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MEMORANDUM SUBMITTED BY TEACH FIRST New Inquiry into Teacher Training Executive summary of evidence · In reviewing ITE/ITT for the
TUNING process it was evident that the systems which exist in the
· There is the need to fund a single organization whose purpose is to provide access to research literature which encompasses links to archived and current sites. The Teacher Training Resource Bank funded by the TDA has raised the status of the available resources but has failed to combine its efforts with those of the various subject associations, non- government department agencies, funded research and university departments.
· There is a need to develop a process by which research into teacher education in the
· There is a need to review
current standards within the context of European initiatives and guidance. The revisions to the Qualifying to
Teach Standards are to be welcomed, however these do not relate to the European
Common Principles as cited in Improving the
Quality of Teacher Education in
· There is a need to map QTS
against
· BME statistics at university and national level indicates that there are shortcomings in the adequacy of current measures to improve the diversity of the teaching profession. The TDA partnership initiative needs to be reviewed.
· The current ITT system encourages innovation and diversity in approaches to ITT which is welcomed by Teach First. There is a need to monitor and evaluate such practice in a way that will inform and develop good practice.
· The time dedicated to training and developing teachers when compared to more educationally successful countries is inadequate, and Teach First has demonstrated that a two year programme focusing on practice and leadership in schools in challenging circumstances produces effective results. There is a need to learn from this model in advising practice rather than the mere gathering of evidence in reports.
· There is a need to review the model and to increase investment in partnerships between schools and higher education institutions in the delivery of ITT.
· The adequacy of development opportunities for those involved in the delivery of ITT has been dependent on the individual and the organization in which they work. There is a need to provide a framework for practice for mentors and staff.
· The current framework for CPD with multi-agency engagement has proven difficult for teachers to engage. There is a need to research and evaluate the complexity of the current model.
· There is a need for research into the adequacy of current arrangements for tracking the impact of and spending on CPD provision.
Introduction to submitter
Professor Blandford
Professor Sonia Blandford has been at the forefront of ITT and CPD development in the UK through direct involvement in the creation and management of innovative programmes including; PGCE 7- 14; PGCE flexible routes; PGCE 14 -19 (Joint accreditation); Teach First, iTEACH, Early Years; masters and the professional doctorate in education. Professor Blandford chaired the TUNING validation panel and was one of four professors who as expert advisors to the European Commission created the European Common Principles for Teacher Education. Professor Blandford has published over 50 books and papers on professional development and school leadership.
From 2002- 2008, Professor Blandford was Pro-Director and Dean of Education at Canterbury Christchurch University, responsible for growing Teacher Education and CPD from 2000 to over 600 students. Professor Blandford took up her role as Teach First's Director of Leadership Development in May 2008. Teach First Teach First is an independent charity, founded by business, with a mission to 'address educational disadvantage by transforming exceptional graduates into effective, inspirational teachers and leaders in all fields'.
Teach First was founded in
response to a report by McKinsey in 2001, which considered how to improve the
life chances of disadvantaged children in
We train and place teachers in challenged urban schools: where either more than 30% of children claim Free School Meals or less than 25% achieve 5 A*-C grades at GCSE, including Maths and English. In most cases, our schools meet both these criteria.
Our two year teacher training and leadership development programme enables our participants (teachers) and Ambassadors (alumni) to:
· Raise achievement · Raise aspirations · Create access to opportunities
Initially set up in
Evidence in full 1. Measuring quality 1.1 The evidence base for and shared sense of what makes for good
quality teaching is limited in both research and inspection terms. The study of
initial teacher education/training has a short and somewhat superficial
history. In reviewing ITE/ITT for the TUNING process it was evident that the
systems which exist in the UK have been subject to less analytical review when
compared with other European countries;
an example of good practice is the comparative study carried out in South East
Europe. There is a need to fund a
similar detailed review of ITE/ITT across the four nations in the
1.2 Research into subject-based pedagogy has been limited to the
publication of one or two key texts utilized by the majority of providers (for example, Viv Ellis; Capel, Leask and Turner). The
Teacher Training Resource Bank funded by the Training and development Agency
has raised the status of the available resources but has failed to combine its
efforts with those of the various subject associations, non- government department
agencies, funded research (e.g. ESRC, EPPI) and university departments. Selection of texts for review is
limited. There is the need to fund a
single organization whose purpose is to provide access to research literature
which encompasses links to archived and current sites. Teach First have utilized American based
research which focuses on pupil development in terms of access, achievement and
aspirations to inform its practice.
There is a need to develop a process by which research into Teacher
Education in the
1.3 The range of ITE/ITT programmes has grown without reference to a common benchmark or set of principles. The revisions to the Qualifying to Teach Standards are to be welcomed, however these do not relate to the European Common Principles as cited in Improving the Quality of Teacher Education in Europe (2007)[1]. There is a need to review current standards within the context of European initiatives and guidance.
1.4 The quality of the award is framed by the level of
accreditation. As an Employment -based
ITT (EBITT) programme there has been a problem with transferability of the QTS
award ; Teach First teachers have not been in a position to transfer to fully
qualified status in Australia, New Zealand and Scotland, each of these
countries to not accept the quality of the programme as equal to graduate/
postgraduate awards. There is also a
need for the
1.5 The
1.6 The ways in which the quality of teaching can be measured is a
long-standing dilemma. Teach First is
currently bringing to a close research into the Maximum Impact Programme, which
has focused on the quality of teaching in terms of measuring levels of teacher
success through pupil outcomes in literacy, numeracy and subject
knowledge. Findings from the 2. Entry into the teaching profession 2.1 Teach First has developed a focused approach to the recruitment of teachers. In essence, Teach First has through research and experience captured the characteristics of those who are most likely to be good teachers which go beyond those reflected in current entry requirements for ITT. Through a demanding four part assessment process, candidates must demonstrate not only high academic abiltiy but meet our core competencies of humility, respect and empathy, interactivity, knowledge, leadership, planning and organising, problem solving, resilience and self-evaluation. Further details can be found in the recent report submitted to the TDA, "Teach First - Innovations in Teacher Training" (December 2008)[2].
2.2 Teach First's success is evidence that the appropriateness of the way in which trainee numbers and trainee quality are prioritised in the management of training places at national level may not be entirely appropriate. Teach First OFSTED report, issued in January 2008, provides an indication of the quality and impact of Teach First teachers.
2.3 The January 2008 report reported that half of Teach First's 2006 cohort achieved the Standards for QTS at an outstanding level, while some "were judged by inspectors to be amongst the most exceptional trainees produced by any teacher training route." Inspectors also reported that our participants are highly committed to our mission of countering educational disadvantage and "have a markedly beneficial impact on the schools involved." They were, for example, "starting to have a notable impact... in transforming underperforming departments."
2.4 Schools now have teachers who have followed up to 36 different training routes, there needs to be further research into 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. Teach First is a singular approach to attracting teachers of significant quality which has proven to be successful, other employment-based and mainstream routes do not bear similar scrutiny (GTP reports 2005 - 2007).
2.5 BME statistics at university and national level indicates that there are shortcomings in the adequacy of current measures to improve the diversity of the teaching profession. The TDA partnership initiative needs to be reviewed.
2.6 OFSTED has indicated in the recent past that 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 has improved. The time dedicated to training and developing
teachers when compared to more educationally successful countries is inadequate
(e.g.
2.7 The current ITT system encourages innovation and diversity in approaches to ITT which is to be welcomed by Teach First. There is a need to monitor and evaluate such practice in a way that will inform and develop good practice.
2.8 The management and leadership of the partnership between Teach
First and higher education institutions has been commended by OFSTED. Teach
First acknowledges the need for partnership with universities in developing
teachers. International research (
2.9 The current nature of partnership working between schools and higher education institutions in the delivery of ITT is in need of further enhancement. Current partnerships in mainstream programmes are limited by time and resource. Universities and schools require additional time to develop and share expertise. The additional resource invested in Teach First has proven to be effective, with a combination of business, school and university investment in participants over the two year cycle of the programme. There is a need to review the model and to increase investment in partnerships.
2.10 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, has been dependent on the individual
and the organization in which they work. Teach First has invested in further
training for tutors, mentors and Teach First staff. It has been evident that
this provision has been effective (OFSTED Evaluation, 2008[3]).
Research produced by Hazel Hagger and colleagues at the
2.11 The relationship between research and practice is self-evident. The
3. CPD provision 3.1 The extent to which CPD provision for new teachers, experienced teachers and head teachers supports and enhances their practice in school is dependent on the provider. The current framework for CPD with multi-agency engagement has proven difficult for teachers to engage. GTC(E), CWDC, TDA, NCSL, IfL, LLUK (SVUK), Local Authorities, schools, charities, unions, independent consultancies and universities all resource programmes for teachers (accredited and non-accredited). Teach First has created Teach On to manage the information flow and guide its Ambassadors (teachers who successfully complete the two year leadership programme). There is a need to research and evaluate the complexity of the current model.
3.2 The development, implementation of the Teach First Maximum Impact Programme has clearly demonstrated the difficulty of measuring impact of training on pupil gain. Current research is focusing on access, achievement and aspiration. There is a need for research into the adequacy of current arrangements for tracking the impact of and spending on CPD provision. Teach First has demonstrated that by providing a single movement, teachers gain value from focused training which has culminated in significant gains.
Teach First's key recommendations for action
4.1 Higher Education Institutions (HEIs) should continue to be central to all teacher training routes so that a national standard is maintained, this should encompass the development of a Masters level awarded as determined in European and global universities.
4.2 As the qualification for teaching develops at Master's level, teacher training should include leadership knowledge, skills and experience within the training programme.
4.3 Teacher training programmes should develop modules which specifically aim to train graduates to teach and lead in challenging urban schools, including those currently listed as National Challenge Schools.
4.4 Leaders from business should contribute to the creation and delivery of the leadership element of teacher training.
4.5 The marketing and recruitment of teachers should be revised urgently to reflect the values and competences required in 21st Century Schools.
4.6 HEIs should establish strong networks to develop and deliver Continuing Professional Development for all teachers, these might include national agencies, local authorities, business leaders and community networks.
February 2009
Additional written evidence
· Innovation in Initial Teacher Education, TDA Report, December 2008 http://www.teachfirst.org.uk/news/Innovation_in_ITE
· Rising to the challenge: a review of the Teach First initial teacher training programme, 25 Jan 2008
· Improving the Quality of Teacher Education in
[1] COMMUNICATION
FROM THE COMMISSION TO THE COUNCIL AND THE EUROPEAN PARLIAMENT, Improving the Quality of Teacher Education in
[2] TDA Report, Innovation in Initial Teacher Education, December 2008
[3] OFSTED, Rising to the challenge: a review of the Teach First initial teacher training programme, 25 Jan 2008 [4] E.g. Hagger, H, 'Learning teaching from teachers: realising the potential of school-based teacher education', Open University Press, 2006 (with D. McIntyre) [5] Report to the TDA, Innovation in Initial Teacher Education, December 2008 |