Routes into teaching by Simon Smith and Dave James
- 3. I T T Initial Teacher Training
- 5. Basic qualifications • GCSEs (English C Mathematics C + Science for Primary teachers) • A levels
- 6. UNIVERSITY • B.Ed. 3/4 years • B.A. (QTS) or B.Sc.(QTS) 4 years
- 7. UNIVERSITY • B.A. or B.Sc. (3 years) + ITT (1 year)
- 8. One year ITT
- 9. University-led teacher training PGCE (Postgraduate Certificate in Education)
- 11. School-centred initial teacher training (SCITT) • Delivered by groups of schools and training providers so the majority of the training is in the classroom • Trainess will have one ‘base’ and go on to gain QTS
- 12. School Direct •A training programme that allows schools to recruit and train trainees on the job •Most School Direct courses lead to a PGCE •There is an expectation, but not a guarantee, of employment at the school at the end of the programme •The training can be salaried or unsalaried
- 13. The Teach First • Teach First is a charity that aims to address educational disadvantages by training well qualified graduates to teach in challenging schools • Two year scheme offers a Leadership Development Programme and management skills training • Training (mainly in secondary schools) is classroom based and trainees receive a salary • Trainees awarded a PGCE and QTS
- 15. •September 2012 (updated June 2013) •Applies to all teachers regardless of their career stage
- 16. What are the Teachers’ Standards? The Teachers’ Standards set out a basic framework within which all teachers in England should operate at every stage in their career.
- 17. What is the purpose of the standards? •Providers of ITT will assess Trainees against the standards • Schools will assess NQTs against the end of their induction period • They will be used by schools to assess teachers’ performance, identify development needs and plan for CPD • Teachers applying to access the upper pay range will be assessed as to whether they are highly competent in all elements of the standards
- 18. 1. Set high expectations which inspire, motivate and challenge pupils • establish a safe and stimulating environment • set goals that stretch and challenge all pupils • demonstrate positive attitudes, values and behaviour which are expected of pupils
- 19. 2. Promote good progress and outcomes by pupils • be accountable for pupils’ attainment • be aware of pupils’ capabilities and prior knowledge • guide children to reflect on progress • demonstrate understanding of how pupils learn • encourage pupils to take a responsible and conscientious attitude to study
- 20. 3.Demonstrate good subject and curriculum knowledge • have secure subject knowledge and maintain pupils’ interest • demonstrate a critical understanding of developments in subject • promote high standards of literacy and articulacy • have clear understanding of systematic synthetic phonics • have a clear understanding of appropriate teaching strategies for mathematics
- 21. 4. Plan and teach well structured lessons • use lesson time effectively to impart knowledge and develop understanding • promote a love of learning and curiosity • set homework and plan out-of-class activities • reflect on the effectiveness of lessons and approaches used • contribute to the design of an engaging curriculum
- 22. 5. Adapt teaching to respond to the strengths and needs of all pupils • know when to differentiate appropriately • understand the factors that can inhibit pupils’ learning • demonstrate an awareness of how children develop and adapt teaching • have a clear understanding of the needs of all pupils
- 23. 6. Make accurate and productive use of assesssment • know how to assess the subject taught • make use of formative and summative assessment • use relevant data to monitor progress and set targets • give pupils regular feedback
- 24. 7. Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines and take responsibility for promoting good behaviour • have high expectations of behaviour and use rewards and sanctions consistently • manage classes effectively using approaches appropriate to pupils’ needs • maintain good relationships with pupils
- 25. 8. Fulfil wider professional responsibilities •make a positive contribution to the life of the school •develop effective professional relationships •deploy support staff effectively •take responsibility for CPD •communicate effectively with parents
- 26. Personal and Professional conduct • demonstrate consistently high standards of personal and professional conduct • treat pupils with dignity building relationships rooted in mutual respect • safeguard pupils’ well being • show tolerance of and respect for the rights of others • upholding British values • care with expressing personal beliefs
- 27. Teachers must: • have proper and professional regard for the ethos, policies and practices of the school in which they teach • maintain high standards in attendance and punctuality • have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities