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Promoting Quality in Teacher Education

Note of the meeting of the UCET Post 16 forum held on-line at 1pm on 4 February 2022

Welcome, introductions and minutes of the previous meeting

Colleagues were welcomed to the second meeting of the 2021/22 academic year. The note of the meeting held on 22 October 2021 was agreed. On matters arising, ETF agreed to report back later about the availability of mentor resources.

Discussion

A range of issues were discussed, including:

An update from JNR on non-Post 16 related issues, including the review of the QTS ITE market; school placement issues; the drafting of a follow up to the UCET Effective CPD paper; and developments in Wales and Northern Ireland.

Feedback from the morning symposium on subject specific pedagogy which has been led by led Karen McGrath and Jo Elliot. It was agreed that a virtual group would be established for Post 16 forum members to share resources and discuss approaches to subject specific pedagogy, and a Google doc form was circulated for colleagues to register their interest. The possibility of a collaborative research project was raised and ETF was asked if resources might be made available. Forum members were also reminded about the FE sport network referenced at an earlier meeting (contact: d.williams@derby.uk). It was agreed that Heather Booth-Martin from Huddersfield would lead the next morning symposium to discuss an action research project into how FE teacher educators use modelling to teach values. A subsequent symposium might cover OfSTED ITE inspections Topics for others symposia were invited.

Covid related issues, where reports were given of ITE students and staff being asked to provide cover for absent staff, sometimes with no remuneration. Covid related withdrawals from some pre-service programmes were reported, for example because of family related issues, lack of mentor support or because some trainees had only applied to programmes because of fears about employment opportunities. Placements continued to be under pressure, sometimes because of the number of new staff employed in colleges who were not yet in a position to mentor students. Some newly qualified teachers were thought to require additional support as they moved into face to face teaching for the first time.

An update from DfE colleagues that covered:

A continued focus by DfE on the quality of teaching and teacher support and development in the context of its broader workforce policies.

The possible implications of increased delegation to local and regional decision-takers in the context of the ‘levelling-up’ strategy, and the possibility of a more local and regional focus for ITE delivery.

The earlier than usual announcement of pre-service bursaries for maths, science, engineering/manufacturing, computing, SEND and English (with English bursaries to be capped at 100 so as to encourage take up in other areas). DfE agreed to support providers who chose to reject otherwise suitably qualified candidates who they thought were only applying to ITE in order to receive bursaries. Announcements on funding for Taking Teaching Further and in-service grants would be made in due course.

The first ever substantive recruitment campaign to encourage people to teach in the FE sector, including advertisements, a coms toolkit, U-Tube videos and a dedicated website. The campaign was welcomed by forum members.

The progress of the Skills Bill through Parliament, which was expected to receive Royal Assent before the next Queen’s speech, and in the context of which discussions that had taken place about SEND and teacher education.

The new level 5 teaching apprenticeship, which was now the only teaching apprenticeship for the sector that was available to new applicants, with scope existing for those on the previous apprenticeship to transfer during the transitional period. DfE agreed to report back on levels of recruitment to the new programme. Apprenticeships for mentors and assessors were also under development.

The net zero strategy, where the new apprenticeship remained the only teaching qualification with sustainability included as a requirement, and would be in future also be reflected in the new DET minimum core and subsequently in the new teaching qualification.

An update from the Education and Training Foundation, including the development of the new teaching qualification, to which programmes would have to adhere in order to attract public funding. The new qualification would include subject-specific modules, guaranteed levels of mentor support, different placement experiences and sustainability. Increased flexibility compared to previous iterations had been made in respect of mentoring, 2nd placements and final assessments. Relevant research and resources would be signposted but not mandated. ESOL maths and literacy could be covered through the new subject-specific modules. References to 10 lesson observations were likely to relate to lessons of, possibly, 45 minutes or more and would not have to be graded. The scope to include briefer ‘run-throughs’ early in programmes were suggested. While peer observations could be useful, the formal requirements would be for observations by tutors and mentors as these could be properly overseen, judged and quality assured by the awarding organisations. Other ETF updates covered: the new DET minimum core to apply from September 2022 and which would include Equalities, Diversity & Inclusion and sustainability; ETF research into the development needs of teacher educators and student teachers impacted by Covid; and the Talent to Teach programme to encourage students into teaching by providing them with experiences in FE colleges.

Recruitment to pre and in-service ITE programmes for 2022/23, where most forum members reported a steady level of applications to pre-service, albeit with some recent ‘dips’ after an initial flurry. Some reports were given of candidates preferring to apply for secondary (possibly because of bursaries, salaries and different programme credit levels). It was generally felt to be too early to make predictions about in-service recruitment.

Inspection issues, with OfSTED ITE inspections recommencing on 10 January, despite concerns expressed by UCET and others. It was pointed out that it should be feasible for OfSTED to publish its inspection schedule in advance to allow ITE providers to prepare and ensure staffing availability.
Items for information

The following items were noted:

The UCET December newsletter.

UCET correspondence with Robin Walker.

The results of a UCET survey on Covid related ITE disruption.

Any other business

None.

Date of next meeting

20 May 2022 (provisionally face to face).