Guidance & resources
- Corona Virus: DfE Northern Ireland
- Coronavirus - Welsh Government advice (update 30.03.2020)
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: email@example.com
- Coronavirus: additional guidance for the PCET sector
SUPPLEMENTARY GUIDANCE ON COVID 19 AND PCET ITE PROGRAMMES
- CoronaVirus: Post-16 sector (DET guidelines from the Education & Training Foundation)
ETF guidance in respect of DET guidelines in the context of Covid19
- CoronaVirus: Post16 Sector
Guidance from the DfE for the Post-16 sector
- Covid-19: DFE POLICY STATEMENT (as of 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.
- COVID-19: REF 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.
UCET Key Documents
- 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.
- Current Policy Landscape
- 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)
PreambleIn January 2019 a UCET working group was established to consider the values and principles that underpin our work as teacher educators working in universities across the United Kingdom. One purpose of the work has been to inform the development of the next UCET Strategy and to provide the opportunity for further debate within the organisation about these core values and principles. The group was also set up to complement the work of a previous UCET working group that resulted in the publication of the Research Informed Teacher Education document. The IBTE group has met on five occasions. A draft document was produced in September 2019, which was subsequently discussed at Executive Committee and the various UCET forums, as well as being the focus of a session at the annual conference in November 2019. Feedback from these discussions led to revisions, with the final version of the document being published in January 2020. The IBTE position paper goes beyond being a ‘vision statement’ and is intended to be a document on which the officers and members of UCET can draw as appropriate. As a position paper it will be used to inform the next UCET strategy, in accordance with its original aim, but also used as the basis for any UCET response to policy consultations, government initiatives in relation to initial teacher education etc. Individual members might also wish to make use of it to inform discussions within their own institutions or wider networks across
- JNR Presentation on UCET Strategy to Management Forum (4th Dec 2018)
- 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.
- UCET Forum Dates 2019/2020
- UCET Lifetime achievement award: criteria
- 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 Workload Report Companion Greer and Daly (Feb 2019)
- UCET-NASBTT FAQs: Level 6 QTS Apprenticeships (Nov 2017)
DFE Documents and Links
- DfE guidance on ITT self evaluation documentation and improvement planning
- DfE Postgraduate Apprenticeships Guidance: for schools and providers (updated July 2019)
- Early Career Framework (Jan 2019)
- Fee funding for part time courses 2019/2020 (March 2019)
- Guide to decision and offer-making for UCAS
- Internet Safety Consultation Strategy Green Paper (Mar 2018)
- ITE Bursaries and SKE guidance (Mar 2018)
- ITT Census 2018 to 2019
- ITT Funding (including bursaries) in England for 2020/21
- ITT providers: criteria and supporting advice (last updated: 21 Jan 2019)
- New Recruitment and Retention Strategy (Jan 2019)
- Prompts for ITE providers to monitor the content of their programmes in the light of the Carter Review and the ITE content framework
- Provider level analysis: teacher supply, mobility and retention (Mar 2018)
- SKE Providers Roundtable Discussion note
- Summer Recruitment Service and UCAS 2019
Minister Gibb wrote to providers on 6 June indicating that this year the DfE will again be offering the Summer Recruitment Service. Candidates will be directed via the Teacher Training Adviser (TTA) service to providers and schools who have confirmed that they will be open in the summer.
- 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.
- UCAS Teacher Training Admissions Guide (Jan 2019)
- Workload Toolkit Consultation Memo (Jan 2018)
- Workload Toolkit Consultation Memo DfE QTS Consultation: Breakout Session Slides (Jan 2018)
- Evidence Bundles for Tracking Progress - Supporting Guidance (December 2017)
- Training & Assessment Toolkit - at a glance
- Training and Assessment Toolkit (Third Edition, December 2017)
- Inspecting ITE guidance: revised handbook (September 2018)
- ITT Census 2017 to 2018
- Letter to ITE Partnerships Jan 2018
- OFSTED Letter to ITE Partnerships May 2019 (updated 30 May 2019)
The trainee online questionnaire (TOQ) survey has been sent to providers and is open from 15 April 2019 – 31 July 2019. The letter includes an update on the protocol for sharing data with the DfE.
- BMSD Advice for Schools 2018: brief guidance to support schools and parents in meeting the needs of young Muslim people
- Council for Subject Associations - a list of resources for trainee teachers
The flyer below contains a list of links to various subject associations which can help both trainee and NQTs who are looking for ongoing professional development in their subject.
- 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 Census Collection 2018 - guidance for TTP
- ITT External Examiner Review Checklist
- Middlesex University: Building the Future of Primary Religious Education
NEW Online resources to support Primary ITT are launchedCulham St Gabriel’s, with support from NATRE, have launched two new resources to support primary teachers of RE. At the Building the Future of Primary Religious Education Conference held at the University of Middlesex the following were showcased:• A free new toolkit for Primary ITT tutors• A free new self-study Teach:RE Primary – an introduction courseA copy of the press release flyer is also available to download and distribute.
- NFER report (overview) Teacher Dynamics in England Nov 18
- NFER report teacher workforce dynamics in England 2018
- 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.