Moving on from Carter: the content, level and coverage of ITE programmes UCET conference 2015

Background Carter Review: Published January 2014 Examples of excellent provision across all sectors However, inconsistency in terms of: subject knowledge, subject pedagogy; assessment, behaviour and SEN Also lack of clarity and consistency over relationship between QTS and PGCE

PGCE v QTS: the sticking point Qualified Teacher Status was introduced in 1989, when the first school based training programmes (the Licensed and Articled Teacher Schemes) were introduced. Subsequently when SCITTs were established, they could opt to offer a QTS only programme, or one which led to the award of PGCE. SCITTs offering a PGCE needed to work with a university partner who could, in some form, make the academic award. Following the implementation of the Bologna agreement on EU academic awards a programme of ITE that is post-graduate in time but at level 6 in the QAA academic framework was designated the Professional Graduate Certificate, while a programme designed to meet level 7 outcomes is designated the Postgraduate Certificate. Confusingly both awards have the same acronym - PGCE. The PGCE (at both levels) carries variable amounts of academic credit varying from 30 to 120 credits, with the majority being 60. This makes it very difficult for schools and ITT applicants to understand what are the consistent components of a variety of awards with the title PGCE regardless of the university or SCITT/university partnership that is offering it.

PGCE v QTS: the sticking point (ii) As SCITTs have developed the university system has responded to this in a wide variety of ways. In some cases the involvement of the university is minimal. Sometimes a SCITT feels compelled to work with a university just to award a PGCE without feeling they benefit from the partnership in any other way. QAA institutional audits do not closely focus on ITT programmes in detail because they are subject to Ofsted inspections. Ofsted inspections focus on QTS only - a weakness in the quality assurance of Masters credits in PGCE 'We would prefer to see a level playing field in ITT which supports genuine partnerships between schools and universities.'

UCET response to Carter Broadly welcome key findings Survey to establish actual position re PGCE levels and credits Development of audit tool for use by providers to review the recommendations National summary of audit results Guidance on what can be expected from the masters level PGCE, in terms of credits Ongoing work to establish an agreed position on the expected outcomes of the PGCE and the value of the academic award alongside QTS

Results of PGCE landscaping survey 88% primary and 78% secondary core and of SD level 7 PGCEs offer 60 masters credits 100% primary and 96% of secondary respondents use SD fee paying, to deliver level 7 PGCEs SD salaried is the only route where level 7 PGCE is not the most popular option Just over 50% of respondents validate SCITT PGCEs, with most offering both levels 6 and 7

Outcomes of the audit: strengths identified Strong support for the notion of an agreed core content. The range and scope is not contentious Emphasis on research and evidence is welcomed Subject knowledge regarded as a strength of HE provision Increasing involvement of teachers in M level CPD supports strong subject knowledge in schools and a continuum of professional learning Where they are accessible to schools, syntheses of research studies and summaries of evidence on innovative practice in behaviour and assessment etc. are very popular

Outcomes of the audit: strengths identified (ii) Some instances of strong cross-department working in subject enrichment, access to HE events and flexible staff working Increasing evidence of systematic use of SEN placements, and specialist enhancement in SEN Increased focus on the QA of mentoring in schools and mentor development Support for national mentor standards

Outcomes of the audit: aspects of concern Relative neglect of primary foundation subjects in the research base How to respond to changing pedagogies and approaches in an increasingly diverse system in for example: – Mastery in maths – Assessment beyond levels Subject knowledge of mentors and lack of levers for HE in how Heads choose to deploy staffing Impact of budget cuts on CPD for serving teachers

Outcomes of the audit: aspects of concern (ii) Need for clarification about what is meant by research and evidence informed ITE Variability of practice in schools across partnerships in approaches to assessment The idea that PGCE is a ‘theoretical distraction’ is a fallacy, the study is closely linked to professional practice QTS skills tests are no longer fit for purpose Identifying appropriate and reliable measures for the benchmarking of effective practice is a widespread challenge