Turn your talent
career in teaching
toAteaching.
www.teach.gov.uk
NOT PROTECTIVELY MARKED
What we will cover today
Your teaching
career
The rewards of
teaching
Changes in the
future of
Education
NOT PROTECTIVELY MARKED
Training routes
Professional
Standards
The current situation
• Today’s presentation will take you through your options for teacher
training as they stand for entry in September 2011 and what a teaching
career might look like.
• As you may be aware on 24th November the Department for Education
published the Schools White Paper - ‘The Importance of Teaching’.
• The White Paper sets a new direction of travel for initial teacher training
(ITT), it has also establish a change in focus for professional standards
for teachers and a new direction for schools.
• Proposals for the future have been published and are at the consultation
stage for ITT, new professional standards have now been published, and
a consultation on higher standards has commenced and the first
teaching schools are now in place
NOT PROTECTIVELY MARKED
The rewards of
teaching
NOT PROTECTIVELY MARKED
The rewards of teaching
£37,461
Leadership
£37, 461
AST
£34,181
Upper pay scale
£21,588
Main scale
NOT PROTECTIVELY MARKED
£105,097
£56,950
£36,756
£31,552
The rewards of teaching
• Teachers enjoy up to 12 weeks’ holiday a year, giving them
opportunities to pursue their personal interests and spend time
with their families.
• Teaching offers the flexibility to fit your work to your life through
job-sharing and part-time work.
• Teachers have a generous occupational pension scheme with
guaranteed benefits.
• Teaching requires a love of learning and this ensures a
continuous focus on professional development and improvement
• Aspirational teachers bring our the potential in the children and
young people they work with, and are able to see growth and
impact on a daily basis
NOT PROTECTIVELY MARKED
Qualifications, teaching
phases & subjects in
demand
NOT PROTECTIVELY MARKED
What phase ?
Secondary
You usually teach pupils
between the ages of 11 and 18.
Most secondary teachers have
one specialist subject.
Every teacher trains to work
with at least two consecutive
ages at either primary or
secondary level.
Primary
You teach pupils between the ages
of 4 and 11, spending most of your
school day with your own class.
At primary level you will teach all the
subjects of the primary curriculum.
Your training will prepare you to
teach these core subjects.
Special Educational Needs
You can teach pupils at both primary and secondary phases, and
their access to the curriculum is the same, however your ability to
differentiate your teaching so they can access the learning in
different ways is of paramount importance.
NOT PROTECTIVELY MARKED
Subjects in demand
If you believe you would
make a good physics,
chemistry or maths
teacher but you have a
degree in another
subject, you can enhance
your subject knowledge
by attending an
enhancement course
before starting your initial
teacher training this year.
NOT PROTECTIVELY MARKED
If you have a language
degree (or you are a
native speaker with a
degree in another subject)
and need to develop a
second language, we offer
modern language (ML)
enhancement courses in
French and German which
you can attend prior to
starting a ML initial teacher
training course this year.
Training routes
& funding
NOT PROTECTIVELY MARKED
Training routes
• Postgraduate certificate in education (PGCE)
-
university-led training
full-time, part-time or flexible
distance learning
there are providers at this event offering PGCE
courses
• School-centred initial teacher training (SCITT)
school-based training
full-time
QTS only/PGCE
there are providers at this event offering SCITT
courses
NOT PROTECTIVELY MARKED
Training routes
• Graduate Teacher Programme (GTP)
you are employed by a school as an unqualified teacher
and you teach a reduced timetable
usually full time
competitive programme designed for graduates who
want to work in a school while they train
programme takes three terms full-time (although it is
possible to complete it earlier)
programmes can start at any time during the year, but most
begin in September or January.
led by EBITTs (employment based initial teacher
training providers)
there are several EBITTs at this event
NOT PROTECTIVELY MARKED
Your teaching career
NOT PROTECTIVELY MARKED
Your
teaching career
Induction
• After your training, your first full year as a teacher is your
induction year
• During this year, you will teach an 80 per cent timetable and
you have the support of an induction mentor
• Your mentor will help you learn how to manage behaviour,
organise your time, and plan your lessons
• You will also have weekly meetings on teaching and subject
content with your mentor and your head of department.
• You may also be given the opportunity to extend your studies,
continuing with a masters programme and you may already
have credits depending on the university you studied with as a
trainee
• You will develop skills at a fast pace, and understand the life
of a school in much more detail
NOT PROTECTIVELY MARKED
Your future career in
Teaching
NOT PROTECTIVELY MARKED
Teaching careers and school roles
• Focus solely on teaching and learning?
• Leadership and management?
– Both of the above routes can be directly linked to subject or
phases of education and attract management allowances and/or
enhanced salaries
• Pastoral responsibilities
–
–
–
–
Health & wellbeing
Child protection and safeguarding
Attendance
Disaffected pupils
• Support staff
– Teaching & learning
– Administration & facilities
NOT PROTECTIVELY MARKED
Proposals - Introduction
•
Last November the White Paper set out the Government’s vision for
educational reform ‘At the heart of our plan is a vision of the teacher as
our society’s most valuable asset’
•
The WP said that we should continue to improve the recruitment,
training and subsequent professional development of teachers and
promised an ITT Strategy Document which is now out for consultation
•
What follows are therefore proposals and you are advised to visit the
DfE or TDA websites as the consultation progresses
NOT PROTECTIVELY MARKED
•
This consultation document proposes to take action in three main areas:
–
first, to raise the bar for entry to initial training: attracting more of the
highest achieving graduates and having higher expectations of the
academic and interpersonal skills of those funded to train to teach
–
second, to refocus government investment in teacher training so that
it is effective in attracting and retaining in teaching more of the best
graduates, especially in shortage subjects, and
–
third, to improve the routes through teacher training, so that it is
easier to apply for teacher training and so that the nature and content
of the training is more effective in preparing trainees to be successful
in the classroom.
NOT PROTECTIVELY MARKED
Raising the bar and attracting more of the best
• Based on the evidence from this country and abroad, the
coalition intends to strengthen the selection process for
entry to teacher training in three ways:
–
–
–
will raise the expectations of the academic
achievement of trainees (Already published – only
those with a 2:2 or above will qualify for ITT funding)
will strengthen the assessment of literacy and
numeracy, and
will increase the rigour of assessment of the
candidates’ interpersonal skills.
NOT PROTECTIVELY MARKED
•
From September 2012, we propose that all those wishing to enter
post-graduate teacher training should have to pass both a literacy test
and a numeracy test. Candidates who fail one or both of the skills
tests at the first attempt should be limited to two re-sits for each test.
We propose to drop the IT skills test.
•
We want there to be better testing of candidates’ interpersonal skills
and we will expect all providers of ITT to assess these skills before
accepting anyone onto training.
•
We propose to look at the options for:
o providing a single system for applications to all courses – this
gateway could also include initial numeracy and literacy tests,
and
o having applications made in parallel to all teacher training
providers.
NOT PROTECTIVELY MARKED
Reform of training
School Commissioning
•
A school or group of schools applies to the new Teaching Agency to be able to
offer a training place. The school advertises the training place, including on a
central list, selects a trainee and chooses an accredited ITT provider to work
with to provide the training. If the trainee attracts DfE funding, including a
training subsidy or bursary.
•
The accredited provider administers payment of any bursary to the trainee.
•
The provider may charge the trainee a tuition charge.
•
Once the trainee has completed training and gained QTS, the school will be
expected to employ the trainee. Priority will be given to the schools and subjects
with the greatest need.
NOT PROTECTIVELY MARKED
New Professional Standards
•
•
•
•
•
The professional standards for teachers were reviewed during summer
2011 and new standards will be in place from September 2012
They draw together the initial teacher training and mainstream teaching
standards
Consultation commenced in September 2011 on the higher teacher
standards which will replace the current threshold and advanced skills
standards
In addition, consultation on performance review and management
commenced in May 2011 and is being drawn together now.
This review concentrated on providing a much clearer link between
performance review and the professional standards for teachers as well
as updating teacher’s terms of employment around personnel practices
NOT PROTECTIVELY MARKED
Changes in the future of Education
• Schools – Academies; Free schools; Teaching schools;
University Teaching schools
• Responsible bodies – Training and Development Agency;
General Teaching Council and Children’s Workforce
Development Council plus the Department for Education
• Priority Areas – Core subjects and the English
Baccalaureate; Literacy and Phonics; Behaviour
Management; Special Educational Needs and Disabilities
• The removal of value added and new floor targets
• A new test for 6 year olds and a stronger focus on GCSE’s
and A level standards
NOT PROTECTIVELY MARKED
The best thing about being a teacher?
• Being able to support children and young
people to learn and grow and knowing you
had a part in it
What office is there which involves more
responsibility, which requires more
qualifications, and which ought, therefore, to
be more honorable than teaching?
Harriet Martineau
NOT PROTECTIVELY MARKED