Promoting Quality in Teacher Education

Guidance & resources

DfE Apply and Artificial Intelligence - guidance for candidates and providers (Jan 2024)
Links to recent guidance from the DfE on the Apply system and the use of artificial intelligence, for both HEI providers and for candidates.
DfE: ECF Reference Map (March 24)
The Initial Teacher Training and Early Career Framework (ITTECF) lays out ‘the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching’.  The Education Endowment Foundation (EEF) has independently assessed and endorsed that the claims made within the framework – particularly the ‘Learn that’ knowledge statements – accurately reflect the evidence sources from which they have been drawn. 
DfE: Eligibility for FE ITE bursaries, Academic Year 2023/24
Details of eligibility for FE ITE bursaries for 2023/2024 from the DfE.
DfE: Immigration Changes: implications for schools (December 2023)
Key headlines on the immigration changes announced by the Home Secretary this month, and what these changes will mean for schools.
DfE: ITE funding 2024/25 & bursaries (October 2023)
Details of ITE funding and bursaries for 2024/2025.
DfE: ITT reforms funding guidance (updated April 2024)
Guidance on the ITT reforms funding from the DfE.
HomeOffice: International ITT trainees – questions around visas
A summary of answers from the Home Office around recent questions from international ITT trainees, visas and their families. The questions has been anonymised.

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.
CCF and ECF refresh: call for evidence
UCET is pleased to respond to the call for evidence for the review of the Early Career Framework (ECF) and the Core Content Framework (CCF).      This evidence should be considered alongside that submitted by our member institutions, the higher education institutions involved in initial and continuing teacher education, and educational research.
DBS guidance from UCET & NASBTT (updated July 2023)
The latest version of the guidance from UCET and NASBTT for DBS. Please note that there are a handful of revisions to the original document that was uploaded in March 2023.
Evidence to Education Select Committee (updated August 2023)
The Universities Council for the Education of Teachers (UCET) is, as the membership body for higher education institutions engaged in teacher education and educational research, pleased to submit the following evidence to this important enquiry. We stand ready to supplement this at an oral evidence session. We have structured the evidence under the main headings in the call for evidence There is however inevitably a degree of overlap and points made in one section might also apply to others.
Focus Group Analysis of “Teacher Professional Learning (TPL) in Northern Ireland (NI)” Proposals
The final report of the focus group on the Teacher Professional Learning in Northern Ireland proposals by Dr Allison Campbell, Dr Patricia Eaton, Dr Paul McFlynn and Dr Emilia Symington.
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.
Golden Thread or Gilded Cage? CPD position paper (November 2022)
UCET new CPD paper (November 2022), which is an analysis of the Department for Education's support for the continuing professional development of teachers. The full and executive summary versions are available below.
Intellectual Base of Teacher Education report (updated February 2020)
iQTS Consultation Response
UCET's response to the International Qualified Teacher Status.
ITAP: summary of subjects (March 2023)
Many thanks to those of you who have responded to our request for information about ITAP subjects areas. A summary of results is below, anonymised. This will be updated as and when required.
ITT Recruitment statistics and analysis for Secondary subjects (May 2023)
The latest recruitment statistics and analysis of ITT Secondary subjects from Mark Crowley (Nottingham Trent University)
MATs and Teaching School Hubs briefing note
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. 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.
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.
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).
The new ECF and CCF (January 2024) & blog from Professor Clare Brooks (Cambridge)
UCET's official statement on the new ECF and CCF framework and a new blog from Professor Clare Brooks at Cambridge University which is being posted on the UCET website for information without comment.
UCET DBS and Keeping Children Safe in Education: guidance for ITE trainees (January 2023)
This leaflet updates ITE providers, local authorities, schools, colleges and others on requirements in respect of DBS checks and disqualification from childcare as they impact on student and trainee teachers. It supersedes previous guidance issued by UCET. It does not represent a comprehensive explanation of the DBS, prohibition and criminal records check requirements and should be read alongside relevant statutory guidance and advice.
UCET Lifetime achievement award: criteria
UCET Northern Ireland: Independent Review of Education report
1. International recognition of the importance of teachers and teacher education The importance of teachers has been long-recognised as central not only to the educational and personal development of children, but also to societal wellbeing and economic growth (Organisation for Economic Cooperation and Development [OECD], 2005, 2018; Larsen, 2010). The OECD goes so far as to say that, ‘the quality of an education system depends on the quality of its teachers’ (2018:20). It follows therefore that the knowledge, processes and practices of initial and continuing professional learning are fundamental in ensuring the highest quality teachers are in place to meet these individual and societal aspirations. With this in mind, in most international contexts, there has been an increasing ‘problematisation’ of teacher education focussing on the extent to which it is perceived to support academic and economic development. The subsequent policy focus has promoted increased prescription and a focus on ‘evidence-based ‘best’ practice’ (Helgetun and Menter, 2020). In England for example, the policy trajectory has led to the development of a discourse on teacher learning as a process of ‘training’ (DE, 2010), accompanied by ongoing deregulation of the process by moving this training increasingly into schools and out of colleges and universities (Mayer, 2021). There is a strong emphasis on the achievement of ‘professional standards’ and more recently, a complete market review of the teach
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 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: Early career framework induction evaluation
Research reports presenting findings from the first year of the national roll-out of the early career framework (ECF) induction programmes.Details These research reports focus on the experiences of early career teachers (ECTs), mentors and induction tutors involved in the first year of the national roll-out of the 2-year ECF induction programmes. The findings of the reports are based on: 2 surveys, one conducted in December 2021 and January 2022 at the end of the first term (referred to as the baseline survey) and the other in May and June 2022 at the end of the first year (referred to as the mid-point survey) case-study interviews in 11 schools, and interviews with senior leaders and induction tutors in a further 15 schools discussions with the lead providers responsible for co-ordinating the delivery of the provider-led training programmes a workshop with mentors data from the Department of Education (DfE) continuing professional development (CPD) digital service The year one report, published in March 2023, builds on findings set out in the interim report, published in May 2022.
DfE: ITT funding guidance for academic year 2023-2024
Funding guidance for ITT: Funding: initial teacher training (ITT), academic year 2023 to 2024.
DfE: ITT reform grants (February 2024)
FAQs on the ITT reform grants.
DfE: Overseas' Teaching Qualifications in England (February 2023)
On 1st February, the DfE open their service to nine new countries, alongside those eligible now. Further details are below. An update on eligibility will also be circulated in May 2023.
Intensive Training and Practice policy paper (Dec 23)
This document is for accredited ITT providers when developing intensive training and practice elements of their ITT curricula. It supplements the content on ITAP contained within Initial teacher training: criteria and supporting advice – 2024 to 2025.
Teacher Workload Reduction Service - Michael Green (Mar 2018)


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


Anti-Racism ITE/T framework
This framework was developed through a research project commissioned by the NEU and supported by internal funding from Newcastle University. The project was led by Professor Heather J Smith (PI, Newcastle University) and Professor Vini Lander (Co-I, Leeds Beckett University) with research support provided by Marsha Garratt.
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
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.
UK Feminista’s training and resources on tackling sexism and sexual harassment in schools and colleges
UK Feminista provides training and resources to support schools and colleges to combat sexism - including sexual harassment, sexist language and gender stereotyping


Initial teacher education providers: unsung heroes of the pandemic
The Covid 19 epidemic has created unprecedented challenges for all sectors of education. Early years settings, schools, further education colleges and universities have all excelled themselves and done the individuals and the wider community they serve proud. These efforts have been lauded by pretty much everyone, other than of course the usual professional naysayers.
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: if you would like to contribute to this document. The key headlines are listed below.

DfE Market Review

BCU response to the Market Review
A copy of Birmingham City University's response to the ITT Market Review
DfE: ITT forming partnerships (2 August 2023)
Guidance on forming partnerships to provide ITT from September 2024.
DfE: ITT provider accreditation guidance on Stage 2 of the Market Review process (20th November 2022)
Please see the link above to guidance for ITE providers on Stage 2 of the accreditation process, published 20th November 2022. A short summary of key process points, based on an initial read of the documents, is below.
DfE: Market Review Accreditation Process FAQs - version 8 (published on 3rd February 2022)
Updated information regarding the ITE Market Review accreditation process published 3rd February 2022 (version 8).
DfE: Updated partnership guidance (November 2023) & Early Career Framework (ECF) Mentor Training Curricula
The latest partnership guidance from DfE. The key updates include a new teaching apprenticeships section from page 14, embedding the strategic roles of Teaching School Hubs into the TSH section on page 22 and including PGTA specific definitions on page 8. Please also see the attached email from DfE with details of mentor training offered by ECF providers.
Education Uncovered: Digging around in the undergrowth of schools reform in England (Aug 21)
Education Uncovered is a new website offering exclusive news stories, irreverent and analytical blogging, first-person reportage, long read features and opinion and more.
Educational organisations and associations responses to the ITT Market Review (Sept 21)
Links to responses from educational organisations and associations and other interested parties. Please note there are separate lists for Universities and national press responses.
EduResearch Matters Blog: It’s anarchy in England. Australia’s ITE must now steer clear (Aug 21)
A blog by Alan Tudge and Viv Ellis on the Market Review reforms and the continuing influence of England on Australian education policy as well as this country’s own unique history of a hundred and one damnations in teacher education reform.
FAQs on Partnership Grants (Feb 23)
FAQs on partnership grants. Please see the full attached document.
Initial teacher training (ITT): forming partnerships (12th December 2022)
Guidance from the DfE on forming partnerships to provide ITT from September 2024.
ITT reform: partnership grant (Dec 22)
How initial teacher training (ITT) providers awarded accreditation for 2024 can apply for a grant to establish a new partnership.
MillionPlus Deans of Education Response to the ITT Market Review Consultation (20th August)
The MillionPlus Deans of Education Network represents modern universities who engage in initial teacher training (ITT). We work together and with sector bodies and government to share best practice and to offer informed comment on policy, as well as generating policy of our own. The Network has engaged with government and the review team during the ITT Market Review process. Below are the responses to some of the questions asked in the formal consultation on behalf of our membership.
National Media responses to the ITT Market Review
A list of links to articles in the national press and media on the ITT Market Review proposals.
TEAG response to the ITT Market Review (September 2021)
The Teacher Education Advisory Group (TEAG) is a jointly organised group by Universities UK and GuildHE representing the views of higher education providers of initial teacher education. Universities UK represents more than 140 universities across the UK and GuildHE represents more than 50 universities and colleges. This consultation response draws on discussions at several TEAG meetings, including with the ITT Review Chair, Ian Bauckham, comments from members on a number of drafts of the consultation as well as drawing on consultation responses from a number of individual institutions.
UCET and Universities' Responses to the Market Review (Sept 21)
A list of links to UCET's and Universities' responses to the publication of the DfE's Market Review reforms. There is a separate page for other organisations and institutions responses. Both these pages will be updated as more responses are received.
UCET ITT stage 2 workshop queries & DfE responses (February 2023)
DfE responses to a series of questions UCET members had raised at workshops held in the Spring term 2023. Please see the full attached document.
UCET Market Review Response (July 2021)
UCET response to the DfE's Market Review, which was published on 20 July 2021.
UCET Press Notice: the DfE Market Review proposals (22nd July 2021)
A copy of the press notice that was issued in response to the publication of UCET's response to the Market Review.
University Alliance response to the ITT Market Review (13 August 2021)
The response from the University Alliance to the ITT Market Review. University Alliance (UA) is the voice of professional and technical universities. We represent large and mid-sized universities across the UK working at the heart of their communities. Alliance universities partner with industry and the professions to deliver the workforce of today and tomorrow through professional, practical, skills-based learning and applied research.
University of Oxford: Market Review Response
The University of Oxford has submitted its response to the public consultation, launched on 5th July 2021, following the publication by the government of the ITT market review report. We issued a statement on 5th July, expressing our concerns about the report and its recommendations which, if implemented, would have far-reaching consequences for initial teacher education (ITE) in England, including a threat to the future viability of the Oxford Internship Scheme which could not operate under the proposed model.