1. “Emerging Landscapes” @YandHSDconf Yorkshire and the Humber – ITE Regional Conference Sheffield Hallam University – 23 rd October 2015

3. School Based ITE “The direction of travel and its implications”… Contexts have broadened… Trainee backgrounds Schools Transformed interface – school system and HEIs Challenges… Orientations – SD, SCITTs, MATs… Recruitment… Negotiating the politics of diversity… Collaboration…

4. School Based ITE Sector Led Models…

5. Pause…

6. Come together…

7. School Based ITE Current and Emerging Landscapes – Outcomes…? Conversation Collaboration Commitment Contribution Clarity

8. ITT recruitment 2016/17 8 Changes to the allocations approach for postgraduate courses starting in the 2016 to 2017 academic year

9. Structure  Introductions  Changes to postgraduate allocations for AY 16/17  Recruitment Controls  Practicalities  Our message to you  Q & A

10. What is changing?  New approach to postgraduate ITT recruitment for AY16/17 only –We are running this approach for one year –NCTL will manage recruitment at a national level –School Direct lead schools, School Centred ITT providers (SCITTs) and Higher Education Institutions (HEIs) will be able to recruit as many trainees as they feel they need (subject to a limited number of controls)  Undergraduate allocation approach has not changed for 2016/17. We reviewed requests and allocated against our published criteria. Allocations published 14 October 2015.

11. Why the change?  We listened to your feedback that ITT allocations were difficult to understand and restrictive  To increase overall recruitment to ITT  To empower School Direct lead schools, SCITTs and HEIs and give greater flexibility in recruitment to meet local need

12. Recruitment Controls We will apply two specific controls, and will hold two in reserve. Controls will be applied:  By Subject: to stop recruitment in-year based on the latest recruitment data to avoid excessive over-recruitment in some subjects  By Route: a school-led* minimum recruitment level by subject. School-led provision will be able to expand beyond the minimum recruitment level if they recruit well If necessary, we may also apply the following controls:  By Organisation: to monitor recruitment by individual HEIs and SCITTs to prevent expanding their share of the market beyond a certain level  By Location: to monitor recruitment by region to maintain the regional balance of ITT and prevent significant geographical variation * School led ITT is defined as School Direct salaried, School Direct fee and SCITT core places

13. How the recruitment controls will work For each subject:  we start with the modelled estimate of trainee need. This will be used to stop recruitment, i.e. we will stop recruitment when we have enough trainees  Teach First have an allocation of places they can recruit to  School Direct salaried has a recruitment level that we expect School Direct lead schools to recruit up to (but not above).  School led fee routes (School Direct fee and SCITT core) have a minimum recruitment level  Teach First’s allocation, the School Direct salaried recruitment level and the School led fee minimum recruitment level are taken off the estimate of trainee need. The remainder is the level that HEIs could potentially recruit up to.  Scenario 1: Should HEIs recruit faster than school led ITT routes we will stop HEI recruitment when all the remaining places have been used. School led ITT would be allowed to continue to recruit up to its minimum recruitment level (taking overall ITT recruitment to the national subject level).  Scenario 2: If school led ITT recruits faster than HEIs and achieves its minimum recruitment level before HEIs recruit up all the remainder, both school led ITT and HEIs will be able to continue until overall the subject total is met 13

14. Feeling confused? 14

15. Teach First allocation = 507 Taking Primary as an example… Trainee need = 11,489 0 School Direct (salaried) recruitment level = 1,849 School-led fee minimum recruitment level = 4,135 Remainder = 4,998

16. Scenario 1: Should HEIs recruit faster than school led ITT …….. Trainee need = 11,489 0 Teach First allocation=507 School Direct (salaried) recruitment level =1,849 Initial School-led fee recruitment = 3,000 HEI recruitment = 4,998 Additional school-led fee recruitment = 1,135 Total school-led fee recruitment = 4,135 HEIs recruit faster than school-led fee ITT routes HEI recruitment is stopped and school-led fee routes are allowed to recruit up to their minimum level

17. School-led fee recruitment = 4,135 Teach First allocation = 507 Scenario 2: if school led ITT recruits faster than HEIs …… Trainee need = 11,489 0 School Direct (salaried) recruitment level =1,849 Total school-led fee recruitment = 5,133 HEI initial recruitment = 3,000 Additional school-led fee recruitment = 998 HEI continued recruitment = 1,000 School-led fee ITT routes recruit quicker than HEIs and achieve their minimum recruitment level Both HEIs and school-led fee ITT routes are allowed to continue to recruit until overall recruitment reaches the estimate of trainee need

18. Hopefully that clears a few things up …. 18

19. 2016/17 Recruitment controls by subject Designated ITT subject 2015/162016/17 academic year Estimate of trainee need Teach First allocation School Direct (salaried) recruitment level School Direct fee and SCITT minimum recruitment level Art & Design 794 633014 261 Biology 1,178 19080 316 Business Studies 313 2523010 60 Chemistry 1,053 6095 393 Classics 69 02 6 Computing 723 3051 215 Design & Technology 1,279 1,0331577 273 Drama 435 347011 200 English 2,253 430444 819 Geography 778 11046 242 History 816 7767 424 Mathematics 2,581 3,103308256 847 Modern Foreign Languages 1,514 14379 390 Music 481 3992042 143 Other 1,342 938013 203 Physical Education 1,227 999025 577 Physics 1,055 5086 264 Primary 11,245 11,4895071849 4135 Religious Education 650 5443028 106 Totals 29,787 29,1762,0003,275 9,874 * School Direct fee and SCITT core places

20. Practicalities  UCAS –All lead schools, SCITTs and HEIs are required by NCTL to join the UCAS teacher training scheme –ALL applications must be made through UCAS –Information entered on UCAS MUST match the programme titles registered with NCTL –UTT application system opens at the end of October  Keeping you informed –UCAS will publish data daily on ucas.com and we recommend that lead schools and providers review the daily recruitment data –NCTL will communicate regularly with you and warn ITT providers and SD lead schools when we are approaching the recruitment control levels

21. Stopping recruitment –When a recruitment level threshold has been reached we will stop recruitment by emailing the contact given at the time of registration on the NCTL DMS –We will honour all offers (conditional and unconditional) that have been made up to the point where we stop recruitment –The cost and liability of any trainees recruited to courses after recruitment has been frozen (i.e. offers made after we have instructed to stop recruiting) will be borne by the School Direct lead school or ITT provider. NCTL funding will not be provided for these additional places. 21

22. Our message to you 22 UCAS data showed that in 2015/16 enough trainees were recruited to meet national need in PE and History in April, Primary in May and English in August – all other subjects have not recruited to national estimate of need. Therefore, though popular subjects may fill earlier, you should have plenty of time to recruit in all subjects Recruit as you would normally and use the greater flexibility to meet local need Plan your recruitment effectively Pay attention to NCTL regular communications and factor into recruitment plans Stop recruiting if and when we instruct to do so If you are unsure, ask.

23. Q & A  Recruitment controls Useful emails:  ITT.Allocations@education.gsi.gov.uk ITT.Allocations@education.gsi.gov.uk  HEIDMSsupport@texunatech.com HEIDMSsupport@texunatech.com  DMSsupport@texunatech.com DMSsupport@texunatech.com

24. Reflection Point – Allocations 2016-17 As a table reflect on Greg’s input. Note down on the flipcharts… 1)Observations surrounding potential implications of the system; 2)Further questions raised moving forward.

25. Table Discussions – Locations and Timings Discussion 1 – 11:00 – 11:45 Discussion 2 – 11:50 – 12:30

26. School Based ITE Current and Emerging Landscapes – Outcomes…? Conversation Collaboration Commitment Contribution Clarity

27. School Based ITE – PM Session Emerging Landscapes? Table discussions – observations from the current landscape…? School led system – flexibility and speed of response? Carter Review – conclusions and next steps? Government response – policy merging with practice? Shaping the system from the ground up?

28. Developing a framework of core Initial Teacher Training (ITT) content

29. Background and context 29  Sir Andrew Carter chaired an independent review about the quality and content of ITT.  His report stated that although the system in England is performing well overall, Carter found there to be variability in quality.  The Carter Report and the Government Response were published on 19 January 2015.  The report made 18 recommendations including: DfE should commission a sector body (for example, the Teaching Schools Council, a future professional body (College of Teaching), or another sector body) to develop a framework of core content for ITT

30. 30 The Carter Review Process The review gathered a wide range of evidence and views through a range of activities including:  A review of the existing evidence base including international evidence, Ofsted evidence and findings from the Newly Qualified Teacher (NQT) survey  A call for evidence that received 148 responses from a range of individuals and institutions, including universities, professional bodies, schools, teachers and trainees  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, involving meetings with trainers, mentors, head teachers as well as current and former trainees  A review of course materials from ~150 programmes.  A survey of trainee and applicant opinions about ITT course information

31. Implementing the Carter Review recommendations 31 The Secretary of State has appointed three independent review groups in response to Carter review, to strengthen the quality of ITT ITT Framework of Content Expert Group: An group established to develop a framework of core content for ITT. ITT Behaviour Management Expert Group: An expert group developing the behaviour management content of the core ITT framework. ITT Mentor Standards Group: The Teaching Schools Council to develop national standards for school-based ITT mentors.

32. Initial Teacher Training Framework of Content Expert Group. 32 Who’s involved?  In March 2015, the Secretary of State responded to the Carter Review by appointing Stephen Munday to chair an expert group to develop a framework of core ITT content Members of the expert group are:  Tom Bennett, teacher, educational writer and director of researchED  Kath Goudie, Cambridge Teaching School Network  Dina Lewis, Dean of Education, Hull University  Margaret Mulholland, Director of Development and Research at Swiss Cottage School  Ruth Miskin, former headteacher, phonics consultant and founder of Read, Write Inc.  Seamus Oates, Executive Headteacher, TBAP Trust (Bridge AP Academy)  Dame Alison Peacock, Executive Headteacher, The Wroxham School The Secretary of State appointed four new members in September:  Rachael Hare - Head of Initial Teacher Education at Harris Federation  Patrick Derham - Headmaster of Westminster School  John McIntosh CBE - former Headmaster of the London Oratory School  Professor Anthony O’Hear - Director of the Royal Institute of Philosophy, University of Buckinghamshire

33. 33 Purpose:  To develop a framework of core content for ITT. Aim:  To support those who deliver ITT and applicants and trainees to have a better understanding of the essential elements of good ITT core content. Scope:  To define the essential elements of core course content, for both primary and secondary ITT programs in England, that are generally required to support trainees to meet the Teachers’ Standards.

34. The Behaviour Management Group Who’s involved? On 15 June 2015, the Secretary of State for Education appointed Tom Bennett to chair an expert group on behaviour management to develop core content for ITT programmes. Members of the expert group are: John D’Abbro, head of the New Rush Hall Group John Thomsett, head of Huntingdon School Damian McBeath, head of the ARK Conway Primary Academy Edward Vainker, principal of the Reach Academy Feltham Professor Sam Twiselton, director of the Sheffield Institute of Education Jacinta Barnard, child behaviour consultant Jonathan Molver, head of King Solomon Academy, London Max Heimendorf, founding head of King Solomon Academy Secondary 34

35. 35 Purpose: To develop core ITT content on behaviour management. Aim: To support ITT providers and applicants and trainees to have a better understanding of the essential elements of good behavior management, which should include how to tackle both serious and low level disruptions. Scope: To feed into the framework of content and define the essential elements of behavior management that are generally required to support trainees to meet the Teachers’ Standards.

36. Behaviour specific background and context 36 The review found a reluctance towards practical approaches to training in behaviour management and highlighted that:  To teach effectively trainees need to understand expectations of children at different stages of development as well as issues affecting pupil progress;  Behaviour Management should be prioritised within ITT programmes; and  Behaviour should be included in a framework of content for ITT.

37. How will the framework be developed? The groups will engage with as much of the sector as possible. When will the groups report?: The Framework Group expects to report during Spring 2016, which will include the behaviour management ITT content. Any questions ?

38. Annex from Carter’s report: The beginnings of a framework for ITT content Subject knowledge development – ITT should address core content knowledge in teaching subjects with appropriate rigour, including the definition and scope of the subject, why it matters and the concepts that underpin it (at both primary and secondary level). Subject-specific pedagogy – ITT should address subject-specific issues such as: phases of progression within the subject; common misconceptions in the subject; linkages between subjects; and, most importantly, how to make it accessible and meaningful to learners at different abilities and stages of development. Evidence-based teaching – ITT should instil an evidence-based approach to teaching by inducting new teachers in where and how to access relevant research, how to evaluate and challenge research findings, how this can be applied to classroom practice, as well as why using research matters. 38

39. Child and adolescent development – ITT should provide new teachers with a grounding in child and adolescent development, including emotional and social development, which will underpin their understanding of other issues such as pedagogy, assessment, behaviour, mental health and SEND. Behaviour Management – This should be a central element in any ITT programme, equipping new teachers with practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning. Planning – This is a central element of any effective ITT programme, which should equip trainees to plan effectively from day one, teaching them evidence-based and established techniques in planning and how to plan efficiently by using and building on existing resources. 39

40. Assessment – ITT should equip new teachers to be confident in assessing pupil progress, using summative as well as formative approaches. Differentiation – ITT should equip teachers so they can ensure that all pupils in the class, including lower and higher achievers, should make progress and keep pace with the curriculum. Special Educational Needs and Disabilities (SEND) – ITT should prepare all new teachers to support SEND in their classrooms, providing a solid grounding in the most pertinent issues and setting an expectation for on-going high quality professional development. Professionalism – As implied by the Teachers’ Standards, ITT should cover the professional role of the teacher explicitly, covering the wider responsibilities of a teacher, including important issues such as working with parents and carers as well as other professionals. 40

41. Key questions about the core ITT Framework The Carter Review recommendations set out some suggested areas for inclusion in the Framework. 1.Are the suggested areas in the Annex the right ones to include in a framework of ITT content? What areas are missing or could be removed? 2.What should be addressed or included in any one or more of the proposed areas? 3.How should the completed framework be implemented to ensure it improves the content and quality of ITT courses? 41

42. Key questions about behaviour management The Behaviour Management Group are seeking views on: 1.What knowledge, skills and attitudes does a trainee teacher need to successfully manage behaviour by the end of their initial teacher training? 2.How is this best delivered in initial teacher training across the various routes and courses? 3.What other sources of evidence and relevant material (including international and case studies) should the group consider in developing behaviour management content for initial teacher training?

43. Contact details If there is anything else you would like to contribute to the ITT Framework or the behaviour management groups, please email the Secretariat at: itt.framework@education.gsi.gov.uk behaviourmanagement.itt@education.gsi.gov.uk 43

44. School Based ITE in Y&H To the Next Level?

45. Teach North West Phil Paul (Byrchall High School, Wigan and Chair of Teach North West)

46. SCHOOL DIRECT SCHOOL BASED TRAINING PILOTS SCITT PROVISION

47. School Based Provision – Emerging Challenges Logistics HEI / Inter School Partnerships Wider Teacher Training Provision Applications Qualification Currency Conversion Student Welfare Loans Funding / Infrastructure Marketing COALITION GOVERNMENT

48. Year 2 Subscription Fee Membership Constitution with elected board Charity Status Co-ordinated Marketing Enhancement of individual school approach Teach North West Co-ordinator

49. The role of the Teach North West Coordinator Manage the finances of the network To process and coordinate all aspects of membership Manage and update the website & social media Liaise with potential applicants to answer queries Attend and promote School led training for the network at recruitment drives.

50. Constituted group/own bank account Annual membership fee 4/5 Network Meetings through the year Centralised organisation via the coordinator Listing on the Teach North West website Joint branding materials Promotion via Twitter Promotion at recruitment events Opportunities to take part in pilot schemes Teach North West Membership

51. Website Central place for candidates to search for ITT places across the North West Calendar of events & twitter feed

52. Social Media Twitter Teach North West uses twitter to advertise School Led ITT places, events, training courses and general information.

53. Teach NW Network Marketing for all SD and TSA in the NW Region SCITT and SKE Working Groups SITE Special Schools Network Learn and Lead (L&L) Cheshire and Merseyside Greater Manchester (GM) Primary and Secondary Networks Blackburn, Blackpool, Cumbria and Lancashire (BBCL) Other Regional ITT Focused Networks ITTAG NW-4 NCTL Chairs of ITT Networks

54. Year 3 Development of SEN Career Framework Collaborative SKE Projects Recruitment in Hard to Reach Schools – Geographically / Socially / Category Facilitation of Cross Alliance Membership Workshops – Partnership agreements / funding Information Platform – Vacancy / Placement Collaborative recruitment – Summer Holidays

55. Branching Out Joint SKE Programmes.

56. Teach North West – Future Projects Teachers for tomorrow – Sixth Form Programmes Joint allocation applications Collaborative funding bids Explore greater links with LA School Improvement boards – stronger link between recruitment and supply Career Changers / Subject Specialism – allocation which drives need School Direct Career Packages / Pathways

57. Live Challenges Attraction – Marketing, Branding and Common Challenges Lobbying future direction - A Strong Voice for the Region. Transparency around allocation methodology Transfer surplus to need – Greater flexibility UCAS Data access Earlier allocation notification prior to Summer break Summer Recruitment National Profile of School Direct

58. National Challenge - Collaboration What would a highly effective model for ITT / School Direct Provision look like in this region? Why would we want to work together? What barriers would you have to overcome?

59. National Challenge - Collaboration How can we create a self sustaining school led model to enhance provision? How do you identify expertise within the system?

60. National Challenge – Recruitment & Training How do you assess local and regional need? Consider Applications Bidding Process Returning Allocations When? How do you work together regionally to track trainees and their professional development needs?

61. National Challenge – Forward Planning What are the next steps regarding strategic development of school based provision across the region?

62. Useful Links and Contacts www.teachnorthwest.com Victoria Gavin training@st-james.bolton.sch.uktraining@st-james.bolton.sch.uk Phil Paul- ppaul@byrchall.wigan.sch.ukppaul@byrchall.wigan.sch.uk

63. School Based ITE Current and Emerging Landscapes – Outcomes…? Conversation Collaboration Commitment Contribution Clarity