Transcript NCSL Operational Directors 22 Sept 2009 John Carr

Teaching Competencies and Initial Teacher
Training in England
John Carr
Director, Masters in Teaching and Learning
Training and Development Agency for Schools (England)
Peer Learning Activity on Practical Classroom Training
within Initial Teacher Education
Vilnius, Lithuania
4 - 8 October 2009
developing people, improving young lives
In England, there are four routes of Initial Teacher Training
(ITT):
A one year programme at graduate or Masters level, following on from
a first degree and delivered by university-school partnerships (led by
universities)
A three to four year undergraduate programme delivered by universityschool partnerships (led by universities) – in practice, mostly for entry
into primary school teaching
A one-year programme offered by a School Centred ITT (SCITT)
consortia (always in partnership with universities)
An employment-based route (“graduate training programmes”) under
which a trainee is employed and trained “on-the job” (often with
university input).
See:www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse
Diversity is possible…
… because all initial teacher training routes offered by ITT
providers in England lead to the same award – Qualified
Teacher Status (QTS) – which enables somebody to teach
in a state-maintained school.
See:
www.tda.gov.uk/Recruit/thetrainingprocess/qualifiedteac
herstatus
Diversity is possible…
… because all trainees, whatever their route, are working to
demonstrate that they meet the same standards – the
Standards for QTS.
See:
www.tda.gov.uk/Recruit/thetrainingprocess/qualifiedte
acherstatus/achievingqts
The Framework of Professional Standards…
… defines the expectations of teachers at key career
stages. Specifically it provides professional standards for:
• the award of Qualified Teacher Status (QTS) (Q)
• teachers on the main pay scale – post Induction (Core)
(C)
• teachers on the upper pay scale (Post Threshold
Teachers) (P)
• Excellent Teachers (E)
• Advanced Skills Teachers (ASTs) (A)
See: www.tda.gov.uk/standards
All ITT courses…
… are designed to prepare trainee teachers to meet the
Standards for QTS
… are underpinned by national Requirements for Initial
Teacher Training
See: www.tda.gov.uk/partners/ittstandards/guidance_08
All ITT providers must ensure…
… that training programmes … provide trainee teachers with
sufficient time being trained in schools and/or other
settings to enable them to demonstrate that they have met
the QTS standards.
Requirements for Initial Teacher Training, 2.8
See:
www.tda.gov.uk/partners/ittstandards/guidance_08/itt/
R2_8
This means …
… programmes will typically be structured to include the following
periods of time spent in training in schools or other settings.
A four year undergraduate QTS
programme
160 days (32 weeks)
A three year QTS undergraduate
120 days (24 weeks)
programme
A one year graduate QTS
programme
90 - 120 days (18 - 24 weeks)
Employment based schemes
As determined by the training
programme, which is based in
school
ITT aims to build a three way relationship around the pupil
School
(Trainee) teacher
Higher Education Institution
Masters in Teaching and Learning (MTL)
The MTL is a new professional qualification for teachers, designed as a
medium- to long-term vehicle for improving teaching quality
MTL will . . .
Create a
“learning”
mindset
Provide
contextual
coaching
Promote a
collaborative
profession
See: www.tda.gov.uk/mtl
The MTL programme will:
• Build progressively on
ITT and induction to
develop higher levels of
professional skills
• Be practice-based and
modular
• Focus on developing
practice through enquiry
and the use of evidence
• Be personalised to meet
participants’ learning
needs
• Be validated by
universities
Masters in Teaching and Learning (MTL)
Phase 1
Developing
Core provision,
based on an initial
diagnosis, focuses on
developing skills of
enquiry and use of
evidence, and on an
induction to
professional practice
in the school context
Phase 2
Broadening
and embedding
Core provision for
all participants,
covers four areas of
content, to broaden
and embed the
participant’s
professional
knowledge, skills and
understanding within
their own context
Phase 3
Deepening
Specialist
programme provides
learning opportunities
to deepen professional
knowledge and
understanding,
strengthen skills in
specialist areas, and
provide a pathway
through to the next
stage of professional
development