Guidance & resources

DfE: ECF relaxation of reforms & new suite of NPQs (March 2022): A letter from Rt. Hon. Robin Walke, MP, Minister of State for School Standards on relaxations to the ECF, and the new reformed suite of NPQs.
DfE: Eligibility for FE ITE bursaries, Academic Year 2023/24: Details of eligibility for FE ITE bursaries for 2023/2024 from the DfE.
DfE: Funding for ITT academic year 2022- 2023 (12th October 2021): Information and guidance from the DfE on funding for: postgraduate bursaries and scholarships; undergraduate bursaries; 'Troops to Teachers' bursary; School Direct (salaried); postgraduate apprenticeships; SKE; Early Years ITT and grant funding agreeements.
DfE: Guidance for treating candidates fairly when you recruit trainee teachers ( 7 April 22): As a teacher training provider you should ensure that candidates are treated fairly. This includes giving them information they need and the best chance of succeeding in their future applications if you do not offer them a place. This guidance shows you how to do this. You should also ensure you comply with the Initial Teacher Training (ITT) criteria.
DfE: How to apply to become an accredited ITT provider (Round 2 guidance, May 2022): Round 2 application guidance for organisations seeking accreditation to deliver ITT from the 2024 to 2025 academic year (23 May 2022).
DfE: ITT reform set up grant 2022/2023: How initial teacher training (ITT) providers awarded accreditation in 2022 can apply for a set-up grant.
DfE: Support with ITT delivery 2021 to 2022 (March 22): Updated guidance from the DfE on support with ITT delivery in AY2021/22.
DfE: UCET emails to DfE on Market Review (June 2022): A list of questions from UCET members on the Market Review accreditation process and answers from the DfE (June 2022).
OfSTED inspections of ITE 2021/22: a briefing paper to UCET members (October 2021): A briefing paper to UCET members regarding the recent inspections of ITE provision by OfSTED.
Supporting Early Career Teachers to thrive in their first year: a guide for secondary schools (September 2021): The aim of this guide by Dr Simon Gibbons and Dr Elizabeth Rushton (KCL) is to provide evidence and guidance to assist schools’ efforts in supporting those Early Career Teachers (ECTs) who have trained during the 2019- 2020 and 2020-2021 academic years, whose training has been profoundly disrupted by the Covid-19 pandemic. These trainees are now working as teachers in secondary schools across the UK, and are therefore in need of practical, targeted advice and support to improve their classroom readiness, strengthen their practice and ultimately improve their chances of staying in the profession.

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 March 2023): The latest version of the guidance from UCET and NASBTT for DBS.
Evidence to Education Select Committee (April 2023): UCET's evidence to the Education Select Committee enquiry into teacher recruitment, training and retention.
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)
Letter from UCET CPD forum to DfE on ECF: A letter from the chair of UCET's CPD forum, Dr Paul Vare (University of Gloucester) to the DfE on the proposed Early Career Framework reforms representing members' concerns and reflections.
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 Notice: ITE Market Review (February 2020): UCET's press notice on the review of the ITE market by the DfE.
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.
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 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 paper on Effective Continuing Professional Development (Jan 2021): Summary This 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 framework As well as being research-informed, CPD should engage educators in theory so they can adapt their learning creatively to enrich their own setting Reflective practitioners are best cultivated by supporting teachers’ in conducting their own research Effective CPD is built on trusted relationships between deliverers and learners and include a strong element of coaching and/or mentoring often by peers For sustained impact, CPD needs to be sustained over time (at least across two terms), making use of multiple formats By engaging teachers in their wider social, economic and environmental contexts, CPD will ensure responsible professionals in the fullest sense Developing teachers’ agency will enable them to consider their practice critically, lead their own learning and thus maximise the positive impact they have on their learners All 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 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: 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.
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).
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 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).
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 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.

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.
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.

General

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
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

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: j.noble-rogers@ucet.ac.uk 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: Additions to partnership guidance (Feb 2023): Further guidance from the DfE on new partnerships.
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).
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.