Reflections on: School Direct (Salaried) Bridie Milner & Prof Des Hewitt University of Derby March

UCAS-TT  Clarity about availability of salaried places;  Clarity about which school will be hosting the salaried student;  Sets up unrealistic expectations in applicants  Salaried most likely with Special School training, then secondary and least likely in primary;  Disastrous and chaotic changes to UCAS-TT for , wil probably result in under-recruitment of School Direct.

Admissions  Lack of due process: only interviewing someone currently employed in school;  Interviewing for school post can conflict with criteria for PGCE;  Recruitment of trainees who went to the school they are training in.

Contract  Individual schools recruiting through UCAS-TT leads to significant fragmentation of ITT;  Employment on a supernumerary basis would probably be a net cost of £10,000 to school;  Loss of supernumerary requirement puts intense pressure on trainees;  Schools often think in GTP mode rather than School Direct/ PGCE for employed trainees;  Shift of ITT income to schools and in particular TSA’s: i.e [estimated 15,000 x £3,000 approx.= £45m shift in ITT funding]

Teacher education classroom

Orientations to learning “Students with mastery orientation seek to improve their competence. Those with performance orientations seek to prove their competence.” Dweck (1999; p. 122)

Training  Trainees often doing more than expected teaching (Derby autumn 20-40% teaching expectation);  Attendance at central University and Alliance training can be compromised by school expectations of timetable/ % teaching;  Second/ alternative and additional placements are compromised by the requirements of the salaried post (setting work for others, doing double teaching to cover for trainees during their second placement);  Many issues have only been sorted by the involvement of HEI/ ITT provider colleagues.

Student outcomes:  Potential ‘halo’ effect in early stages of a salaried students previously employed as a Teaching Assistant in school;  Potentially difficult transition to wider role of the teacher for a Teaching Assistant;  Can lead to achieving standards for the school but not genuinely the Teaching Standards;  PGCE PT1 Primary core: grade 2+ 87%  PGCE PT1 Primary SD: grade 2+ 97%  PGCE PT1 Secondary SD: grade %

OFSTED  Proposals for two-stage inspection (summer and autumn visits);  Privileges providers with salaried trainees who are employed by their placement school.