After Carter: challenges and responses Sean Cavan Sheffield Institute of Education Vice-Chair UCET Feb 2015

Key issues during the review: Based on: engagement through roundtables Carter Review visits to SIoE UCET Exec meetings with Panel members feedback though other UCET members

How did we know if PGCE experience made a difference to teachers' ability to do their work compared to those with QTS? - HEI sector seen as weaker than it should be with tangible evidence in this specific respect HEI PGCE argument seen as undermined by wide variations in PGCE offer - credits awarded range of £ splits for SCITT and SD degree of openness to negotiate over who does what, when, for how much ownership of on-going programme review and development Panel recognised that candidates prefer PGCE, as do prospective international employees and many but not all schools engaged through their SCITT/ SD models and as NQT employers.

Why should HEIs retain the sole right to the PGCE ? Emerged towards end of review. Mix of several interacting issues: panel recognition of PGCE as a market preference perceived overlap between the best of SCITT "plus" and PGCE recognition of HEI lead but not sole owner of "research" Led to discussion re: developing protocols to map SCITT "plus" to PGCE achieving greater consistency for the HEI PGCE offer "Schools" - TSAs, SCITTs, MATs being more engaged in defining QTS content Divergent coalition views on taking Carter-related recommendations forward

SIoE response "School-led" implications for all ITE provision Carter - focused thinking already underway remodelled ITE offer moving to single overall structure based on several key principles

Single generic structure for primary and secondary SCITT – School Direct Collaborative – Core PGCE 30M All SIoE PGCE 30M All SIoE PGCE 30M All SIoE PGCE 30M All SIoE PGCE 30M All SIoE PGCE 30M All SIoE QTS - 2 modules zero credit SCITT does all QTS - 2 modules zero credit SIoE and Lead School share work in both QTS - 2 modules zero credit SIoE does all SCITT model all QTS delivered by SCITT, all PGCE delivered by SIoE SD Collaborative "intensive" model QTS part-delivered by SIoE QTS part-delivered by Lead School all PGCE delivered by SIoE Core model and SD collaborative "basic" model all QTS delivered by SIoE all PGCE delivered by SIoE Primary and secondary modules are different due to differences in how “subjectness” is addressed between the 2 phases

Principlesto address: Flexibility being responsive to a wide range of engaged schools for core, SD and SCITT : clusters / individual chains/MATS networks/TSAs Transparency and Equity help manage competition between schools and HEIs schools TSAs HEIs explicit /implicit but to be addressed head-on

Principlesto address: Trust working with change requires: time capacity to identify ambiguity LS Community - Core, SD and SCITT link staff for each partner Quality Clarity of: roles & relationships liabilities & responsibilities systems and processes SD & SCITT - worked through and embedded in contracts ensure student teacher experience meet OfSTED requirements meet QAA requirements meet HEI QA requirements

Principlesto address: Contracts HEI-Lead School HEI- Student Teacher SLC-Student Teacher-HEI clarity on risk and liabilities while retaining good will Finance expectations awareness of volume of work "hidden" activities limitations of annual planning negotiations with decision-level staff

Principlesto address: Simplicity clear HEI and School management of elements of provision supporting multiple partners with changing needs managing externally driven changes and growth