An article in the online journal, The Conversation, by Keither Parker and Professor Matthew Clarke (Yorks St. John University) on the DfE's ITE Market Review proposals and their impact on the intellectual basis of the profession.
The window for requesting early years initial teacher training (EYITT) allocations for the 2022 to 2023 academic year has been extended to Friday 30 July 2021. We are exploring how to further support the role of EYITT in children’s recovery from the impacts of COVID and will provide an update on the 2022 to 2023 academic year in July.
A request to submit claims for any trainees who will be continuing their training in Autumn 2021 as a result of not having had sufficient opportunity to evidence adequate progress towards the Teachers' Standards due to COVID-19 disruption to the course. Please see the attached claim form.
The purpose of this paper is to:
• Explain the current organisational and regulatory structures of initial teacher education (ITE) in England
• Consider the implications of the DfE’s Market Review of ITT
• Articulate the particular contribution that the higher-education (HE) sector makes to teacher education
• Identify ways in which higher education institutions can support MATs, teaching school hubs and others in regard to teacher education.
The IDSR is a PDF document showing data for Ofsted inspectors to use when preparing for and during inspection. The IDSR is designed to align with the Initial teacher education (ITE) inspection framework and handbook and to provide inspectors with insights into data published by DfE and collected by Ofsted.
Statutory Induction is changing
After a challenging year for trainees, it is more important than ever new
teachers receive the best possible support at the start of their careers.
The Early Career Framework ECF reforms are designed to ensure that early
career teachers develop the skills and confidence they need. If your school offers
statutory induction, you will need to replace your current induction process
with this new funded programme of professional development and support.
Since July 2020, we have held a quarterly Diversity Roundtable with national stakeholders invested in, and committed to, a system-wide strategy for collaborating on a DEI strategy in our schools. We collectively wrote to the DfE, the SoS, the NSC and the Equalities Team on March 1st. We are yet to receive an acknowledgement to our concerns. We have agreed to publish the letter as an open source, in the hope that we can move this conversation forwards.
The past year has seen a heightened focus on issues of
teaching, learning and support for pupils, teachers and
parents/carers in schools, following the Covid pandemic.
This document lays out the recommendations and rationale
of the signatory organisations for policymaking in England
to support recovery and build resilience for all members of
the school community, and especially the most vulnerable, in
order to improve performance, mental health and wellbeing
and to narrow attainment gaps.
Researchers in the School of Education, the University of Nottingham are looking for Primary ITT course directors and creative art specialists to contribute to their project of arts and creativity teaching in ITT.
Changes to the statutory induction arrangements. The revised statutory guidance underpinning induction comes into force from September 2021. It has been significantly updated since the previous version (issued April 2018).
This document has been produced ‘by the sector’ and ‘for the sector.’ It provides a selection of exemplification resources related to the CCF. It is designed as an introductory document for providers to use with their trainees and the colleagues who provide them with expert mentoring and support. It provides links to readily available resources which support each of the ‘learn how to’ emboldened statements in the ITT Core Content Framework (CCF). Each emboldened statement is set out under the relevant section of the Teachers’ Standards, following the CCF layout. Some of the resources are applicable to more than one of the Teachers’ Standards.
The new Teach Best website and Twitter link. These form part of our campaign in respect of the review of the ITT market. Please engage with the website and twitter link and share with your contacts. Many thanks to those of you who supplied case studies and logos
The latest information from the DfE on the eligibility for SKE. In December 2020 the Department confirmed, as part of the SKE package for academic year 20/21, that ITT candidates who have a degree in their chosen ITT subject awarded in the previous 5 years are not eligible for SKE. These candidates should have the required level of subject knowledge, or be able to top up their knowledge, without a DfE funded SKE course.
Please note this is guidance issued by the DfE.
The DfE have, at the suggestion of UCET and NASBTT, pulled together some existing guidance on GOV.UK that you may find useful as they discuss carrying out lesson observations or moderation remotely.
The new Student visa route, which falls under the UK’s new points-based immigration system, is now open for applications. This route is open to all international students (i.e. trainees on unsalaried ITT courses), including those from the European Economic Area (EEA) and Switzerland.
1) Guidance Updates for all ITT Partnerships
2) Summer Recruitment Service
3) Important Changes to the Professional Skills Tests
4) Changes to the Database of Trainee Teachers and Providers (DTTP) and July updates
5) Associate support for accredited ITT providers
6) COVID-19 ITT course extension funding
7) Teaching Vacancies Service
8) Now Teach Network & Programme Update
9) Cognition Education Programme Update
10) Maths and physics chairs programme – trainees available for September 2020
11) Future Teaching Scholars: an opportunity to fill maths and physics vacancies.
12) Recruit International Teachers for STEM and MFL
13) Extra support for school early career teachers
14) Teacher Subject Specialism Training (TSST) courses
15) Preparing for the DfE Apply for Teacher Training service
NFER’s annual Teacher Labour Market report series, funded by the Nuffield Foundation, aims to monitor the progress the school system is making towards meeting the teacher supply challenge by measuring the key indicators and trends of teacher supply and working conditions. This second annual report presents data from a range of sources, which together highlight the trends that describe the teacher supply situation, up to 2018/19.