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Promoting Quality in Teacher Education

Guidance & resources

UCET Key Documents

Blog: Market Review of ITE (January 2021)
James Noble-Rogers' blog on the proposed 'market review' of ITE and new Institute of Teaching.
Building Research Informed Teacher Education Communities: case studies appendix template
A copy of the template for the case studies for 'Building Research Informed Teacher Education Communities' position paper.
DBS guidance (Updated October 2019)
This latest guidance from UCET and NASBTT reflects recent DfE advice that students on non-employment based routes do not need to undergo right to employment checks.
Fundamental English & Mathematics Proficiencies: FAQs
An FAQ document on ensuring fundamental skills in literacy and numeracy in the light of the removal of the Skills Tests requirements from April 2020. Thanks to NASBTT colleagues for their contributions.
Fundamental English and Mathematics Proficiencies: examples from ITT providers
Some examples from ITE providers on the measures they are taking. These are circulated for information, and colleagues are free the build on or adapt them as they think best. Other examples will be shared at UCET forums. We are very grateful to the HEIs and SCITTs that have shared these with us. Please also see the FAQs document, listed separately.
Intellectual Base of Teacher Education report (updated February 2020)
Press Notice: ITE Market Review (February 2020)
UCET's press notice on the review of the ITE market by the DfE.
Press Release: DfE Recruitment and Retention strategy (Jan 19)
Press Release: UCET calls for a reinvigoration of teacher professionalism
The Universities’ Council for the Education of Teachers (UCET) is urging all political parties fighting the General Election to commit to boosting the quality, status and professionalism of teachers.
Professionally Acceptable Workload: a second UCET companion (October 2019)
Written by Dr Julie Greer (Cherbourg School, Hants) and Dr Caroline Daly (IoE, UCL). The Department for Education (DfE) has taken steps over the last year to emphasise the importance of addressing excessive teacher workload, in order to reduce the number of teachers leaving the profession and to encourage more entrants to teaching. This is a second companion paper in response to guidance that has been offered, for consideration by teacher education partnerships.
QTS Assessments for 2021 (Jan 2021)
The coronavirus restrictions introduced in the Spring term of 2021, are likely to impact on the amount of time that trainees will spend in schools, and the range of teaching experiences they will be afforded. As such providers need to consider how they can make recommendations for the awarding of QTS.
Teacher Professional Learning Frameworks report (Northern Ireland): final report (2019)
1.1. In 2016, following consultation with stakeholders, the Department of Education (DE) in Northern Ireland launched its Teacher Professional Learning Strategy entitled ‘Learning Leaders: A Strategy for Teacher Professional Learning’. The overall aim of this strategy is to empower the teaching profession to meet the challenging educational needs of young people in the 21st century. The supporting objectives are: to provide a structured framework for teacher professional learning; develop the leadership capacity of teachers; and provide practice-led support within communities of effective practice (DE, 2016).
UCET Lifetime achievement award: criteria
UCET paper on Effective Continuing Professional Development (Jan 2021)
SummaryThis report is based on the wealth of experience and scholarship shared by UCET colleagues. It reflects on key aspects of CPD-related policy, practice and research over the past 50 years and highlights the following principles:Education professionals require an expanding range of competences over their career; these are often context-specific, unforeseen and go beyond any single frameworkAs well as being research-informed, CPD should engage educators in theory so they can adapt their learning creatively to enrich their own settingReflective practitioners are best cultivated by supporting teachers’ in conducting their own researchEffective CPD is built on trusted relationships between deliverers and learners and include a strong element of coaching and/or mentoring often by peersFor sustained impact, CPD needs to be sustained over time (at least across two terms), making use of multiple formatsBy engaging teachers in their wider social, economic and environmental contexts, CPD will ensure responsible professionals in the fullest senseDeveloping teachers’ agency will enable them to consider their practice critically, lead their own learning and thus maximise the positive impact they have on their learnersAll CPD should be subject to robust quality assurance.
UCET position paper: Building Research Informed Teacher Education Communities (July 2019)
Responding directly to the BERA-RSA challenge, this UCET position paper sets out a practical, dynamic framework that will support development of high quality research-informed practice wherever teacher education occurs. The purpose of this is to enable teacher educators in any context or setting to undertake critical curriculum review, (Nunn, 2017) and to develop TE provision that is deeply and purposefully engaged with research. The framework is supported by exemplary case studies, covering topics including research ethics, action research, scaling up of small scale research findings, developing research capacity and community in school-HEI partnerships.
UCET Response to QTS Consultation Response
UCET statement on Systematic Synthetic Phonics & the OfSTED inspection framework (July 2020)
UCET's statement on the Systematic Synthetic Phonics and the OfSTED ITE inspection.
UCET Strategic Plan 2020-2025 - template
Our vision: All teachers are confident, competent and independent professionals able to draw upon and contextualise a shared base of professional knowledge built on high quality research. Our mission: To advocate for and support high quality teacher education by supporting our membership and working in professional collaborations with other organisations, drawing on relevant research and acting in accordance with the principles we believe should underpin effective teacher education.
UCET Workload Companion [1] (Feb 2019)
Dr Julie Greer (Cherbourg School) and Dr Caroline Daly (UCL, IoE) first report/companion to teacher workload.

DFE Documents and Links

DfE ITT Self-Evaluation and Improvement Planning Advice for Providers
Guidance for accredited providers of initial teacher training (ITT) on developing an annual self-evaluation and improvement plan to raise outcomes for trainees.
DfE: Guidance on students returning to study & training in Spring 2021 (03 December 2020)
Guidance from the DfE on students returning to universities in January 2021
Early Career Framework (Jan 2019)
Early Career Framework Reforms: Statutory Induction Guidance and Appropriate Body Guidance Update (25th March, 2021)
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).
Fee funding for part time courses 2019/2020 (March 2019)
Guide to decision and offer-making for UCAS
Induction for Early Career Teachers (March 2021, for September 2021)
Statutory guidance for appropriate bodies, head teachers, school staff and governing bodies. Revised March 2021; to come into force on 1 September 2021
ITT Census: Initial teacher training: trainee numbers census (provisional) 2020 to 2021
Provisional recruitment to initial teacher training (ITT) programmes in England in the academic year 2020 to 2021..
ITT Core Content Framework Exemplification Resource (Sept 2020)
These resources were collated by DFE on the basis of suggestions made by a selection of ITT providers. They were not produced by UCET and are not endorsed or otherwise by UCET.The ITT Core Content Framework (CCF) published in November 2019, defines the minimum entitlement for all trainees and places a duty on ITT providers and partner schools to work to embed this in programmes from September 2020. This document includes resources that complement those in the references section of the CCF (https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework).
ITT Funding (including bursaries) in England for 2020/21
New Immigration System and trainee teachers (September 2020)
Guidance issued by the DfE on how the new immigration system affects trainees and providers from Jan 2021.
New Recruitment and Retention Strategy (Jan 2019)
New student visa route (from January 2021)
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.
Postgraduate Apprenticeships Guidance: for schools and providers (updated July 2019)
Links to guidance for both employers and providers
Prompts for ITE providers to monitor the content of their programmes in the light of the Carter Review and the ITE content framework
SKE Providers Roundtable Discussion note
Teacher Workload Reduction Service - Michael Green (Mar 2018)
Teaching School Hubs (February 2020)
Letter from Paul Cohen (DfE) on the new system leadership reforms, including information on the new 6 teaching school hubs.
Teaching School Hubs (February 2021)
The teaching school hub programme will create a network of 87 centres of excellence for teacher training and development, focused on some of the best schools and multi-academy trusts in the country. This programme replaces the previous network of around 750 teaching schools, which will end in August 2021.


Evidence Bundles for Tracking Progress - Supporting Guidance (December 2017)
Training & Assessment Toolkit - at a glance
Training and Assessment Toolkit (Third Edition, December 2017)


ITE Consultation Engagement 2020: FAQs
FAQs on the recent consultation. For any questions specific to the Department for Education (DfE) contact the DfE directly.
ITE OfSTED Autumn update (September 2020)
OfSTED Letter to ITE partnerships for Autumn term 2020.
OfSTED: New Inspection Framework and Handbook (23rd June 2020)
This framework and handbook document sets out Ofsted’s inspection principles, guidance and the main judgements that inspectors make when inspecting ITE.
UCET statement on Systematic Synthetic Phonics & the OfSTED inspection framework (July 2020)
UCET's statement on the Systematic Synthetic Phonics and the OfSTED ITE inspection.


Council for Subject Associations - online resources (July 2020)
News today of the launch of an online directory of all the Subject Associations that support each subject taught in schools, plus listings of organisations that provide further support.
Education Policy Institute Report: post 18 education and funding (May 2019)
In February 2018, the Prime Minister launched a review into the post-18 education system, led by Philip Augar. The review is the first to examine post-18 education funding in almost a decade, and as well as considering tuition fees, will also consider the funding of wider post-18 qualifications and further education.
ITT External Examiner Review Checklist
NFER Report: Teacher Autonomy (January 2020)
Retaining more teachers is crucial for the education system when there are not enough teachers coming in to the profession to meet the growing need from rising pupil numbers. Unmanageable workload and low job satisfaction are significant factors determining teachers’ decision to stay in the profession or leave. Our research is the first large-scale quantitative study to look at teacher autonomy and its importance for retention in England. We find that teacher autonomy is strongly correlated with job satisfaction, perceptions of workload manageability and intention to stay in the profession. We also find that the average teacher has a lower level of autonomy compared to similar professionals. Teachers’ autonomy over their professional development goal-setting is particularly low, and is the most associated with higher job satisfaction. Increasing teachers’ autonomy, particularly over their professional development goals, therefore has great potential for improving teacher job satisfaction and retention. School leaders and the Department for Education should consider how to adapt policy and practice to harness the benefits of teachers having greater involvement in their professional development goal-setting and making decisions more widely.
PGCE and the TE Landscape Survey (2015)
A survey of HEIs showing the levels of Master's credits offered across PGCE courses, for both Core and School Direct routes.


Apprenticeships for the PCET sector (14th May 2020)
The Institute for Apprenticeships have provided a Covid-19 information hub. Under the section called 'Institute Guidance', you will see the things that can be agreed with the apprenticeship standards' external quality assurance provider to help during this time:https://www.instituteforapprenticeships.org/covid-19-information-regarding-apprenticeships/
Asssement Only guidance (posted 22nd May 2020)
All ITT providers must ensure that:the process of assessment:includes the assessment of practical teaching in a school (or early years or further education setting)typically does not last longer than 3 months
Coronavirus: UCET advice on ITE placements for the current academic year 2019/20 (May 2020)
UCET advice on the resumption of ITE placements in the context of Covid19 for the remainder of the academic year.
CPD institutional survey (7 May 2020)
UCET are surveying the adjustments to CPD in light of the Coronavirus. Please contact James if you would like to add examples of what your institution is doing: j.noble-rogers@ucet.ac.uk
DfE ITT Self-Evaluation and Improvement Planning Advice for Providers
Guidance for accredited providers of initial teacher training (ITT) on developing an annual self-evaluation and improvement plan to raise outcomes for trainees.
DfE Northern Ireland advice on Covid 19 (April 2020)
DfE policy statement on Covid 19 (27th March 2020)
Please see the attached DfE statement on the Corona virus and ITE. This supersedes the holding advice issued by UCET and NASBTT on Friday last week.
DfE: Guidance on students returning to study & training in Spring 2021 (03 December 2020)
Guidance from the DfE on students returning to universities in January 2021
End-point assessment for teacher apprentices: changes for training providers (September 2020)
Information on the actions that training providers should take for the return of apprentices from September. Read more about it in the returning to workplace and educational settings section.Information on how apprentices who have been made redundant, or who are at risk of redundancy, can access online and telephone support through the Redundancy Support Service for Apprentices. Read more about it in the redundant apprentices section.Confirmation that we are planning to restart routine funding audits from September 2020. Read more about it in the audit section.Information on the new incentive payment for hiring a new apprentice. Read more about it in the apprenticeship programme response section.
EYITT requirements and supporting advice (posted 21st May 2020)
Advice for providers looking to offer early years initial teacher training (ITT).
Guidance on Student Teacher Professional Placements for Teacher Education Institutions in Scotland - August to December 2020
Guidance has been developed by the Association of Directors of Education in Scotland(ADES), the General Teaching Council for Scotland (GTC Scotland), the Scottish Council ofDeans of Education (SCDE), and the Student Placement Management Group (SPMG).
Home for Christmas 2020 guidance for ITT providers for student trainees (26 November 2020)
New government guidance in respect of students returning home for Christmas. The reference to ITE students can be found below. ITE students, as critical workers, can be deemed to be operationally essential. There is no requirement however that student teachers continue their placements and they cannot be required to do so.
ITT Course Extensions Funding Manual for 2019/2020 (8th June 2020)
The government announced, on 7 April 2020, arrangements for the recommendation of qualified teacher status (QTS) for trainee teachers whose courses have been affected by the coronavirus (COVID-19) outbreak. These arrangements set out that trainees making adequate progress towards the teachers’ standards and who continue to participate in their initial teacher training (ITT) course should be recommended for QTS at its conclusion. This will enable them to enter the workforce as newly qualified teachers in autumn 2020.
ITT delivery for 2020/21: provider approaches and examples
This document has been developed by the sector for the sector, and is intended to act as a helpful guide for Initial Teacher Training (ITT) providers by setting out some ideas about how to approach delivery in the current context, together with examples of what some providers are doing already.
Million+ Placements Toolkit Guidance
ITT setting/school placements 2020/21: provider approaches and work in progress
PCET deferrals, professional standards and minimum core requirements (UCET advice)
UCET Advice on PCET deferrals, professional standards and minimum core requirements.
PCET institutional examples
UCET are collecting examples of what institutions are doing. The key headlines are below and the full working document can be found below. Please contact James Noble-Rogers: j.noble-rogers@ucet.ac.uk if you would like to contribute to this document. The key headlines are listed below.
Post-16 sector (DET guidelines from the Education & Training Foundation)
ETF guidance in respect of DET guidelines in the context of Covid19.
Post16 Sector - DfE guidance
Guidance from the DfE for the Post-16 sector
QTS Assessments for 2021 (Jan 2021)
The coronavirus restrictions introduced in the Spring term of 2021, are likely to impact on the amount of time that trainees will spend in schools, and the range of teaching experiences they will be afforded. As such providers need to consider how they can make recommendations for the awarding of QTS.
Recruitment processes for 2020/2021 (ITE Secondary)
We are collecting examples of how UCET members are conducting remote interviews for recruitment to ITE programmes next year, with particular challenges (e.g. in terms of observing applicants’ interactions with children, involving school partners etc.) identified, along with possible solutions. Please contact James Noble-Rogers: j.noble-rogers@ucet.ac.uk if you would like to contribute to this document. The key headlines are listed below.
REF 2021 guidance on contingency planning
The REF team has written to heads of institutions to outline the UK higher education funding bodies’ current position in relation to contingency planning for coronavirus for the Research Excellence Framework (REF) 2021.
Requesting Postgraduate Teacher Training Courses 2020/2021
Guidance and advice from the DfE 'Becoming a Teacher' team to providers on changes they are making to the process of requesting postgraduate teacher training courses and getting permission to recruit trainees to them.
Revised ITE Criteria (4 June 2020)
Revised ITE criteria, which include the new flexibilities on GCSE entry criteria previously notified.
Risk assessment advice for ITE providers from UCET (July 20)
The purposes of this guidance is to give UCET members some suggestions about things they might like to consider when carrying out risk assessments and making decisions about the placement of ITE students in schools during the current Covid 19 Pandemic. This advice is contingent on any future decisions or guidance from relevant statutory authorities.
Suggested models for ITE structures in Northern Ireland 2020/2021 (June 2020)
This paper sets out an exemplar of how ITE providers in Northern Ireland might review and adjust their undergraduate and postgraduate ITE programmes to respond to the challenges presented by the Covid 19 pandemic, particularly in respect of school placements and the implications of social distancing regulations.The context of this paper has been informed by current institutional plans by the four HEI providers in Northern Ireland. It should be interpreted flexibly according to the needs and context of each provider.
Survey: the impact of Covid-19 on education research (November 2020)
The results of a snapshot survey into the impact of Covid-19 upon education research in HEIs.
UCET's additional guidance for the PCET sector
Wales: ITE Provider advice
This guidance is for Initial Teacher Education (ITE) partnerships and is based on existing UK advice related to Covid-19. Please see the hyperlink to Gov.Wales for the latest advice.
Welsh Government advice for ITE partnerships (updated 30th March 2020)
Please see the attached PDF and also the safeguarding poster (updated 30.03.2020)Please see the attached advice from the Welsh Government about Covid 19 and its implications for ITE. Please get in touch if you have any questions: info@ucet.ac.uk