderation (external examiners) and external audit by the QAA, as well as against the requirements made by the TDA which are subject to external inspection procedures by OFSTED. To meet these varying demands the courses weave a necessary mix of professional and academic approaches to teaching, learning and assessment. The courses are a combination of university-based and school-based teaching and learning experiences.

13. We have been praised by OFSTED in subject reports for the excellence of our exemplification of classroom practice and the structure that we provide through sessions. Trainees leave feeling that they have been stretched and report being well-prepared for the profession. Completion rates are higher than the national average and we are particularly pleased with the success rates of the non shortage subjects NQTs who move into employment in schools.

14. Attention to individual needs is deeply embedded within the courses and their identification is made through participation in a range of appropriate activities and in collaboration with tutors, teachers and, equally importantly, fellow trainees. Tutors provide individual tutorials at appropriate points within the year and are also available for additional support at trainees' request. Mentors also provide individual support through the lesson appraisal process and the weekly meetings.

15. Entry into the teaching profession: the characteristics of those who are most likely to be good teachers and the extent to which they are reflected in current entry requirements for ITT.

Our entry level qualifications have risen - we have moved from 72% with a 2:1 and above, to 89%. We maintain about an 85% - 90% completion rate, with over 90% of those completing entering the profession (we lose approximately 5%).

Recruitment to most secondary subjects remains very good with an increase of applicants in some of the shortage subjects since the bursary support. Total applications had been around 700, but increased in 2004/05 to 850 and then again in 2005/06 to 979. In 2006/07 applications were at 900 and in 2007/08 just under 800

Around 60% of the intake is female, which is the average for the sector. The proportion of mature trainees is around 28%.

16. Over the last few years we have concentrated on advertising the course and working in local schools to promote teaching. We collate a data bank of responses from those withdrawing to explore both the context and the process of their learning. Indeed we have a research project funded by TDA to explore and develop good practice in this area.

17. Our thorough selection process includes representatives from partnership schools. In primary, a good feature is the successful completion of a school placement for each candidate before they are accepted on to the course. Recruitment following our previous inspection in 2006/7 has remained buoyant.

18. Entry into the teaching profession: the appropriateness of the way in which trainee numbers and trainee quality are prioritised in the management of training places at national level;

Trainee numbers are allocated according to national need and do not consider regional need. Most trainees seek jobs in the location of their training institutions and the places available need to reflect the needs of the locality of the HEI.

No one in HEI will accept trainees who do not have the emerging qualities necessary for teaching, as tutors will consider the demands made on their partner schools and the HEI provision.

19. Entry into the teaching profession: whether the current range of routes into teaching is effective in attracting and developing those with the qualifications, skills and attributes to become good teachers;

The current range of routes has allowed some school based routes to

20. Entry into the teaching profession: the adequacy of current measures to improve the diversity of the teaching profession;

It is difficult to comment on this but we can provide evidence of the importance of the work of HEIs in this area as illustrated below.

21. The University of Birmingham is committed to inclusive practice. Recruitment of trainees from minority ethnic backgrounds continues to be a strength of our provision, as highlighted by both the primary OFSTED report 06-07 and secondary, 2008. We are currently involved in funded research for the TDA on the recruitment and retention of minority ethnic trainees in both primary and secondary courses and the recruitment and retention of male trainees on primary ITE programmes across the West Midlands.

22. We endeavour to promote equality of opportunity in our selection processes in a range of different ways. We have built strong links with Birmingham LA and regularly attend sessions run by the LA to encourage applicants to the teaching profession from minority groups.

23. We are the chosen HEI in the city to work as partners with the LA on the MERITT programme (Minority Ethnic Recruitment into ITT) and have worked on this project for several years. Our recruitment, retention and employment rates for this cohort of trainees demonstrate the success of this initiative, and are particularly high in comparison with national figures, (twenty eight per cent last year against a TDA target of twenty two per cent).

24. Our undergraduate programme recruits trainees from non-traditional routes who then have access to the PGCE programme. Our admissions criteria enable us to consider the applications from under-represented groups. As with the MERITT trainees, the Programme Manager provides information to the undergraduate programme prior to the application process.

25. We are also involved in Birmingham's initiative to recruit men into teaching and have participated in events to promote this area of recruitment. In addition we have undertaken a research project about the role of men in initial teacher training to continue to inform how we develop this area of recruitment. The primary OFSTED report 06-07 commented 'The University has implemented successful strategies to improve its recruitment of males.'

26. Entry into the teaching profession: the extent to which existing ITT provision adequately prepares trainees for entry into the teaching profession, whether they intend to teach in primary schools, secondary schools, early years settings or further education settings.  (Comments are particularly welcome on whether provision meets the needs of new teachers in working with pupils with special education needs and of new teachers based in schools operating in more challenging circumstances).

Certainly in PGCE provision there are limitations due to time; we believe strongly that a two year PGCE course based in HEIs with strong research based teaching and good partnership links is the best model.

Nevertheless in both primary and secondary courses in the University of Birmingham we have been praised by OFSTED for the strong links between professional studies and the core subjects. The primary OFSTED report 2006-07 states, 'The level of course coherence between the elements of central training is very high. This coherence is achieved because the small close-knit team of tutors plan the programme together and have a thorough knowledge of all elements of the course'. The secondary report (2008) states, 'There is exceptionally strong coherence between the subject and whole school issues training'. Trainees leave feeling that they have been stretched and report being well-prepared for their future careers in the teaching profession.

27. The delivery of ITT: the extent to which the current ITT system encourages innovation and diversity in approaches to ITT;

The current system of OFSTED inspection, with an expectation of uniformity, conformity and standardised paper work does not encourage diversity and innovation. In our recent OFSTED inspection, we were told we were 'very idiosyncratic' and it was difficult to judge us because we have strong team work, integrated and flat management structures and excellent school partnerships that runs without overburdening students, schools or tutors with the unnecessary paper work that allows for easy ticking of attributes by those wishing to undertake brief inspections.

28. The delivery if ITT: the role of higher education institutions in relation to ITT and the extent to which they make a distinctive contribution to provision;

By working to integrate the evidence base for teaching into their courses, HEIs are uniquely able to extend the thinking of new teachers, allowing them to reflect and challenge bias and entrenched beliefs to the benefit of their future teaching.

29. The delivery of ITT: whether the current nature of partnership working between schools and higher education institutions in the delivery of ITT is sustainable;

The current level of partnership is sustainable as long as adequate funds allow both schools and HEIs to offer proper support to the development of teachers. The demand for 24 weeks in schools for secondary PGCE courses needs to be addressed as the balance does not allow the stronger students to return to the university and develop future strategies. Weaker student may need longer than 24 weeks and courses offer extended placements to improve practical competence. Stronger students need longer times to improve their analytic and academic competences if they are to develop in the excellent teacher (or AST) role.

30. OFSTED and external examiners' reports highlight excellent partnership links between the University of Birmingham and schools enhanced by a course model which requires tutors to visit schools regularly. Indeed, many of the tutors have been working in our partnership schools for a significant time period. These links are strengthened because many mentors originally trained on the Birmingham PGCE course and local schools/departments have a high proportion of those who gained their PGCE at the University of Birmingham and who work in schools as NQTs, teachers, subject and phase co-ordinators, Heads of Departments, ASTs, Deputy Heads and Headteachers.

31. The delivery of ITT: the adequacy of development opportunities for those involved in the delivery of ITT, including those who are based in higher education institutions, schools and other settings;

Many in the teaching profession believe they are overburdened by change and central directives. Development opportunities suffer when everyone is running to change the paperwork in order to satisfy the latest version of a self-evaluation document or inspection framework. For example, the National Challenge Schools label is based on data which does not take account of context and ignores that many so-called good schools have better results because of intake not good teaching. More attention to research and those who work in education would be useful.

32. The delivery of ITT: the role of educational research in informing ITT provision

Research is at the heart of teacher development. Good teachers will understand the contribution of research findings to their work in the classroom and they will take a research based approach to the development of their own work by systematically trialling new ideas.

33. In the delivery of our courses, to match the university's emphasis on research we are modelled on the University Learning, Teaching and Assessment Strategy in several ways. We make clear references to up to date research in our sessions, including research engaged in by the tutors who are "staff active in research". We expect and enable our trainees to read academic articles relating to teaching. We have made research a core aspect of the assignments, consequently our trainees "undertake supervised, self directed projects to inculcate the ethos of research" in education. We address ethical and research issues appropriate to the specific requirements of the module assignments.

34. CPD provision: whether current CPD provision for new teachers, experienced teachers and head teachers supports and enhances their practice in school and, if so, to what extent; and the adequacy of current arrangements for tracking the impact of and spending on CPD provision.

There is a concern over possible future funding, or lack of it, for CPD work in the light of the development of the Masters in Teaching and Learning. Four years ago the university took a deliberate decision to develop the PGCE course and assess the written work at 'M' level. Students can then return to the university, on a part time, basis after teaching for at least one year to complete a Masters in Education qualification. This has enhanced our course and has been a significant focus of our development work over the last four years, with over 100 students gaining the MEd. This is an academically rigorous, research based course. This is in line with the TDA's commitment to high quality, high value CPD.

"Recent research suggests that the contribution which the 'specialist' or 'expert' makes to teachers' CPD, such as you might find through postgraduate study, is valuable and distinctive. Studying for an M-level qualification remains one of the most highly regarded forms of CPD." Alison Kitson TeachingExpertise.com. (Alison Kitson is programme leader for CPD at the TDA).

The question is, of course, how will such courses be affected if money for CPD follows the MTL route to the exclusion of a variety of other qualifications, many of which are attractive and offer high quality?

February 2009