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Promoting Quality in Teacher Education

Guidance & resources

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.
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 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 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 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 statement on the Core Content Framework and OfSTED inspection framework (23rd June 2020)
UCET's position statement on the announcement that the OfSTED framework and Core Content Framework will go ahead as planned (23rd June 2020)
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

Early Career Framework (Jan 2019)
Fee funding for part time courses 2019/2020 (March 2019)
Guide to decision and offer-making for UCAS
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)
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.

NASBTT

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

OFSTED

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.

General

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.

COVID-19

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 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.
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).
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.
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 (5th June 2020)
Examples of QTS Assessment arrangements due to the Coronavirus pandemic.
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.
UCET's additional guidance for the PCET sector
SUPPLEMENTARY GUIDANCE ON COVID 19 AND PCET ITE PROGRAMMES
Wales: Additional ITE Provider advice (June 2020)
The Welsh Government is working closely with the other UK governments to ensure a consistent, public health-led approach to the Coronavirus situation.This guidance is for Initial Teacher Education (ITE) partnerships and is based on existing UK advice related to the Coronavirus pandemic. This guidance is an update to the guidance for ITE published 9 April 2020 (available at gov.wales/coronavirus-covid-19-temporary-guidance-initial-teacher-education-ite-partnerships) and updates will continue to be provided if there are any changes.
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