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Memorandum submitted by the Department for Children, Schools and
Families
Summary
1) Context and quality
o The Department
for Children Schools and Families (DCSF) is responsible for the children's
workforce in schools and remits teacher training to the Training and
Development Agency for Schools (TDA) and leadership training to the National
College of School Leadership (NCSL). It also commissions other training
providers to develop and carry out specific Continuing Professional Development
(CPD) activities.
o Teacher quality is defined
by reference to the framework of teacher standards, and Ofsted inspection
criteria.
2) Initial Teacher
Training
o We propose to test non
academic entry criteria for ITT and to pilot better attraction and selection
arrangements.
o Trainee places are managed
in relation to demand.
o The range of routes into
teaching is sufficient to attract a diverse range of entrants (new graduates,
mature and from black and minority ethnic groups)
o ITT continues to deliver
high quality newly qualified teachers (NQTs) to the labour market. Over 85%
consider their training good or very good preparation for teaching, and only
those meeting QTS standards pass.
o Substantial
periods of ITT are spent in schools, which is a major factor in preparing
effective teachers. There have nevertheless been concerns (from Ofsted or other reviews)
about the adequacy of particular groups of entrant:
o claims that too little time is spent by PGCE primary
teachers on particular subjects, e.g. maths,
phonics, PE, RE, and music during the 12 weeks in HEI-based training. This is
supplemented by learning from school mentors. They also study on their own and
continue learning through induction and CPD; specific responses for these
sectors are described
o keeping providers up to date - addressed by TDA
conferences and actions, or by commissioning new resources, eg from subject
associations.
o early years ITT does
not prepare trainees to work with babies or very young children (birth to 3),
but additional training is available that would cover 0-3 child development for
those who wish to work with children under 3.
o Plans already in hand to
address other needs include:
o TDA has invited good providers to place trainees in challenging
schools
o the primary language
programme has contributed to 84% of primary schools teaching languages at key
stage 2
o the range of new courses
and support for SEN ITT
o the range of types of ITT
provision to accompany the new 14-19 diplomas.
3) Continuing
Professional Development
o Research reports that
effective CPD can improve teaching practice, morale, pupil attainment and
motivation.
o Performance management
links CPD and teacher standards.
o A new Masters in Teaching
and Learning is being developed.
o NCSL's impact is described
(e.g. 88% of school leaders who have been on their programmes think that they
have developed their leadership skills).
o A range of specifically focused
CPD includes the National Strategies, Science Learning Centres and the work of
the National Centre for Excellence in Teaching of Maths
Introduction
1. DCSF published its 2020 Children and Young
People's Workforce Strategy in December 2008 with the aim of ensuring that
every child meets their full potential and achieves the 5 outcomes spelt out in
Every Child Matters. Everyone in the schools
workforce must have the skills necessary to work effectively with children,
young people and families.
2. Remodelling of school workforces has
helped to bring support to teachers, so that they can concentrate on teaching.
3. The Children's Plan One Year On (December
2008) said that we need to provide personalised teaching and learning for all
children so they are supported and stretched and have the best opportunities to
fulfil their potential. Improving
teacher quality is one of the biggest drivers for improving educational
standards. We want teaching to attract
the highest quality of entrants. That is
why we have set out to make teaching a Masters level profession.
4. The New Opportunities White Paper
(January 2009) has proposed new ways to raise the quality of entrants to
initial teacher training (ITT), and to encourage more of the most effective
teachers to work in the most challenging
secondary schools. We will be working
with both NCSL and TDA to
develop a new approach to Continuing Professional Development (CPD) delivery
through groups of schools working collaboratively.
5, Ofsted said the proportion of good or
outstanding maintained schools inspected since 2005/06 has risen by 5
percentage points and in 2004 Ofsted said the quality
of teaching had improved considerably over the previous decade (Ofsted
2004). This is in no small part due to the teachers
and other staff who work in them; and that ITT programmes are designed well and
that trainees are highly motivated and enthusiastic. In moving to a world-class
profession we have to recognise that whilst ITT and induction serve us well
they can only ever cover so much. CPD helps teachers to continue developing, so
the workforce is committed to improvement and has the status it deserves.
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1.
Measuring quality
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(a.) the
extent to which there is an evidence base for and shared sense of what makes
for good quality teaching.
Standards
and Inspection
6. We
measure teaching against Professional Standards and Ofsted's inspection
framework. A range of evidence will
have fed into them over time, and some of this is summarised in Annex 1.
7. The
TDA developed a comprehensive set of teacher standards from Qualified Teacher Status (QTS) through to Advanced Skills
Teachers (ASTs). Standards are
now in place for the workforce at all levels from the award of QTS through to
teachers on the main scale (core), teachers on the Upper Pay Scale (post
threshold), Excellent Teachers and ASTs.
Professional Standards are statements of a teacher's professional
attributes, knowledge and
understanding and skills. We
are now consulting on standards for school leaders.
8. Ofsted's
Framework for Inspection of Schools (September 2005) and its evaluation
schedule asks inspectors to judge how well teaching and resources promote
learning; enjoyment and achievement; address the full range of learners
(including black and minority ethnic pupils, those with learning difficulties
and/or disabilities, and meet course requirements); suitability and rigour of
assessment; planning and monitoring of the learners' progress and diagnosis
of and provision for additional learning needs; and, where appropriate,
involvement of parents and carers. These criteria on
the quality of teaching and assessment should also provide schools and LAs
with a shared sense of quality in teaching.
9. Ofsted report that where teaching and learning are
most effective, teachers are enthusiastic and knowledgeable and have the
confidence to encourage pupils' independent learning.[1]
10. The Williams Review defined good quality teaching in Maths as
including three distinct areas; deep subject knowledge, knowledge of
maths-specific pedagogy and coaching and mentoring skills. The department are
developing a programme of CPD to train primary Maths Specialists around these
areas.
11. The Rose Review of Early Reading defined key characteristics
of what good quality teaching of reading looked like and the Department is working
with TDA to ensure that all ITT providers adequately prepare teachers to
teach early reading.
Spreading quality through good practice
12. The National Strategies provide guidance
and support materials for Quality First Teaching, based on agreed
descriptions of good practice (we can provide detail of this if desired).
These draw from the collective experience of the workforce (from the NS and schools),
research findings, outcomes for pupils and Ofsted criteria.
(b)The ways in
which the quality of teaching can be measured
13.The revised performance management
arrangements ensure that teachers' performance is regularly reviewed as part
of an ongoing 'professional dialogue' and that all teachers have development
plans which take account of their individual CPD needs and the school's
improvement priorities. The professional
standards provide the backdrop for these
discussions.
14. Some 34,000 passed QTS standards in 2006/7. Numbers passing the rigorous standards for
promotion to AST status are also an indication of particularly high quality
with around 4,900 ASTs in post.
15. Ofsted's evaluation framework judges teaching to be outstanding,
good or satisfactory on definitions
reproduced in Annex 2
Surveys can also give impressions of quality:
16. The Trends
in International Mathematics and Science Study
(TIMSS) asked secondary and primary school teachers of mathematics and
science how well-prepared they felt to teach mathematics and science.
· England and
Scotland had the highest percentages of teachers of 14-year-olds reporting
that they felt very well prepared to teach all 18 mathematics topics (95% and
96% respectively).
· However, for
science at age 14, the percentages were lower at 79% and 68%
respectively.
· England and
Scotland had amongst the highest percentages of primary teachers reporting
that they were very well-prepared to teach mathematics (89% and 91%
respectively).
· England also had
one of the highest percentages of teachers reporting high levels of
preparedness (68%) for teaching science.
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2. Entry
into the teaching profession
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(a) 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;
17. Mckinsey (2007)[2]
argued that the top-performing school systems consistently attract more able
people, leading to better pupil outcomes through developing effective systems
for selecting teachers for teacher training and through offering good
starting compensation.
18. Current entry requirements for ITT are a degree and GCSEs at
level 3 or equivalent in English and Maths, and, for primary, science. Trainees also have to pass skills tests in
maths, English and information and communications technology (ICT) before
qualifying as teachers.
19. Academic standards are not the only factor predicting who will
be a good teacher. Soft skills such as
communication, empathy, resilience, problem solving and innovation are all
part of what makes a good teacher.
Current entry requirements other than academic ones are delegated to
training providers, using the requirement that they should aim to recruit
people who are likely to meet the standards for QTS at the end of their
course. These include professional
attributes, skills, knowledge and understanding. Ofsted inspects providers on all aspects of
their provision including their recruitment, and all providers judge the
personal qualities of their applicants.
20. Current economic conditions suggest that there may be
increasing interest in teaching, and our intention announced in the New
Opportunities White Paper is to find ways of increasing the quality of
applicants. We asked TDA to design and
pilot a diagnostic test to be used by providers in selecting their
applicants. The test is due to be
piloted from September 2009 for applicants for 2010 courses.
21. Teach First runs a highly selective entry system assessing top
undergraduates not only for qualities which would make a good teacher but
also for leadership qualities.
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(b.) the appropriateness
of the way in which trainee numbers and trainee quality are
prioritised in the management of training places at national level;
22. DCSF maintains models of teacher supply and demand to inform
the setting of the number of primary and secondary subject initial teacher
training (ITT) places in England
so that the projected supply of teachers matches as closely as possible the
projected demand. Projected demand is influenced by three main factors:
· Projections of
pupil numbers
· Assumptions about
the future pupil teacher ratio
· Additional
teachers required by government policies
23. There is no geographical management of ITT places as NQTs have
been regarded as nationally mobile.
This has led to some imbalances, e.g. surplus primary NQTs in the
North, while there are vacancies in London.
24. The model makes no distinctions about teacher quality, all trainees
aim to meet the QTS standards. TDA make allocations to training providers on
the basis of quality categories based on Ofsted inspections of the providers,
and bids from the providers. (For more detail see TDA's evidence) It is possible that trainees from the
better providers tend to get more choice of jobs.
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(c.) 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;
25. There are
undergraduate routes into teaching, which take 3 or 4 years and are
predominantly used by primary trainees; postgraduate routes include one year
PGCEs ( which can be taken flexibly or part-time over longer periods); and
employment-based routes where the trainee is an employee of the school which
takes a major role in training him or her.
These include the Graduate Teacher Programme (GTP), the Overseas
Trained Teacher Programme and Teach First
(TF) (which is run by Teach First-
a separate organization- and asks trainees to commit to just 2 years teaching).
The Registered Teacher Programme allows a small number of trainees to
complete study for a degree while training to teach and can take up to two
years to complete. The GTP while
normally one year long, can be shorter if the trainee already has relevant
teaching experience.
26. Supplementing the
routes above are pre-ITT courses at HEIs to help people whose subject
knowledge needs improvement to qualify for entry to ITT. These are currently successfully used in
maths, physics and chemistry where the pool of available applicants does not
generate enough entrants.
27. A new programme
Transition to Teaching asks employers to encourage their employees who may be
considering a mid career change to consider teaching. This new way of attracting teachers offers
support in deciding whether to apply for ITT, and which existing route to
take.
28. Relatively few
trainees fail QTS. This is because
those who are proving unsuitable or who do not enjoy the teaching practice
tend to drop out or be encouraged to leave during the course. In 2006/7 4% of final year trainees left
the course, while a further 9% failed to complete QTS, for example by failing
skills tests.
29. Ofsted inspected all
GTP providers over the period 2003-2006 and found difficulties that have been
subject to action plans with TDA consultants. From September 2008 TDA
introduced a new requirement that at least 60 days of one year GTP programmes
should be devoted to training or development.
30. TF,
the 9th graduate recruiter in the Times Top 100, recruits highly
motivated graduates with outstanding personal qualities and strong
subject expertise. The TF offer brings in people who would do well
anywhere and would not otherwise have considered teaching but are
attracted to the experience, the sense of mission (working in the most
challenging schools), the esprit de corps and the strong TF brand.
The TDA is considering how to replicate aspects of TF's marketing and
selection techniques for other ITT routes.
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(d.) the adequacy of current
measures to improve the diversity of the teaching profession; and
31. TDA
agrees targets with individual providers for black and minority ethnic
entrants, and TDA set annual targets to increase the diversity of the entrant
profile. They achieved a year on year increase in the years up to 2007 entry.
32. DCSF
has no direct influence on the diversity of the existing stock of teachers (or
the wider workforce) as schools or local authorities are the employers taking
the hiring decisions.
33. One of NCSL's key objectives is to diversify
school leadership. The importance of
diversity is stressed in leadership training such as the NPQH. As part of its
succession planning strategy, the
NCSL undertake a wide range of activities and produce a range of materials to
promote diversity.
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(e.) 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).
34. TDA accredit
ITT providers and require them to design training programmes enabling
trainees to achieve the standards for QTS.
TDA supports providers to ensure they are aware of policy
developments. TDA targets improvement
strategies especially on the small numbers of providers identified as having
weaknesses.
35. Overall ITT provision is adequate to prepare
trainees for entry to the profession, as attested by teacher perceptions, but
there are some areas where some specific actions are planned to improve
things. The response covers issues about
early years, primary and secondary schools, followed by SEN, challenging schools, 14-19, and FE. Annex 3 gives a
range of curriculum examples.
Trainee and teacher perceptions:
36. TDA runs an annual survey of NQTs'
perceptions of their training. Of
those trained in 2007 85% of primary and 86% of secondary said that their
training was good or very good.
37. Research
findings[3]
from a longitudinal study of ITT and the first few years of teaching suggest that a higher proportion of trainees who had been employed
during training, reported feeling 'very confident' that their ITT route had
prepared them to be an effective teacher than the equivalent proportion of PGCE
trainees.
Early
years
38. The
professional standards for QTS and requirements for ITT require trainees to
understand and be able to deliver the Early Years Foundation Stage framework
relating to 3 to 5 year olds. They have to have secure subject knowledge and
pedagogy in the age ranges they are training to work with. Accompanying
guidance to the professional standards also expects trainees to know the
assessment requirements for the EYFS.
QTS and ITT do not prepare teachers to work with babies and children
under 3. However additional training is available for teachers who would like
to work with this age group. This
includes a number of full and relevant level 3 qualifications or a graduate
pathway to the Early Years Professional Status.
Primary and
secondary schools
39. As far as adequacy of ITT for primary and
secondary schools are concerned ITT
experiences should combine theoretical learning and classroom practice while
on placements. These should give trainees the opportunities to try teaching
techniques, be observed/critiqued and then reflect and improve their practice.
Trainees on PGCE routes spend at least 24 weeks on placements in schools, and
they are expected to learn from mentors and others while they are there, in
addition to what they learn in the HEI.
As primary teachers have to teach all subjects, there can be
complaints about the small amounts of training at HEI in given subjects. These must be seen in relation to
school-based learning, private study and what they will learn during
induction and CPD thereafter.
40. Although
high proportions of trainees regard their training as good or very good, and
effective preparation for teaching,
surveys of newly qualified teachers (NQTs) reveal whether trainees
feel confident about particular aspects of their training- for example last
year although 82% said their training was adequate preparation to teach
phonics and early reading, only 43% said they felt the course had prepared
them well or very well. TDA has been
working with National Strategies to give support to training providers in
this field.
41. Ofsted
has said that TF has produced some of the best trainees (in challenging
secondary schools) and we can expect that the teaching of those
who remain in teaching will continue to be the best. Further, we
can assume that many of these successful teachers will go on to become
outstanding young school leaders, many via the Teaching Leaders and Future
Leaders programmes. During 2009 TF will supply data which measure the
impact of the scheme including the numbers going into leadership.
New TDA Units
on Special Educational Needs(SEN) and Disability for ITT Courses
42. All children with special educational needs and
disabilities (SEND) deserve the best possible chance to make progress and
realise their potential.
43. In February 2004[4],
the Government committed to improve provision for children with SEND. Amongst
the commitments made was one to work with the TDA and ITT providers to
improve SEN coverage within ITT. This commitment was reiterated in the Children's Plan, published in December
2007. £18 million was pledged over the next three years to improve SEN
provision and, of this, some £12m is being devoted to improving training.
44. With DCSF funding, TDA is undertaking a range of
practical projects, including support for tutors and work to develop new
specialist SEN and disability study units for ITT courses.
45. Following piloting, specialist units for primary
undergraduate ITT courses were launched by the TDA in June 2008 together with
a model scheme for arranging and managing extended placements for trainees in
special provision (special schools and specially resourced provision in
mainstream schools). Similar resources for secondary undergraduate ITT
courses and PGCE courses (primary/secondary) are being developed for release
in 2009.
46. £500,000 has been made available to support
dissemination of the primary resources amongst existing providers of primary
ITT, using a "cluster" approach - institutions which took part in the
piloting are helping other providers to incorporate the materials and the
extended placements into their courses. The clusters are also enabling
providers to work collaboratively to develop and improve their practice.
47.A
three year evaluation of the impact of this work has been commissioned.
Challenging schools
48. The TDA are piloting a challenge grant scheme to encourage top category
ITT providers to place their PGCE trainees in National
Challenge schools.
14-19
49. From the 2008/09
academic year, we are introducing three levels of Diploma preparation into
schools' ITT (PGCE years) including a
basic level of knowledge for all secondary trainee teachers to teach at key stage 4 or post-16 in order to
be recommended for the award of QTS; provide funding for "with experience"
places for schools' ITT to provide trainee teachers who specialise in
non-Diploma secondary school subjects; and allocation of to ITT providers of Diploma-specialist ITT places. See annex 3 for details of the three strands.
50. TDA and LLUK are currently
working on developing a joint strategy for the CPD of 14-19 practitioners. It is proposed that this will include suggestions for
providers of QTS and QTLS courses to ensure that the best elements of both
are included in all 14-19 teacher training courses.
Further
Education
51. ITT for FE is not the same as for school
teachers. FE teacher training leads to
QTLS, and trainees do not necessarily have to have a degree. FE ITT has been designed to meet the standards and role descriptions
set for teachers in FE
including colleges, work based and adult and community learning. DIUS consider it fit for
purpose in preparing teachers. Those with QTS moving from schools to FE are
required to undertake additional training/CPD to equip them with additional
knowledge and skills for the FE sector. As such, DIUS are confident that
teachers transferring are supported to become effective in FE.
52. A range of
other specific curriculum issues is listed at Annex 3, with the solutions
being used to address them.
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3.
The delivery of ITT
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(a) the extent to which
the current ITT system encourages innovation and diversity in approaches to
ITT;
53. TDA's
outcome based approach to providers gives them wide scope for innovation, as long
as they meet the Secretary of State's Requirements for ITT, and the trainees
reach QTS. In addition TDA gives
providers grants of various kinds to secure innovation. TDA has also agreed
with Ofsted innovation status which allows providers to take risks while
removing that element of provision from inspection.
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(b) the role of higher
education institutions in relation to ITT and the extent to which they make a
distinctive contribution to provision;
54.
HEIs are a major contributor, providing academic rigour and accreditation as
well as resources, and developing subject knowledge. They have consistently
the highest quality provision, and great experience in running ITT. (see TDA evidence)
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(c).whether
the current nature of partnership working between schools and higher
education institutions in the delivery of ITT is sustainable;
55. TDA disseminates the obligations for
partnership and provides 'Provider Link Advisers' to support their
implementation, and suggest ways of encouraging schools to take placements. (see
TDA evidence)
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(d).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;
56. TDA facilitates and works in partnership with
others to identify and deliver development for those involved with ITT
delivery. (see TDA evidence)
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(e).the
role of educational research in informing ITT provision
57. TDA promotes educational research and its
transfer into practice (see TDA evidence).
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4.CPD
provision
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(a)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?
58. CPD is key to maintaining and improving the
quality of the teacher workforce and enabling the teacher workforce to have
the capacity and capability to respond to policy developments. There is evidence[5]
that effective CPD impacts on teaching practice,
teachers' confidence in their own professional judgement[6];
their commitment to teaching as a career and morale[7]
and pupil attainment. In terms of pupil outcomes the majority of evidence is
impressionistic and anecdotal but there are examples in the research
literature[8] . Other
reported positive outcomes of CPD included pupil attitude; enhancement of
student motivation; and more positive responses to specific subjects (14). If we are to
make further progress in improving standards it is essential that teachers
continue to further develop their expertise, both as leaders and managers of
teaching and learning for each child and as experts in the subject areas they
teach.
Induction
59. New teachers face demanding
challenges when they take up their first teaching post. They are therefore
statutorily entitled[9]
to a personalised programme and reduced timetable, the right support and
challenge from an experienced tutor, and opportunities for development to
them to improve their teaching.
60. Research confirms that teachers value the support and
opportunities they receive. In addition, research[10]
concludes that "where schools make arrangements for regular observation of
trainees, 'feedback' sessions, and sufficient non-contact time; where schools
have an ethos which encourages professional growth; and where they provide
conditions for induction tutors to both pursue their own professional
development for the role as well as carry out the role, then they can aid NQT
retention and provide bridges both from ITT to the NQT years, and from
induction to early professional development.
61.
All NQTs must meet the core standards of the
framework of professional standards for teachers to complete induction
satisfactorily). In this way induction provides further assurances about
teacher quality in the system.
Professional development post induction.
62. CPD is a combination of approaches,
ideas and techniques that will help teachers manage their own learning and
growth. The focus of CPD should be firmly on impact on pupils as well as the
personal development priorities of the teacher. It is
not just about going on courses, it can occur in different places and take
many forms. Often the most normal collaborative
activity can provide the most effective CPD.
It is for teachers in discussions as part of
their school's induction and performance management arrangements to identify
and decide upon particular CPD activity.
The TDA is supporting the implementation of induction and performance
management arrangements in the context of professional standards, by providing
guidance to schools and local authorities and monitoring the quality and
coverage of CPD
Masters in Teaching & Learning
63. We
intend to introduce the new Masters in Teaching and Learning (MTL) from
September 2009. The aim is to build on the talents of teachers by
making teaching a Masters level profession, boosting the status of the
profession further and creating a world class teaching workforce. The MTL
will help to deliver the very best teaching and learning to our children, and
bring us into line with the highest performing education systems in the
world.
64. The new qualification will initially be available to teachers in
their first five years of teaching in order to boost significantly the support in the early
years of their career, as well as embed the principle of continuous
professional development in teaching and learning throughout their careers.
Over time it is intended that MTL will be available to all teachers. The MTL
will be practice based, building on ITT and induction, and will have
immediate relevance to teaching and learning in the classroom. It will mainly be delivered in schools in
collaboration with HEIs. Each teacher taking part in the programme will
be supported by an in-school coach and an HEI tutor throughout the period of
study.
65. The TDA are currently developing the MTL programme and will be
rolling it out from September 2009 to NQTs in schools in the North West region and
to NQTs in National Challenge Schools. Teachers in secondary schools where 30% or more
pupils are eligible for free school meals (FSM) will also be prioritised for
rollout of MTL as outlined in the New Opportunities White Paper. Alongside
development of the MTL the TDA are also taking steps to strengthen induction,
for example co-ordinating improved resources for induction tutors.
CPD for headteachers and leaders
66. On
1 September 2008 the redesigned NPQH was
launched nationally. The new programme has been refocused to develop the next
generation of school heads to lead the 21st century school: building and
developing diverse teams that are multi-skilled and understand the
communities they serve.
From 1
April 2009, it will be mandatory for all first time heads in the maintained
sector to hold NPQH before they are appointed to their first headship.
The
recruitment process for NPQH has also been toughened up so that only those
'Trainee Heads' who can demonstrate they can take up a headship post within
12 - 8 months will be accepted onto the programme.
67.
The NCSL is responsible for developing excellent leadership in England's
schools and children's centres. Since it was founded in 2000, NCSL has
provided over 230,000 programme places, with 96% of secondary schools and 79%
of primary schools taking part in at least one of its five core
programmes.
68. School leader engagement with NCSL's core programmes can be shown to have a
positive impact on the quality of the school's leadership and management over
time. For example, from 2000-03, the leadership of the headteacher and key
staff was judged to be good or better in fewer that two-thirds of cases of
schools engaged with NCSL. However, between 2003 and 2005, in 91% of these
schools the leadership of the headteacher was judged to be excellent, very
good or good.
69.
This improvement in school leadership is also having an impact on pupil
attainment in those schools engaging with NCSL programmes. For example,
between 2003 and 2006, primary schools that had participated in three or more
of NCSL's core programmes achieved a higher rate of improvement in English
(5.3%) and maths (4.4%) at Key Stage 2 than other schools (3.4% and 2.7%
respectively).
70.
Likewise, between 2005 and 2007, the rate of improvement for secondary
schools engaged with at least three of NCSL's leadership development
programmes was over four times (5.3% increase in 5+A*-C GCSEs) that of
secondary schools that were not involved with this aspect of NCSL provision
(1.3% increase in 5+A*-C GCSEs).
70.
NCSL works in partnership with school leaders across the country and at all
levels of leadership. The success of this approach was reflected in a survey
undertaken earlier this year:
· 82% of headteachers think that NCSL helps to raise standards
· 88% of school leaders who have been involved with NCSL activities think
that their involvement has developed their knowledge and leadership
skills.
71. Since 2004 NCSL has developed a growing national network of over 17,000 school leaders. This enables
the sharing of best practice and ensures that our very best school leaders
are
influencing
other leaders, the College and policy-makers on how to secure consistent high
standards and quality leadership.
Standards
for school leadership
72. The Children's Plan recognised that
leaders of 21st century schools face increasingly complex management
challenges and do not always have the right mix of skills to tackle them. Remodelling the leadership team is about
new skills but also about developing existing skills, spotting and
nurturing talent. A new set of
standards for school leadership is being developed to reflect the role of the
modern school leader. The Department and NCSL launched a statutory public consultation on 18th November 2008, which
will conclude on 3rd March 2009. During this period the NCSL and
Social Partners will actively consult with groups of key stakeholders. The
intention is to introduce the standards to schools from September 2009, but
this will largely depending on the outcomes of the consultation. The leadership standards will form part of a wider
framework of standards for the whole school workforce and will apply to all
school leaders.
Curriculum focussed CPD
73. While the Department expects schools to prioritise
their choice of CPD, it makes a range of resources and training available,
according to curriculum and other priorities, some examples of these are at
Annex 4. The biggest investment is made through the National
Strategies- their remit covers the
whole EYFS in Early Years, literacy and mathematics and Social and
Emotional aspects of learning in
primary and the core subjects, English, Mathematics, Science and ICT in
secondary and work on School Improvement, Leadership and
Behaviour and Attendance.
74. There are however a range of other providers or organizations which
provide signposts to CPD such as TDA, Subject Associations, National Centre
for Excellence in Teaching Mathematics and Science Learning Centres etc.
75. The National Strategies currently offer a range of CPD activity which is designed to enhance and enrich the practice of teachers,
subject leaders and
others. This is structured on
the basis of:
(b.) what LA and school colleagues say is needed
(c.) the implications of policy developments and
change
(d.) and the changing nature of schools and
schooling brought about by for example, technological change.
Comprehensive
feedback is always sought following all NS delivered CPD events and this
consistently indicates that these are highly valued by practitioners.
Behaviour
76. Findings
from The Teacher Voice Omnibus June 2008 Survey on Pupil Behaviour indicated
that 83 % of the teachers in the survey agreed that they were 'well equipped'
to manage pupil behaviour.
77. The
Department supports continuing professional development of teachers' capacity
to manage behaviour through the work of the National Strategies. This
includes giving schools access to high-quality behaviour management
training materials and advice from expert behaviour management consultants.
78. The
Department has also developed the National Programme for Specialist Leaders
in Behaviour and Attendance (NPSLBA) for all those who wish to develop their
knowledge, skills and understanding in behaviour and attendance. The
programme promotes positive behaviour, regular attendance and the Social and
Emotional Aspects of Learning (SEAL), which all make a vital contribution to
pupil achievement and school improvement.
79. The
cumulative number of participants that have passed through the NPSLBA
programme as of December 2008 is 3700. To date £7.96M has been spent on the
programme.
Inclusion
Development Programme for Serving Teachers -SEN
80. The
programme being taken forward by TDA includes resources for tutors, mentors
and beginner teachers during the induction period. In addition to work
designed to improve coverage of SEN and disability, the Department is taking
action to raise confidence levels of those teachers and other staff already
in post. Operating through the National strategies, the DCSF-funded Inclusion
Development Programme is producing specially commissioned training materials
on areas of SEN known to present difficulty:
· speech, language
and communication needs and dyslexia - rolled out May 2008;
· children on the
autism spectrum - to issue 2009;
· behavioural, emotional
and social difficulties - to issue 2010
81. A three year
evaluation of the impact of the IDP on improving teachers in teaching
children with SEN and disabilities has been commissioned.
SEN
Coordinators coming new to the role
82. SEN
co-ordinators (SENCOs) have a key role within schools in ensuring that
provision matches the needs of individual pupils. They are also an important
point of contact for parents. Responding to concerns expressed by the then
Education and Skills Select Committee in their 2006 report on SEN, the
Government has committed itself to strengthening the position of SENCOs in
schools. Regulations have been laid before Parliament to ensure that SENCOs
are qualified teachers and work is in hand to ensure that all those coming
new to the role receive training. This will be mandatory.
Postgraduate
training in SEN and disability for experienced teachers
83.
A modular postgraduate course has been developed and piloted by a consortium
of five HEIs, linked to local authorities with 50 teachers. Content is to
meet identified needs of schools and courses have been delivered by a blend
of learning modules, e-learning, and practical action research.
Evaluation of the pilot by the universities involved showed the course to
have been very effective in building teachers' knowledge, understanding and
skills and 38 are going on for a further year to complete a full Masters
degree. The model for the course will be disseminated nationally.
Supporting
leadership skills in relation to SEN and disability
84.
We recognise that leadership skills exercise a significant influence over the
ethos of schools, and the extent to which schools are perceived to treat SEND
as a priority and make them a welcoming place for pupils with SEND and their
parents. Building on our other work to strengthen workforce skills, we
announced in the Children's Plan One
Year On progress report that we would work with the National College for
School Leadership to embed high aspirations for pupils with SEND in school
leadership training. This will form part of the £7m investment in mainstream
programmes 2009-2011.
Achievement for All
85.
More needs to be done to ensure that pupils with SEN and disabilities
fulfil their potential and achieve the outcomes they need for success in
their adult lives. Achievement for All will
demonstrate best practice in improving outcomes for pupils with SEND and help
schools rethink their approach to, and expectations of, these pupils. The
aims of Achievement for All are to
develop, through the National Strategies approaches in 10 local authority
areas that can be rolled out nationally.
Challenging
schools
86. Teachers
can be deterred by the real or perceived challenges of working in schools
with high numbers of disadvantaged children. In the New Opportunities
White Paper we have announced for new teachers coming in to work in
challenging schools a £10,000 'golden handcuff' for staying 3 years in a
challenging school, bespoke school-based course of CPD to support the whole
school workforce in meeting the challenges of such schools, early
access to the new Masters in Teaching and Learning, and access to a network
of teachers from other participating schools to share effective practice.
14-19
87.
Over £80m has been invested in workforce support to date. Schools and employers supported to SOS
in January 2009 that progress in teaching the Diploma in its first term had
been excellent and 83% of those trained last
year specifically reported a positive impact on their development, mainly in
terms of increased knowledge and understanding and greater confidence.
88. Also a process has been introduced
to help diploma delivery consortia develop workforce plans and ensure that
they get the support they need. This involves
each consortium having a dedicated "professional development conversation"
with a Consortium Leadership Consultant, at which they review the skills of their current workforce
and plan the support needed to deliver Diplomas and functional skills in future
years.
89.
In addition, we have been working closely with a wide range of partner
organizations to ensure that the training on offer is genuinely tailored to
meet the identified needs of consortia.
The resulting package includes some core
elements covering functional
skills; the structure of the Diploma; collaborative delivery; experience of a
sector-relevant working environment; assessment; and diploma
administration. The rest is completely flexible and locally-customised
to respond to different levels of skills, knowledge and understanding. It is a comprehensive offer available to every member of every
consortium delivering in 2009.
b. The
adequacy of current arrangements for tracking the impact of and spending on
CPD provision.
90. Funding for CPD generally is included within schools'
delegated budgets and it is for schools to determine how to spend this based
on individual needs and the schools' own development/ improvement priorities. No data is routinely collected centrally
on what type of CPD activity schools spend their funding or how effective it
is. Given the diversity of CPD, and the complex
interrelationship between individual, structural and cultural factors, it is
extremely difficult to measure the impact of CPD.
91. TDA provides
web guidance on evaluating the impact of training, and monitors the impact of
its own CPD provision. Other
organisations involved in CPD also assess their impact, for example:
(a). The National Strategies' (NS) arrangements for tracking the
impact of their CPD include comprehensive evaluations completed by all
participants at all events that are used to inform the planning of future
events;
· surveys focused on aspects of delivery and content, termly Monitoring and Evaluation reports on impact measures and
opportunities taken to gain responses from LA colleagues, teachers and heads
less formally.
· Data on pupil outcomes is also used to corroborate these
judgements.
· All NS CPD is
precisely costed and when this is set against the above judgements, Value for
Money can be assessed.
(b). Each of the main organisations running STEM subject CPD
collects data from teachers who receive professional development and act on
this to improve on their service. The department receives regular progress
reports when invoices are claimed and face-to-face contract management
meetings take place at least once a term to discuss outcomes against spend to
ensure programmes deliver value for money.
Recommendations
from recent evaluations have been incorporated into the contracts for each of
the above organisations
(c). Our
programmes are subject to independent evaluation to assess quality. The
independent evaluation of the NCETM concluded that much has been achieved to
illustrate the potential of the Centre to raise standards in mathematics
teaching and improve institutional performance, and identified that the
Centre is having positive impacts on the teachers engaging with the variety
of approaches it offers for professional development.
(d). The independent
evaluation of the Network of Science Learning Centres found that the Centres
are having positive impacts on the educators they work with, their colleagues
in schools and colleges and the pupils they teach. The regional SLCs have exceeded their
target of 10,250 teacher training days for the past 2 years. The National
Centre delivered 4264 teacher training days last year.
February
2009
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Annex 1
Research Evidence on effective teachers
1.1. A report by Mckinsey and Company[11]
argued that the available evidence suggests that the biggest driver of the
variation in pupil learning is teacher effectiveness. They outline that
studies exploring teacher effectiveness show that pupils placed with
high-performing teachers perform three times better than those placed with
low-performing teachers.
1.2. There is no single set of teacher
attributes and behaviour that is universally effective for all types of
learning environments and pupils. However, a consistent finding is that
effective teachers are intellectually capable and able to think, communicate
and plan systematically (OECD[12],
2005). Positive relationships have been found between teachers' academic
qualifications and pupil achievement.
1.3. Reviews of literature[13]
have identified a number of characteristics of effective teachers:
· they teach the
class as a whole;
· they present
information or skills clearly and animatedly;
· they keep the
teaching sessions task-oriented;
· they are
non-evaluative and keep instruction relaxed;
· they have high
expectations for achievement (give more homework, pace lessons faster and
create alertness);
· they
relate comfortably to students (reducing behaviour problems).
· professionalism
(challenge and support, confidence, creating trust and respect for others);
· thinking
(analytical and conceptual);
· planning
and setting expectations (drive for improvement, information seeking and
initiative);
· leading
(flexibility, holding people accountable, managing pupils, passion for
learning);and
· relating
to others (impact and influence, team working and understanding others).
1.4. A review by Wilson et al (2001) [14]found
a positive connection between teachers preparation in their subject matter
and student performance but also noted that there appears to be a threshold
of subject matter knowledge necessary for effective teaching beyond which
higher levels (as measured by academic qualifications) are not associated
with student gains.
1.5. Day et al.[15]
examined the relationship between
teacher effectiveness and the interplay of factors which impact on teachers'
work and personal lives. It found that teachers' effectiveness is not
simply a consequence of age or experience but is influenced by their
professional life phase; their sense of professional identity; their
commitment and resilience; leadership and continuing professional development.
1.6. Key
conclusions from the "Achieving world class teacher standards" / Cabinet
Office Strategy Unit (October 2007) project were as follows:
·
The quality of
recruits is the most important long-term driver of teacher quality. The
quality of new recruits is driven by attracting a pool of good applicants
through high status routes and implementing strict selection criteria.
·
CPD is the most
important short term factor in raising teacher quality. Teachers need
opportunities to engage in frequent, collaborative CPD.
·
The overall quality of the profession
requires the retention of effective teachers and the exit of the ineffective.
Annex
2
Ofsted description of
outstanding, good or satisfactory teaching
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Outstanding
(1)
|
Teaching
is at least good in all major respects and is exemplary in significant
elements. As a result, learners thrive and make exceptionally good
progress.
|
|
Good
(2)
|
Learners
make good progress and show good attitudes to their work, as a result of
effective teaching. The teachers' good subject knowledge lends confidence
to their teaching styles, which engage all groups of learners and encourage
them to work well independently. Classes are managed effectively. Learners
respond to appropriate challenges. Based on thorough and accurate
assessment that helps learners to improve, work is closely tailored to the
full range of learners' needs, so that all can succeed including those with
learning difficulties and/or disabilities. Learners are guided to assess their
work themselves. Teaching assistants and other classroom helpers, and
resources, are well deployed to support learning. Good relationships
support parents and carers in helping learners to succeed.
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Satisfactory
(3)
|
Teaching
is inadequate in no major respect, and may be good in some respects,
enabling learners to enjoy their education and make the progress that
should be expected of them. Teaching promotes positive behaviour and
learning.
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Annex 3
Further curriculum issues related to ITT
3.1.
The Williams Review raised concerns about the small amount of time primary ITT
students spend on maths, particularly during PGCE. There was recognition that
longer term, ITT would need to be looked at to bring teachers up to the
necessary "Maths Specialist" level being developed in CPD.
3.2. The PE and
sport sector has expressed concern about the limited amount of time devoted
to covering the compulsory PE programmes of study within ITT for primary
teachers. TDA has given guidance as to
how best to give extra time for PE in centre-based sessions.
3.3 . There will be a non statutory
entitlement to language learning for pupils in key stage 2 by 2010 and
modern foreign languages will become part of the National Curriculum for key
stage 2 from September 2011. To
support the introduction of primary languages, the DCSF is funding TDA to
develop and manage a programme of ITT with an additional specialism in
French, Spanish, German or Italian.
The courses include a period of school-based training in the country
of their chosen language specialism and equip trainee teachers to teach a
language within the primary curriculum.
Nearly 4000 new teachers have been trained so far. This has contributed to interim
findings (NFER Language Learning Provision at Key Stage 2: Findings from the 2007
Survey published in June 2008) that 84% of primary schools are
already teaching languages at key stage 2 within class time.
3.4. There is
currently no ITT provision for PSHE. However, we are currently exploring the
option of a specialist PSHE route through ITT, with a view to running a pilot of 100 PSHE places in the 2010/11 academic year.
3.5. An OFSTED report Making Sense of Religion ( 2007) found
that that primary ITT courses provide very little training about teaching RE
and later professional development did not compensate for this. Primary
teachers' lack of secure subject knowledge was a key factor limiting the
amount of good and outstanding teaching in RE. The TDA supports subject
organisations to develop subject specific resources for ITT tutors and
trainers (both primary and
secondary); with RE-Net leading on
Religious Education. These Subject Resource Networks aim to ensure that all ITT trainers have up-to-date information
on, for example, pedagogy and guidance in the subject area. All subject networks are developing
resources addressing how pupils learn within
specific subjects.
3.6. The Music sector has
expressed concern about the limited amount of time devoted to covering the
compulsory Music programmes of study within ITT for primary teachers. Primary teachers lack confidence in their
own ability to sing with and teach instruments to their classes. Through Sing
Up - the National Singing Programme and through the Government funded vocal
and instrumental whole class teaching CPD programme primary teachers can gain
skills and confidence needed to teach music.
We also encourage partnership working with musicians from the Local
Authority Music Service and other professional musicians.
3.7. From the 2008/09
academic year, we are introducing three levels of Diploma preparation into
schools' ITT (PGCE years) to respond to 14-19 diploma developments:
Strand
1: basic level of knowledge for all trainee teachers
3.8. All secondary trainee teachers training to
teach at key stage 4 or post-16 are required to demonstrate an appropriate
level and range of knowledge and understanding of the new 14-19 Diplomas in
order to meet all the standards for the award of QTS and to be recommended
for QTS.
Strand
2: "with experience" Diploma ITT places
3.9. In 2008/09 the TDA is funding 684 "with
experience" places for schools' ITT to provide trainee teachers, who
specialise in non-Diploma secondary school subjects, with the additional
knowledge and experience to apply their specialist subject to teaching a
particular Diploma line at level 2.
Strand
3: Diploma-specialist ITT
3.10. Over
2008/09, 2009/10 and 2010/11, TDA have allocated to ITT providers
Diploma-specialist ITT places. A
trainee teacher following one of these courses will specialise in a Diploma
line, in the same way that secondary trainees currently specialise in a
school subject. This will include a
placement in a Diploma-teaching school. Some of these are newly funded places; for
some TDA are supporting providers to convert existing vocational-subject ITT
places to Diploma ITT places (e.g. health and social care places converting
to society, health and development places).
3.11. Teach
First trainees who are teaching in Diploma-teaching schools receive
experience of Diploma teaching during the first year of their placement.
Annex 4
Curriculum focussed CPD
4.1. The
Williams review highlighted the disparate nature and lack of focus of Primary
Teachers' mathematics CPD - there were a lot
of short courses available on a wide range of subjects but these were not
necessarily taken up in line with key priorities. The recommendation for a
maths specialist available to every primary school, with specifically
designed CPD, was made in response to this situation.
4.2. One of the key workstrands within the PE and Sport Strategy
for Young People is the national PE and Sport Professional Development
Programme. This has been running since
2003 and Ofsted confirms that it is having a positive impact on raising
standards of teaching and learning in physical education. Evaluative feedback from those experiencing
the programme shows that around 97% of them rate the experience satisfactory
or better and 97% of those anticipate a positive impact on practice.
4.3. Lord Dearing's Languages Review found that currently there is no single route
through which support is directed to secondary languages teachers and that
there are a number of support organisations with complex and overlapping
roles. The DCSF is setting up a
network of regional support centres to provide languages CPD for primary,
secondary and further education teachers.
The centres, which will begin operation in 2009, are intended to
reduce duplication and present a coherent offer and contribute to increasing
the quality of language teaching and learning in schools and colleges. To train and support existing primary school teachers to teach
languages, the Government is providing some £32 million a year to local
authorities through the Standards Fund.
This, together with the new ITT languages specialism, has so far
helped to ensure that 84% of primary schools are teaching languages at key
stage 2 in class time. The regional
centres are not yet operational, but their impact will be evaluated.
4.4. In order to improve the quality of
teaching and learning in geography, the Government is funding a number of
initiatives through the Royal Geographical Society and the Geographical
Association. These include the
development of the Geography Teaching Today website and the Chartered Geographer
(Teacher) status. 110
applications for Chartered Geographer (Teacher) status have been approved so
far.
4.5. The Department is currently supporting CPD in STEM subjects as follows:
· Science Learning
Centres' (SLC) ultimate aim is to ensure that pupils experience a science
education that equips them for their future lives and promotes continued
interest in science for further study as a career option. The aim is
supported by a series of goals including enhancing educators' professional
skills by introducing contemporary scientific ideas, providing training in
effective teaching approaches and offering experience of modern scientific
techniques. This form of CPD demands the commitment of educators and their
employers and represents a cultural change for many.
· National Centre
for Excellence in Teaching Mathematics (NCETM) (launched in June 2006) aims
to improve the teaching of mathematics by facilitating the provision of
appropriate, accessible and effective professional development activities.
The NCETM seeks to address many of the barriers to participation in
professional development activities, including an on-line resource and
network of Regional Coordinators. The centre also works collaboratively with
its regional and national partners, providing events and funding to support
regional projects and networks. NCETM aims to ensure quality.
· We have contracted
the Design and Technology Association to provide Digital Design and
Technology CPD to improve teacher skill and support. This includes training
on how to use industrial quality computer packages for Computer Aided
Design/Computer Aided Manufacture and electronics.
· We also provide
CPD for teachers to improve teaching and learning on basic cooking skills as
part of the License to Cook programme where students aged 11-16 have an
entitlement to learn basic cooking skills and nutritional information.
4.6. The SLC, NCETM and Design
and Technology Association are responsible for coordinating CPD activity by
engaging with a range of other CPD agencies such as the Specialist Schools
Advisory Trust, local authorities, National Strategies and all agencies that
work directly with schools. All programmes are evaluated through feedback
from teachers which in turn lead to improvements being made to programmes. These
programmes are subject to independent evaluation to assess quality.
Recommendations from recent evaluations have been incorporated into the
contracts for each of the above organisations
4.7
The DCSF provides £2 million funding each year to train teachers and
professionals who deliver PSHE. Over 8,000 practitioners (primarily teachers)
have completed the national PSHE CPD programme since it began in 2003, and
there are a further 1,600 practitioners undertaking the programme this year.
The programme comprises a PSHE pedagogy module, supplemented by specific
modules in: sex and relationships education; drug education; emotional health
and wellbeing; and economic wellbeing and financial capability. A new module
in recognising and managing risk is under development. In 2007 OFSTED
concluded (OFSTED, 2007 'Time for change?
Personal, social and health education') that
due to the PSHE CPD programme "pupils have benefited from
improved teaching and learning, including more varied and appropriate
teaching methods. The aims of the programme have been met successfully". (The programme is also open to other
professionals who deliver PSHE)
4.8. However, despite being free for teachers,
it is worth noting that this programme regularly has spare places, due a lack
of demand. This is attributed to the fact that schools are often unwilling to
release staff for PSHE training, as they do not see it as a priority. Whilst the National CPD programme is key to
driving up standards in the teaching of PSHE education, practitioners
may have undertaken other forms of CPD (for example local authority provided
INSET).
4.9. Sir Alasdair Macdonald will
report to Ministers in April 2009, with recommendations on the most effective
and practicable way forward The TDA have been asked to develop
proposals for a specialist PSHE route through ITT, and for CPD resources
that meet the needs of those delivering PSHE in schools.
4.10. The Departments' key objectives for the continuation and
development of the Citizenship CPD programme are to continue to raise the
profile and standard of delivery of Citizenship through a nationally
recognised CPD programme and to increase current levels of participation by
teachers in it. The Citizenship CPD programme was launched in 2006 in
collaboration with HEIs across the country and they work
closely with the Local Authority, NGOs and voluntary groups. The programme is
for qualified teachers who currently teach, or aspire to teach, Citizenship
Education.
4.11. .Although budgets for CPD are held by schools, the
Department provides funding which enable the HEIs to offer the PSHE course
free or for a small charge, in order to build specialist capacity. The
CPD programme is accredited for 30 CAT points, which can contribute to an MA.
However,
despite being free for teachers, as with PSHE there is low take up of the
training. We have appointed the University
of Plymouth, a
specialist provider of Citizenship education, to focus on promoting the programme and on improving
the uptake to ensure successful recruitment.
4.12. In total over 1200 teachers have completed specialist
Citizenship training. DCSF has published a free CPD handbook Making Sense of Citizenship
which was distributed to schools has and has also helped
to establish and fund (since 2003) the Association for Citizenship Teaching
which provides a focus for professional development amongst teachers and
advice, training and support for schools.
4.13. DCSF has
invested £1 million in 2008 in an action plan to improve the quality of RE
teaching and learning. Building on the non-statutory framework for RE, the
Action Plan will support improvements to RE in schools.
4.14. Activities include the production of a CPD handbook to
increase the capacity of the workforce to deliver effective RE. to improve users'
knowledge, understanding and skills in order to raise pupils' attainment in
both learning about and learning from religious education. It will be of
immediate practical value to schools in helping them to develop effective
approaches to the subject and to overcome the weaknesses in planning and
teaching highlighted by the Ofsted report (2007).It has recently been
commissioned through the Association of Religious Education Inspectors,
Advisers and Consultants (AREIAC)
whose membership is made up of RE trainers in the country outside HEIs. The
organisation is working with the significant PGCE providers of RE.
4.15. It is also worth noting that RE practitioners undertake CPD
courses run by providers in RE using standards for CPD produced by AREIAC. Ofsted tells us that provision has improved
year on year over the last 5 years. However, of course there is unevenness is
provision and the support package that has made available through the RE
Action Plan will help to address areas of weakness and provide extra support
for teachers and pupils.
4.16. Workforce development is a key
strand of Sing Up - the National Singing Programme. Anyone who wants to work with children to
enhance singing can take advantage of the range of training and CPD
opportunities offered through the programme.
The Government also provides over £1m per year to the Open University
and Trinity College to provide CPD to class
teachers and musicians to enable them to run whole class instrumental and
vocal programmes at Key Stage 2. We encourage partnership working between
classroom teachers and music services staff or other professional musicians.
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[2] Mckinsey&Company (2007) How
the world's best-performing school systems come out on top
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