The future of HEIs under an expanding School Direct system Judith Hillier PGCE tutor at University of Oxford

Changes in recent years Diversification of routes has introduced complexity in market Changes to allocations have introduced instability in system and institutions Changes to application procedure have greatly increased workload with no noticeable benefits

Consequences of changes ‘Good’ and ‘Outstanding’ courses have been withdrawn by some HEIs Other HEIs are considering their positions Shortage of physics teachers is being exacerbated, not solved

Contribution made by HEIs to ITE Specific expertise in ITE, distinct from CPD Sophisticated understanding of what “learning to teach” means – Inculcate professionalism – Educate for career, not train for survival – Need for situated and decontextualised learning

Advantages of HEIs maintaining key role in ITE Focused core purpose – core function of school is to educate pupils Wider support of tutors and peers vital Provides wider range of placement options Has well established procedures and experience Economies of scale enable better provision instead of overstretched capacity

Collaborative partnerships Teaching in schools is fundamental to ITE But learning in HEIs is also fundamental International recognition of the strengths of our collaborative partnerships in ITE between HEIs and schools

Questions for discussion How are our HEIs adapting to new systems? What will national picture of ITE look like in 1 year? 2 years? 3 years? What would we like to see happening in ITE and what role could the IoP play in that? How can we work together to relieve shortage of physics teachers?