1. Supporting teachers in the first five years
what helps, what gets in the way and what can we do about it?
Professor Samantha Twiselton, OBE
Director of Sheffield Institute of Education
Vice President of the Chartered College of Teaching
Member of the Expert Advisory Panels of the Carter Review of ITT and OFSTED Curriculum Review
Deputy Chair Doncaster OA Board
Chair of the DfE ITT Content Group
@samtwiselton
Professor Samantha Twiselton
Director of Sheffield Institute of Education

2. My research in teacher development:
Implications for Early and Ongoing Career Teacher Support and Development
Carter Review of ITE

3. My research in teacher development:
Implications for Early and Ongoing Career Teacher Support and Development
Carter Review of ITE

4. Three types of teacher - or three points on a sliding scale:
Student Teachers at different points in their programmes – observed moment by moment in the classroom:
Three types of teacher - or three points on a sliding scale:
Task Manager
Curriculum Deliverer
Concept/skill Builder

5. TASK MANAGERS Classrooms should look busy.
My role was organisation -
make sure they went in
turns - went clockwise.
I didn’t want them to start
being silly, that was really
the main thing I was
thinking about
Really I was just concentrating
on getting it done.
I wanted them to get the
sheet filled in
Classrooms should look busy.
Classrooms should look orderly.
Children should complete their tasks. Teachers should be in control.

6. CURRICULUM DELIVERERS
I was bothered
about getting though the plan
It was in the scheme…
that was what was next.
The book said to do
it that way.
To be honest I don’t know
why - it was just what I was told to do – it’s what they always do
Learning is prescribed. Learning is dictated by someone else.
The curriculum is a goal in itself. It is hard to give a reason why the learning is important.

7. CONCEPT/SKILL BUILDERS
I wanted them to be able to use it in
their writing – to bring it to life
I knew they had to really
get it - to understand …
before they could use
it properly
being flexible in the discussion so I haven’t like got a set of questions that … like a script – so I wanted to be flexible … respond … go with the flow
I wanted to show them in
different ways - help them see
what it was all about.
Focused on the subject and why it matters. The concepts and skills are key.
Tasks only a vehicle for learning. The main goal lies beyond the lesson - transferable and transformative learning.

8. So what makes an expert teacher and how can we help?

9. Tochon and Munby Expert teachers - synchronic notion of teacher time
Novice teachers - diachronic time epistemology

10. Combining of all three is the key
Teacher Expertise
Sternberg and Horvath
Knowledge
Insight
Efficiency
Combining of all three is the key

11. A developmental 'continuum'
Task Manager
Near beginning of ITE
Informed by experience as pupil
Likely to revert
Curriculum Deliverer
Next Stage of Development
Can stick in this category
Prescribed curricula very dominant factor
Concept/skill builder
Towards the end of ITE
Need access to multiple contested perspectives
Need iterative experiences /dialogue
Task Manager
Curriculum Deliverer
Concept/skill Builder
A continuum or a cycle?
A vicious circle?
A trap to try and avoid

12. ‘There’s no time to think – it’s like a steam roller!’
Seeing the Wood for the Trees
Twiselton,
Implementation of National Strategies - most teachers were Curriculum Deliverers
‘There’s no time to think – it’s like a steam roller!’
Routinisation’ (Eraut) Tasks and routines become ends in themselves.
Too much ‘stuff’ crowds out ability to see the wood for the trees.

13. THE IMPACT OF CONTEXT AND CULTURE
More likely to be/stay a Task Manager or Curriculum Deliverer if:
Very crowded and prescriptive curriculum - stops asking 'why'?
Very busy school environments with no built in developmental programme or time for reflection = unreflective culture/unarticulated pedagogy - no time for debate
‘Routinisation’ (Eraut)
More likely to become/remain a Concept/Skill Builder if:
Contexts conducive to articulation and
Able to compare/contrast/critique approaches

14. Conclusions
Effective learning needs curriculum design that is purposeful, developmental and relevant
Effective teaching:
utilises a range of knowledge and higher order teaching strategies
involves being able to iterate between micro 'teachable moments' and the big picture
The development of effective teaching:
takes time
involves reflection and analysis
involves comparing/contrasting/critiquing and looking at evidence
is messy and non linear
Context and culture matters:
Learning organisations are most effective when they create a critically reflective community of practice that is constantly relating practice and curriculum to the bigger picture at every level

15. My research in teacher development:
Implications for Teacher Support and Development and Curriculum Design
Carter Review of ITE

16. The scope of the Carter Review of ITT
All ITT routes (HEI, SCITT, School Direct as well as Teach First) and subjects/phases.
The Advisory Group
Professor Samantha Twiselton (Sheffield Hallam University)
Dr Louise Walker (Manchester University)
Sir Dan Moynihan (Harris Federation)
Judith O’Kane OBE (Bright Futures Education Trust)
Daisy Christodoulou (ARK Schools)
The Review Process
A review of the existing evidence base
A call for evidence that received 148 responses
11 themed roundtable discussions with sector experts
24 meetings and discussions with experts and stakeholders
31 visits to ITT providers and schools involved in ITT
A review of course materials from ~150 programmes.
A survey of trainee and applicant opinions about ITT course information

17. Notes from SEND Round Table = 15 pages - similar for all the others

18. REFLECTIONS ON CARTER/ITT framework
The review found a lot of very good practice BUT:
An inconsistent picture as to what is included and how it is delivered
The best carefully craft and integrate types of knowledge and experiences HOW, WHO, WHERE, WHEN and HOW OFTEN as important (if not more) than WHAT
Time and space to systematically reflect and connect practice to the bigger picture is vital
ITE IS NOT LONG ENOUGH AND NOT SUFFICIENTLY JOINED TO EARLY CAREER SUPPORT
The system is fractured nationally and regionally - coordination is lacking systemically

19. My research in teacher development:
Implications for Teacher Support and Development and Curriculum Design
Carter Review of ITE

22. Strategy priority: Transform support for early career teachers2
Strategy priority: Transform support for early career teachers
Fully fund a transformation in the support given to teachers at the start of their career through a new Early Career Framework
Provide financial incentives to stay in teaching, not just to train
Ensure early career teachers can access high quality curriculum plans and materials
The ECF will underpin an entitlement to a fully-funded, 2-year package of structured support for early career teachers linked to the best available research evidence – alongside funded time off timetable in the second year of teaching and support for mentors.

24. DfE ITT content guidance review

25. Background – why a review?
Coherent training offer
New Ofsted ITE framework
ITT and teaching quality
Recruitment and retention
Rachel - background We intend to produce a new ITT core content framework that sets out a core entitlement for all trainees – the content they should be covering and experiences they should be having. what trainees are entitled to learn and experience to achieve QTS and transition successfully into the induction
Coherent training offer - There is a clear need update ITT core content guidance so that it is based on the best available evidence and so that it complements the ECF. In the Strategy, we committed to the ECF providing the starting point for a review of ITT content guidance.
Supporting providers to meet new Ofsted ITE framework requirements
Support providers to support trainees to meet ECF requirements
Ensure all trainees get high quality ITT
Changing policy landscape
Attractiveness of profession
Support wider recruitment and retention aims – TS reform, market review, updated mentor standards, CPD, NPQs

26. How do we intend to update ITT core content?
Build towards and complement the ECF
Teachers’ Standards = assessment
Core entitlement (+ bespoke provision)
Sam –
The content of the new ITT core content framework will be as rigorous and detailed as the content of the ECF, building on the high level format of the Framework of core content (2016).
ECF - sets out in detail the knowledge and skills to be covered in the induction period, based on the latest research and evidence.
The Teachers’ Standards will remain in place as the assessment framework for QTS.
By setting out a core entitlement, the new ITT core content framework will allow space for ITT providers’ to innovate and add bespoke provision to meet the needs of their regions and individual trainees. Providers’ freedom to decide how to ensure trainees get this content and practice will be protected. Providers will still be encouraged to innovate and add bespoke provision to meet the needs of their regions and individual trainees.
We are working through with the group how the new framework might be structured and drafting the content of each of the 5 core areas as per the Teachers’ Standards and the ECF: pedagogy, curriculum, assessment, behaviour management and professional behaviours.

27. The Advisory Group
Sam - Importance of having UCET/NASBTT

28. Seeking views and stakeholder engagement
Initial views and challenges
Roundtables and focus groups
Testing drafts
Sam - Reassure that engagement at events over the summer and with those who want to give initial views will be organised into roundtables and focus groups
Those interested should get in touch with James/Emma (if providers) or with DfE ( address)
Then groups to be sighted on early drafts
Then wider
It will be based on the ECF and the standards not changing, so

29. Timelines and implementation
Ofsted
ECF national roll out
Joined-up implementation
Rachel - All ITT providers and their partner schools will be expected to deliver the update core content framework through their course design and delivery. The new Ofsted ITT inspection framework will have a role in holding providers to account for this; Ofsted has made it clear that there will be a greater focus on curriculum in the new ITT inspection framework, as with the new Education Inspection Framework.
Implementation will be timed to best support the national roll-out of the ECF and Ofsted’s new ITT inspection framework. We know we’ve got to get that balance right between time to engage and hear and reflect, time to get the content right, and give providers enough notice to make changes, plus align with ECF and Ofsted. We also have the political impetus behind us at the moment. We will continue to gather the sector’s views on what would be the best timing for the system and ITT providers. We want to be able to share a draft in September and can reassure that it will be similar to the ECF, which providers are already working with to update their courses.
(Sam may also want to add here) In order to have maximum impact, the new ITT core content framework must complement and be delivered alongside other ongoing work to deliver the commitments made in the Recruitment and Retention Strategy, for example updated mentor standards, reducing unnecessary workload, Teaching Schools reform, updated CPD recommendations and improving provider capacity through reviewing the ITT market.