For many Virtual Heads and EP services, developing the capacity of schools to meet the needs of their children is a key issue, on a national level. Many have used ARC membership as their starting point and a means of connecting local practice to a national agenda focused on children’s mental health and well being. With many schools going the extra mile and developing best practices, making a huge difference to children’s lives and futures, ARC has extended its membership offer. This newly developed offer now includes a bespoke self assessment tool in the ARC Matrix, a development plan framework and audit resource and an ARC Pathway model, specifically designed to support school settings, to begin and continue their journey to becoming attachment and trauma aware; as well as align with Ofsted criteria.
A new NISTR solution will be launching for the new academic year 2022/23 for the benefit of all substitute teachers and school users. This innovative system is currently in development through the Education Information Solutions (EdIS) programme.
It is vital that you are registered and that your details are up to date on the current system. All users will be automatically transferred to the new system ahead of the new school year.
Clare Francis-Slater is an experienced Primary school teacher, who teaches widely in the Derbyshire area, specialising in the early years. She is the founder of her own educational organisation that runs CPD sessions for whole staff teams in schools/online to raise awareness of the importance of providing as racially inclusive experience as possible for all children at school. This has been driven largely by Clare reflecting on her own personal experience of growing up in the British education system. She has also become a recent associate lecturer at The University of Derby.
The TESN Newsletter, which is packed with invaluable subject advice for Teacher Educators. It is free for teacher educators to sign up to the TESN, irrespective of whether they hold NASBTT membership or not. This newsletter is for Seconary colleagues - please see the other listing for Primary colleagues.
UK Feminista provides training and resources to support schools to combat sexism - including sexual harassment, sexist language and gender stereotyping. UK Feminista’s resources have been recommended by Ofsted in its 'Schools and early education update: September 2021'.
Welcome to the spring 2022 edition of the Teacher Development Ofsted Update. In this edition, we announce a recruitment drive for specialist teacher development Ofsted Inspectors, information about the ITE market review and the publication of our new ECF and NPQ inspection framework and handbook.
The 2022 TEAN Conference event will be held on Thursday 05 and Friday 06 May 2022. Following the popularity of our discussion 'TEAN Talking' webinars, it has been suggested that we add a new dimension to this year's conference and are welcoming abstracts for current research and innovative practice hot topics as 'Talking Points' for discussion!
Following the highly successful presidency of Professor James O’Meara, (2011-2021), ICET has opened
the search for his successor. Incorporated in 1973 as a non-profit professional association, the
International Council on Education for Teaching (ICET) www.icet4u.org is an association of
organizations, institutions, and individuals. The purpose of ICET is to define and explore ideas and
principles underlying the education of those preparing to become teachers, other professional educators or
school leaders; to examine the challenges of continued education of these educators and school leaders in
service; and to promote opportunities for international research consultation and collaboration between
organizations and persons engaged in these types of education.
The DfE are ambitious teacher training providers to create and market a bespoke ‘Physics for engineers’ ITT pilot programme, which will run for one year starting from September 2022.
As part of the pilot, providers will receive grant funding of up to £19,999 per provider to support the training of engineering graduates to become excellent physics teachers and achieve Qualified Teacher Status (QTS).
Providers must already offer physics ITT and have experience in training a range of graduates to teach physics. Providers will need to host at least 10 engineering graduates to train to teach physics, in addition to their normal intake of physics trainees.
Teacher shortage continues to be a challenge across the UK, particularly in some regions, phases and subject areas. Ensuring that we have enough teachers within the system continues to be a pressing issue for schools and policymakers, particularly as we know the importance of high-quality teaching for the life opportunities of young people. This project is focusing on undergraduate teaching ‘taster’ or school experience modules, as a potential strategy for encouraging university students to consider a career in teaching. To date, there have been no studies on a national level which examine these programmes, their role or impact. Findings will be used to inform policymakers and practitioners about developments in this area with a view to contributing to ongoing policy and practice reforms.
A new research study on racial equality in the teacher workforce in England will explore the under-representation and career progression opportunities in the teaching profession among people from Black, Asian and Minority Ethnic (BAME) backgrounds.
The University of Bristol, School of Education run two education products, the Bristol Guide and the Education Policy and Research Service. UCET is pleased to endorse both as valuable resources for trainee teachers and school staff. We have a partnership agreement whereby members can claim a 10% discount on both the Guide and subscriptions to the EPRS.
The purpose of this paper is to brief UCET members and others about the reported conduct and emerging outcomes of the OfSTED inspections of ITE provision that have been taking place since the Spring of 2021 and to make suggestions for ITE providers on the handling of these inspections.
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 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.
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.