From:                              UCET <>

Sent:                               30 November 2018 13:00

To:                                   Max Fincher

Subject:                          The Universities Council for the Education of Teachers Newsletter


The Universities Council for the Education of Teachers


UCET Weekly Bulletin (wk/e: 30th November 2018)

November 30th, 2018


Welcome to the UCET weekly e-bulletin!

Dear UCET Members and other colleagues,

Here are the highlights and announcements for this week, with new job and examiner opportunities too:

Headings in hyperlinks will take you the relevant page on the UCET website where you can see further details about all of the posts below:

  • A recent poll by UCET on whether ITT providers have experienced any changes in trainee behaviour as a direct result of the removal of the ability to set school experience as an entry requirement returned the following results (out of 5 answers):
  1. We have noticed no difference (12%, 5 Votes)
  2. We anticipate we will need to offer increased support (22%, 9 Votes)
  3. We have had to offer increased support to trainees (29%, 12 Votes)
  4. We are anticipating more withdrawals/non-completers (17%, 7 Votes)
  5. We have already experience early withdrawals as a direct result (20%, 8 Votes)

41 members responded, and more than one answer was available to select.

  • Register of Apprenticeship Training Providers – registration

ESFA have announced that the Register of Apprenticeship Training Providers (RoATP) will re-open on 12th December and will remain open, allowing accredited ITT providers that are interested in delivering the PGTA the opportunity to register ahead of ITT2019/20.

Following a review of the current operation of the Register, changes have been made to strengthen the application process, intended to provide confidence that training providers have the capacity and capability to deliver good quality apprenticeship training, and are ready to start delivery, supporting an increase in the quality of training for apprentices. All organisations wanting to access ESFA funding to deliver apprenticeship training must now be on the register, including subcontractors delivering less than £100k a year.

Existing providers who are already on the register, will be required to reapply. ESFA will be inviting providers to reapply in phases, over the next 12 months. This will ensure that in a year’s time all providers on the register will have gone through the same application process. Accredited Initial Teacher Training providers will be exempt from certain application questions on the leadership and management of their delivery.

Further information can be found at  Guidance on what needs to be included in an application will be available on 12th December, when the register opens for applications.

  • Videos of the keynote speakers are still available on the conference page here, as well as on the UCET Twitter feed. If you presented a workshop and would like to add your presentation to the list on the conference page, please email us at:


  • Addressing Workload in ITE report Principles, considerations and examples of practical support to help ITE providers reduce the workload faced by trainee teachers and their school partners.


  • Widening Participation: the experience of BAME males in Primary Teaching

Branwen Bingle and Robert Morgan researchers from the University of Greenwich, are wishing to undertake research with  primary teachers who identify as male members of the Black, Asian and minority ethnic communities.

This study is a response to the lack of diverse representation on staff bodies in UK Primary schools: policy-makers in successive governments since the 1990s have attempted to target the recruitment of teachers in the belief that widening the diversity of applicants will address this imbalance and close the gap in achievement between genders and socio-cultural groups/ethnicities. Policies and campaigns have so far made little impact in widening participation by those targeted.

While the majority of UK Primary teachers are female/White British, and assuming that widening participation in order to make teaching representative of the wider communities of the UK is desirable, the success of such policies is questionable while teaching is linked to negative stereotypes. This study aims to look particularly at the lived stories of Black, Asian and Minority Ethnic males working as Primary teachers to identify key socio-cultural “narratives” (i.e. the way stories communicate meaning and accepted ideas). Interviews with pupils will allow the comparison of these narratives with ideas about teaching held by learners in Primary and Secondary education, in order to see what socio-cultural ideas are embedded that might affect their willingness to choose teaching as a career.

A copy of the information sheet and participation form is available to download from the Member Notices page of the UCET website.

  • Chartered College of Teaching: A consultation on the Quality Assurance of CPD:

The  Chartered College of Teaching, alongside the Teacher Development Trust and Sheffield Institute of Education, Sheffield Hallam University are undertaking a project jointly funded by Wellcome Trust and the Education Endowment Foundation to design and test a system to quality assure the provision of continuing professional development for teachers.

In addition to seeking to improve the quality of CPD accessed by teachers, whatever their subject, the project will first and foremost provide school leaders and teachers with an easy-to-use system for finding high-quality, impactful CPD. It will also work towards ensuring the widest range of providers are incentivised to participate in the quality assurance process. If it is shown to be feasible, the project aims to provide a long-term solution that will be a powerful addition to the CPD landscape.

As part of this exciting piece of work, we will consult widely across the sector in order to understand the perspectives of all stakeholders who might be affected. This will include teachers, school leaders, CPD providers and more. To ensure that our approach is evidence-based, we will also conduct an evidence review looking at CPD quality assurance systems in different countries and in different professions to understand more about the approaches that have been taken elsewhere and how effective they have been.

We would really appreciate hearing your views on this. To get involved by responding to the online consultation and/or booking a place at a face to face consultation event, go to:


Latest News








External Examiner Vacancies & Jobs

External Examiners

Full details of external examiner and job opportunities can be found on the UCET website by clicking the link above. New and recent opportunities are listed below.


  • Birmingham City University: BA Hons Education Studies (2 posts). Rachel Jones, BA (Hons) Education Studies, Acting Course Leader,  0121 331 6621). Expressions of interest, including CVs, should be sent to Rachel Jones.


  • Bradford College University Centre:  BA Primary QTS (3 Posts). Start as soon as possible: Specialists for Language, Maths and Science. Please send CVs and expressions of interest to


  • Edge Hill University:For November 2018: PGCE Primary Education with QTS; PGCE Secondary School Direct; PGCE Secondary Science (Biology) with QTS. For October 2019:  BA Hons Primary Education with QTS; BA Hons Teaching, Learning and Child Development; BA Hons Working and Teaching in the Early Years; PGCE Primary with QTS School Direct and PG Cert in SpLD (Dyslexia) with AMBA/ATS.If you are interested in any of the above vacancies, please send expressions of interest and a CV to



  • Liverpool Hope University:
  1. Professional Tutor in Primary Education (fixed-term) c/d: 7th December at 5 pm
  2. External Examiners_Taught Postgraduate Programmesc/d: 4th January 2019
  • Nottingham Trent University:
  1. BA (Hons) Early Years and Special and Inclusive Education and
  2.  BA (Hons) Education Studies and Special and Inclusive Education

EOIs (with accompanying CV) to: Dr Anne O’Grady. Please indicate in your CV any External Examiner posts you have held, or currently hold. Closing date: 7th January 2019.

  • Oxford Brookes University: External Assessor: Foundation Degree in Educational Practice and the top up to a BA Education and Lifelong Learning with new partnership Colleges. For more details please contact Clare Fenwick ( or 01865 488779). To apply please send a CV to


  • Plymouth Marjon University: B.Ed Primary Education with specialist pathways degree. To discuss the role, please call or email Gill Golder (Associate Dean and Director of School) 01752636700 ext 5638. EOIs to Norman Jope, Academic Standards Officer, Quality and Academic Standards Unit ( or 01752-636895).


  • University of Brighton:
  1. BA Primary courses: BA Primary 3-7 with QTS BA Primary English Education with QTS BA Primary Mathematics Education with QTS  Please see linked adverts above for each position and send CVs to: Joanne Smith (Assistant Programme Leader)
  2. PGCE Sec and SDT English_Brighton Please see linked advert and send CV to Anne Denmead, route leader:
  3. An external advisor to support an internal curriculum review of our BA with QTS Troops to Teachers programmes. The role will involve the following:
  • Reviewing course documentation on an online workspace and providing an independent view of course coherence, quality and its adherence to professional requirements
  • Reviewing alignment of the programme to specific review themes
  • Attending the review event and reviewing the draft report arising

The review event is scheduled for the afternoon of March 13th 2019. Travel and accommodation expenses will be met and a fee for this role is payable. Please send a CV to Lis Bundock, TtT course leader, email:

  • University of Chichester: Primary Teaching (Early Years). If you are interested in this opportunity, please send an expression of interest together with your CV to: Dr Glenn Stone Coordinator for BA (Hons) Primary Teaching with Specialisms.




  • University of Manchester:  2 year Teach First postgraduate diploma in Education:
  1. English
  2. Humanities (History and Geography) and Modern Languages
  3. Temporary maternity leave cover (1 year) – Maths and Science essential

Please submit your CV and expression of interest to Lisa Murtagh:

  • University of Reading: The  BA in Children’s Development and Learning (BACDL) programme is seeking to appoint an External Examiner, for a 4-year tenure, starting immediately. If you are interested, please apply by emailing your expression of interest at and include the following:


      • Full CV
      • Scanned copy of your Right to Work evidence in colour
      • Details of any other External Examining experience and appointments you currently hold (please include start and end dates of these appointments)
      • Details of any involvement you have had with the university of Reading in the past five years



  • University of Winchester: BEd./ MEd. (Hons) Primary Education. For more information or to apply for the role, contact the programme leader, Dr. Louise Pagden Please apply with your CV and expression of interest by the end of November.


  • Wrexham Glyndwyr University: FdA Learning Support from September 2019 with the opportunity to fulfil the role of EE for Ed studies for the 2018 – 2019 academic year. Please contact Dr David Thomas for expressions of interest.






  • University of Chester: Head of ITE. David Cumberland, Executive Dean of the Faculty Education and Children’s Services, via email to or by telephone on 01244 511432. Closing date: 14th December.


Member Resources

Information, Guidance and Advice




  • Call for Papers: ‘Education in a Post-human Age’

Education in the North was established in 1965 and is an international, peer reviewed open access journal published by the University of Aberdeen School of Education. We support early career researchers and those who wish to publish in minority languages having a proud history of publishing in Scottish Gaelic. See for more information. For further information please contact co-editor Rachel Shanks

The latest edition of the book you can trust to guide your trainees through their teaching careers. Andrew Pollard and the expert authors share tried and tested techniques for use in all primary and secondary settings, providing evidence-based guidance on key classroom issues including relationships and behaviour, curriculum planning, teaching strategies and assessment. This edition brings Lesson Study cases and other new pedagogical features, plus new reflective activities, guidance on key readings and extra resources at, all designed to meet the needs of today’s learners.

Click here to learn more, request an inspection copy, or to order at 30% off with discount code UCET18 for UCET members.


The Skills Builder Partnership brings together schools, employers and other skills-building organisations around a common mission: one day, everyone will build the essential skills, experiences and aspirations to succeed. Our award-winning approach is underpinned by the Skills Builder Framework, which breaks each skill down into teachable and measurable chunks.

For more information on the eight essential skills needed, please see the flyer below:


Skills Builder are also currently offering up to 20 two-hour workshops for trainee teachers on a fully-funded basis this year, to help build confidence and develop students’ essential skills. To finout more and book in a session, please contact Alison Gale:




  • CollectivED (Leeds Beckett University) celebrated a year on Twitter this month and has 2,400 followers. . You can follow them by adding the hashtag @CollectivED1 to your Twitter. Their  working papers series contains a wealth of information on teacher learning and professional development and can be accessed at:



  • Teacher Educators: engagement with research:

We are conducting a study about teacher educators’ engagement with research. This collaborative study between Dr Laura Nicholson, Edge Hill University, and Professor Vini Lander, Roehampton University, seeks to establish the level of research engagement within faculties/schools of education within new universities across England. Factors that may be relevant to the decision whether or not to engage in research will also be explored. The method of data collection is two online questionnaires, spaced approximately two months apart.  We are inviting teacher educators without doctorates, or not studying for doctorates, in post-1992 universities in England, to participate in this research.

This project has been approved by the Faculty of Education Research Ethics Committee at Edge Hill University. The teacher educators will be asked to provide informed consent before participating, and we ensure the confidentiality and anonymity of all data and the identity of the teacher educators. On completion of data analysis, we can provide a report stating the findings, on receipt of an email (please see email addresses below).

The first survey is now closed, and the link for the second, very short, questionnaire will be provided in December.

Yours sincerely,

Dr Laura Nicholson and Prof Vini Lander: and


External Events 

Save the Date – 4th July 2019

  • The First CollectivED Knowledge Exchange: creating professional learning opportunities through coaching and mentoring in education



Burlington Macdonald Hotel, Birmingham.

  • Free seminar PSHE Assocation – 13th February 2019 (London)

PSHE Assocation and Health Education England are inviting initial teacher educators (including university lecturers, school-based training leads and headteachers), along with PSHE education and ITE policy decision-makers to a free seminar on preparing trainee teachers for statutory RSE and health education. Spaces are limited so please book now to secure a space and if you can’t make it yourself, please pass the invitation to a suitable colleague.

Wednesday 16th January in the Jubilee Room, James Graham Building at Headingley Campus. Registration from 4.00pm; Event from 4.40pm-7pm. Due to room capacity numbers are limited, so early booking is advised for this event. Book via this link :

  • ITT Workload Events

In collaboration with the Universities of Greenwich, the DfE Teacher Workload team is running two events to provide an opportunity to share practice, meet with other ITE colleagues, and engage with presenters across the education sector. There will be a chance to discuss your own work and contexts and consider the implications for your ITE partnership as well as hearing about the latest developments from the Department for Education.

Who are these events for?
These events are specifically aimed at both University and School-led providers of Initial Teacher Education.

3 December 2018 – London, University of Greenwich, Avery Hill Campus
5 December 2018 – Sheffield Hallam University

12 a.m. -4.15 pm. The agenda and details of speakers can be found by following the registration link below:


  • ‘The Learning Power Approach: the new framework for the 21st century’. With Professor Guy Claxton (Visiting Professor, KCL). Sheffield Hallam University and Sheffield Institute of Education. 3rd December: Sheffield & 4th December: London. 09:30 am – 4:00 pm. To book online: For further details about this one-day conference, including the programme for the day: The LearningPowerApproach



Tweets of interest this week include:

an article in the TES by Colin Harris on how too many pupils are taught by unqualified teachers; @CollectiveED1 are asking if there are any teachers/non-teachers who have developed coaching and mentoring type approaches to help support children and young people – CollectiveEDs next seminar is on 16th January (evening) on Collaborative Professionalism; a video of Ian Mearns, MP presentation at this year’s UCET Annual Conference; a reminder of the reducing workload seminar (University of Greenwich/SHU) for ITT providers (see details under Events above); booking is now open for the 4th BERA British Curriculum Forum event on Saturday 23rd February); a new IPDA blog by Alison Watson on co-constructing mentoring and its use within a HE provider; early bird tickets are now on sale for the Hallam Festival of Education (14-15 June 2019); news in both the TES and SchoolsWeek, that teacher training targets are being missed in most secondary school subjects

UCET News & Forums 

Registration is still open for the next UCET Management Forum meeting (4th December):

The current policy landscape for universities involved in teacher education, and the implications for a new UCET strategy

The UCET Secondary forum met this week.  The topic of the morning discussion was on sharing and developing good practice in relation to: (a) part 2 of the teacher standards; and (b) subject knowledge, led by Rachel Morse (Southampton); Kelly Davey-Nicklin (BCU); Alison Winson (Worcester); and Jenny Wynn (BGU.

Items on the agenda included: discussion and feedback from the morning symposium; ITE recruitment issues and recruitment in 2019/20; House of Commons briefing; NFER teacher recruitment dynamics report; SKE updates; the current policy landscape in ITE; apprenticeships; inspection issues; DBS matters, and recent correspondence with ministers and the addressing workload in teacher education report.

JNR attended the Secondary forum this week, met with Mark Kane, MP and also with the Nuffield Foundation.

We hope you the items above are of interest, and please do share with others via social media channels.

Kind regards,







Polls: Participate in the Discussion

What do you think about the new UCET website? (5 = Excellent; 4 = Very Good; 3 = Good; 2 = Average; 1 = Poor).



The Universities Council for the Education of Teachers

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