2011 OECD-JAPAN SEMINAR: TDA APPROACHES
TO IMPROVING TEACHER TRAINING
DR MICHAEL DAY
developing people, improving young lives
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Overview of English teacher training system
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•
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Around 40,000 teachers trained every year
Around 200 accredited providers of teacher training, ranging from large
university departments providing thousands of places, to groups of schools
providing tens of places
Total budget of £512m of which around half covers fees for training paid to
providers and the other half covers support for trainees paid in bursaries and
salary subsidies
All providers inspected by Ofsted on a three year rolling cycle
Providers responsible for recruiting trainees onto courses, but TDA responsible
for national marketing and recruitment activities to support providers
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Overview - routes into teaching
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Three main routes into teaching
–
Undergraduate – mainly for primary teachers, provided by universities, 3 or 4 year
courses
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–
Postgraduate – for about three quarters of secondary, and about half primary
teachers. Mostly leads to PGCE as well as QTS. Mainly provided by universities,
but also by School Centred Initial Training Providers (SCITTs) – accredited
partnerships of schools, often with an HEI in the partnership
–
Employment Based – for about a quarter of secondary, and smaller proportion of
primary. Provided by Employment Based Initial Teacher Training providers (EBITTs)
– accredited partnerships of schools, often led by HEIs or with an HEI in the
partnership. Two main types
• GTP – Graduate Teacher Programme. Involves studying for QTS while working
as unqualified teacher in school for a year
•
Teach First – niche programme for high-flyers to study for QTS, at end of first
year, while working on a two year programme in a challenging school.
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1994 – TTA created
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Creation of TTA in 1994 marked major tightening of control over ITT
Main functions:
– Funding of ITT courses
– Accreditation of providers of ITT, including new school based providers
(SCITTs)
– Research to improve quality of ITT
•
Also Ofsted given powers to inspect all ITT, including that provided by
universities
–
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TTA – creation of market to drive up quality
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TTA established market management system to drive up quality, based on
–
Fixed price for each teacher training place
– Creation of quality categories for each ITT course, based on Ofsted
inspection data
– Awarding ITT places (and hence funding) to providers based on the quality
categories of their courses
– Having clear rules to allow TTA to remove places from poorer quality
providers and award them to higher quality providers
•
Still the main mechanism for awarding places and driving up quality. National
demographic changes, which feed through to the numbers of places to be funded each
year, has led to frequent increases and decreases in the total number of places to be
awarded
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Improvements in ITT course quality 2000-2011
Primary ITT
Places graded as very
good
2000
14%
2011
51%
Places graded as good
Places graded as
satisfactory
53%
30%
48%
0%
13%
54%
55%
27%
42%
4%
Secondary ITT
Places graded as very
good
Places graded as good
Places graded as
satisfactory
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Increasing numbers of newly qualified teachers are rating their
training in key areas as ‘good’ or ‘very good’
% of primary NQTs rating ECM
training as ‘good’ or ‘very good’
% of primary NQTs rating phonics
training as ‘good’ or ‘very good’
2008
2008
Very good
Very good
Good
Good
2007
2007
0
5
10
15
20
25
30
35
40
45
0
50
5
10 15 20 25 30 35 40 45 50 55 60 65 70 75
Primary NQTs rating their overall training provision as ‘good’ or ‘very good’: 85%
Secondary NQTs rating their overall training provision as ‘good’ or ‘very good’: 86%
% of secondary NQTs rating training
in SEN as ‘good’ or ‘very good’
% of secondary NQTs rating ECM
training as ‘good’ or ‘very good’
2008
2008
2005
Very good
Very good
Good
Good
2007
2003
0
5
10
15
20
25
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30
35
40
45
50
55
60
0
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90
Tackling Teacher Shortages 2000 onwards
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Increasing emphasis on recruitment role to solve teacher shortage problems
Employing specialist advertising and marketing agencies to undertake
substantial market research – segmenting the market and targeting marketing
material at the segments
Introduced financial incentives to trainees to enter training and provide some
support
Major focus on recruiting ‘career finders’ and ‘career changers’
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9
Strong recruitment to ITT is vital to replace the one in ten
teachers leaving the profession early as well as retirees
The flow of
teachers into
the profession
to replace those
who leave is
reliant on NQTs.
Currently, inflow
and outflow are
broadly in
balance:
Inflow: 10%
Newly qualified
25,100 (6%)
Returned to maintained sector
9,000 (2%)
Some
return at a
later date
Teachers in service (headcount, March 2006)
436,700
Inflow = 10%
Outflow = 9%
Outflow: 9%
Retirements
10,300 (2%)
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New to maintained sector
10,400 (2%)
Out of maintained sector
28,500 (7%)
Increasing the pool of potential mathematics, physics
and chemistry teachers
TDA’s measures to increase the pool of potential teachers of these subjects
include:
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Conducting sophisticated market research to target recruitment messages to science
and mathematics graduates, leading to highly successful advertising and direct
marketing (including TV) campaigns.
Creating a range of enhancement courses in physics and chemistry at universities to
prepare graduates from various mathematics and science backgrounds – engineers,
economists, oceanographers, geologists – to train as mathematics, physics and
chemistry teachers. This creates a much larger pool from which to recruit science
teachers – of the 60 000 graduates of STEM subjects emerging from English
universities in 2006 , only 8% were chemists and 6% physicists, while 22% were other
physical scientists, and 64% engineers.
Moving from fixed length classroom based courses to more tailored courses, and online courses for those studying whilst in work. This has made these courses more
attractive and the majority of physics teachers are now recruited through them.
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Increasing the pool of potential mathematics, physics
and chemistry teachers (cont)
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Offering a range of campus activities to encourage students to consider
teaching, including opportunities to visit and work in schools part time.
Offering larger student bursaries (GBP 9 000) and other financial incentives for
mathematics, physics and chemistry trainees.
Targeting career changers by offering employment as unqualified teachers
while training, and by working closely with high tech companies to recruit staff
looking for new careers. The age profile of those entering teaching reflects the
success of this strategy with over half of trainee teachers now over 25.
Launching a series of in-service conversion courses for existing mathematics,
physics and chemistry teachers who lack appropriate qualifications in those
subjects.
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Subject enhancement courses allow us to target graduates with physics and
chemistry related degrees, increasing the recruitment pool and potential quality
This larger
recruitment pool
gives us access to
more high quality
1st, 2:1 and higher
degree holders
37,805
 To meet our targets in the Science and Innovation Investment Framework we would need
to recruit more than 1 in 5 graduates (21%) in chemistry and physics each year.
 By targeting graduates in related subjects and using enhancement courses to update
their knowledge, we need to recruit 1 in 33 (3%).
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Recruitment to Maths against target 1990-2010
3500
3000
2500
2000
1500
1000
500
0
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Relationship GTP growth to teacher recruitment
Growth in apps
pp change in GDP growth
20.0%
9.0%
23.1%
5.0%
8.5%
1.7%
-4.2%
-6.9%
1.0%
-2.0%
9.7%
3.0%
3.2%
5.5%
12.1%
16.6%
-5.0%
0.0%
-0.1%
0.0%
4.4%
5.0%
5.1%
Growth in applications
10.0%
-5.0%
-3.0%
-10.0%
-5.0%
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
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-1.0%
%point change in GDP growth
7.0%
15.0%
New Approaches - Methods of Measuring
Components of Effective Teaching
Knowledge
Effective
Teaching
Pedagogical
Skills
Professional
Disposition
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School leaving quals
Degree Knowledge
Curriculum knowledge
Micro teaching
Situational Judgement tests
Creativity
Communication Skills
Teamwork
Resilience
Ethics and Integrity
New Approaches – building the brand of teaching to attract
high fliers
Career qualities
Type 1
Gauche
Academics
Variety
?
Responsibility
✖
Leadership
?
Travel
✖
Good salary
✖
Hard
working
achievers
Type 3
Ambitious and
assured
?
?
?
Security
?
Meaningful
?
Making a difference
?
Challenge
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Type 2
Dynamic/exciting
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Interactive
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?
Market testing : Characteristics of those expecting/achieved 1st Class Hons
Degrees
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Type 1
Type 2
Type 3
Gauche academics
Hard working achievers
Ambitious and assured
Consumed by / expert in
their subject area
•
Majority of sample
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Academically capable – but driven
to work hard more by fear of
failure
Academic achievement
expected from young age
•
Often more privileged
background – more likely to be
privately educated
•
Confident, self-possessed
•
More likely to believe they
will/would get a 1st
•
More likely to have a life plan keen to get a well-paid or
rewarding job
•
Confident and seeking early
leadership opportunities
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Science and research
biased
•
Very likely to go on to
further study
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Want to stay / work in
academia
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More confident of
achieving a 1st
Self-effacing - typically ‘surprised’
by success (wouldn’t have
predicted a 1st)
•
Not all clear what to do next –
more options than had expected
•
Not all keen to go on to further
study – keen to earn money/pay
off debts; want break from hard
study
•
Not all thought about / ready to be
leaders
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Mixed state and independent
sector educations
Professional Development is about acquiring and
testing the knowledge base for teaching
From „unconscious incompetence“ to „conscious competence“
doing
competent
conscious competence
incompetent
understanding
unconsious incompetence
unconscious
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conscious
Developing and deepening the teacher’s body of knowledge
through working with others, research and enquiry
Tacit knowledge derived from school context
Detailed, concrete, integrated context specific knowledge - ‘craft of teaching’,
mentoring, diagnostic skills including AfL
Induction
standards
QTS
ITT
Core knowledge
and
basic teaching skills
Induction
Deepening teaching skills
through testing knowledge
in classroom context and
peer group reflection
Continuing Professional development
Deepening body of
knowledge through study of
research on professional
areas, and participation in
research projects
Researching impact of
CPD on pupil performance
Research derived professional knowledge
Public, sharable, storable and accessible, generalisable, verifiable
and improvable knowledge
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