1. An HEI Perspective

2. Routes into teaching PGCE HEI/school partnership at graduate or M level (PGCE/M level credits, rec. for QTS) 1 year programmes (mostly PGCEs) offered by SCITT consortia (often in partnership with HEIs) (PGCE/M level credits, rec. for QTS) 3-4 year UG BA QTS programmes offered by HEI/school partnership (BA QTS, rec. for QTS) Employment-based routes/GTP (rec. for QTS) Teach First (PGCE/M level credits, rec. for QTS), OTTs (rec. for QTS) (solely or jointly by HEIs)

3. Facts 77% of the 30,000 new ITT students recruited each year are in mainstream programmes run jointly by HEIs and schools (55,000 total) Most of the rest are linked to HEIs through school-centred (SCITT) or employment-based (EBITT) provision managed, validated or otherwise supported by HEIs There is more outstanding ITT delivered by HE led partnerships (30%) than by SCITTs (5%) and EBITTs (10%) [Ofsted Annual Report 09/10]

4. What do HEIs do? Recruit Safeguarding/Health checks Teacher Education Find quality placements/train mentors Monitor quality of all aspects of training, school and HEI based, ensure all trainees meet the standards Quality assure mentoring, grade 3 to a grade 1 Preparation for employment/career Academic awards Student complaints

5. Inspection of ITE Overall effectiveness How effective is the provision in securing high quality outcomes for trainees? Trainees’ attainment Factors contributing to trainees’ attainment The quality of the provision Promoting equalities and diversity Capacity to improve further and/or sustain high quality To what extent do the leadership and management at all levels have the capacity to secure further improvements and/or to sustain high quality outcomes?

6. Teaching Schools How may teaching schools change existing ITT provision? What are the opportunities to improve the quality of ITT? What will be the nature of partnerships, across schools, with HEIs?