Helping schools build capacity and engage in school to school support to deliver teacher education. UCET Morning Symposium Tuesday 12th November 2014 Rachel Morgan –Guthrie Tracy Wallis University of Wolverhampton

Building Capacity Succession planning Developing a vision for ITE Mentor Training - becoming the educators Strong partnerships between all partners involved and a shared vision of ITE within the alliance. Succession planning – by engaging in School direct to train the next generation of teachers through the school/s led model Developing a vision for ITE – what are the aims of ITE for the individual schools / alliances / clusters - Creating a programme that involves centre-based training; school based experiences; learning enquiry walks; drawing upon colleagues expertise; enquiry base approach to learning ; joint teaching and mentoring with the UBT and SBT. What is the local and national picture? What are the needs? Mentor Training - becoming the educators – going beyond the role of mentor and working with the HEI. Developing high quality mentors who have a far greater role in ITE – much greater role in the partnership – beyond the role of the teacher and school based mentor – becoming the teacher educators. Supporting mentors to evidence the standards – the trainees is good because … ensuring that the evidence is there and that the language is there to support judgements made.

Role of the HEI Taking into consideration the trainee. Joint teaching of HEI tutors and school colleagues. Schools having the ownership of the school based practice but with guidance of tutor to follow QA requirements. NQT support HEI provider knowing about the needs of the trainee and how to scaffold/model and support their learning; the schools knowing about their areas of expertise – EAL / SEND and sharing the pedagogy of practice; schools modelling outstanding practice but the HEI encouraging reflections of practice and impact on learning; joint teaching models HEI having a lead role in supporting trainees New role of schools in ITE but HEI expertise in QA procedures – NQT surveys, Ofsted, QAA, External examiners. NQT support – revised inspection framework for ITTE from June 2014 – role in supporting NQTs – HEI plays a vital role here. Tracking NQTs who were a grade 3 – show how schools and the HEI re supporting the development of the NQT and that there is an upward trajectory. Pre Ofsted support – if the HEI wee inspected – what would the schools role be – HEIs need to support the school here

School to School support Defining School to School support CPD – auditing skills Development and deployment of expertise Changing remit of Teaching Schools Defining School to School support – working with schools currently applying for cohort 6 TS status – what does school to school support look like – schools are already doing this CPD – auditing skills across the schools, alliances and clusters – where are the gaps – can they be filled from across the alliance or is there a need to cast the net wider? – joining up of alliances from across the country – West Midlands CPD partnership – ensure quality CPD. Cluster training days – as well as bespoke support and input for partner schools. Development and deployment of expertise – specific CPD – data and assessment; SEND; EAL. Deployment and development of NLEs, LLEs and SLEs – schools may already be doing a lot of this work – peer reviews, pre OfSTED support and supporting schools in categories post Ofsted. Changing remit of Teaching Schools – taking on a lot of the LA roles in some areas, inspection framework for TS now requires equality of expertise and work across all of the Big 6

Possible model of HEI partnership with [Teaching] schools in the future ITE CPD SSS SLE Research SMTP HEI Research as the driver for teacher educators in school – capturing teachers’ stories and developing teachers’ writing– too much emphasis on action research Role of R&D for HEIs – building capacity for contributing to a body of knowledge and giving a level of criticality to school improvement Challenges to core philosophies – accepting policies and changes without question – research can be the key to develop teachers’ abilities to say “no” and challenge – developing a culture of research and promoting a love for learning and scholarship Developing new identities – personal integrity and adapting it to the context within which we are working – inherent belief in what you are doing.