Developing people, improving young lives NOT PROTECTIVELY MARKED 2011 OECD-JAPAN SEMINAR: TDA APPROACHES TO IMPROVING TEACHER TRAINING DR MICHAEL DAY

developing people, improving young lives NOT PROTECTIVELY MARKED

2011 OECD-JAPAN SEMINAR: TDA APPROACHES TO IMPROVING TEACHER TRAINING

DR MICHAEL DAY

NOT PROTECTIVELY MARKED

Overview of English teacher training system

• Around 40,000 teachers trained every year• Around 200 accredited providers of teacher training, ranging from large

university departments providing thousands of places, to groups of schools providing tens of places

• Total budget of £512m of which around half covers fees for training paid to providers and the other half covers support for trainees paid in bursaries and salary subsidies

• All providers inspected by Ofsted on a three year rolling cycle• Providers responsible for recruiting trainees onto courses, but TDA

responsible for national marketing and recruitment activities to support providers


Overview - routes into teaching

• Three main routes into teaching

– Undergraduate – mainly for primary teachers, provided by universities, 3 or 4 year courses–

– Postgraduate – for about three quarters of secondary, and about half primary teachers. Mostly leads to PGCE as well as QTS. Mainly provided by universities, but also by School Centred Initial Training Providers (SCITTs) – accredited partnerships of schools, often with an HEI in the partnership

– Employment Based – for about a quarter of secondary, and smaller proportion of primary. Provided by Employment Based Initial Teacher Training providers (EBITTs) – accredited partnerships of schools, often led by HEIs or with an HEI in the partnership. Two main types• GTP – Graduate Teacher Programme. Involves studying for QTS while working as

unqualified teacher in school for a year

• Teach First – niche programme for high-flyers to study for QTS, at end of first year, while working on a two year programme in a challenging school.


1994 – TTA created

• Creation of TTA in 1994 marked major tightening of control over ITT• Main functions:

– Funding of ITT courses– Accreditation of providers of ITT, including new school based providers

(SCITTs)– Research to improve quality of ITT

• Also Ofsted given powers to inspect all ITT, including that provided by universities

–


TTA – creation of market to drive up quality

• TTA established market management system to drive up quality, based on

– Fixed price for each teacher training place– Creation of quality categories for each ITT course, based on Ofsted

inspection data– Awarding ITT places (and hence funding) to providers based on the quality

categories of their courses– Having clear rules to allow TTA to remove places from poorer quality

providers and award them to higher quality providers

• Still the main mechanism for awarding places and driving up quality. National demographic changes, which feed through to the numbers of places to be funded each year, has led to frequent increases and decreases in the total number of places to be awarded


Improvements in ITT course quality 2000-2011

Primary ITT 2000 2011

Places graded as very good

14% 51%

Places graded as good 53% 48%

Places graded as satisfactory

30% 0%

Secondary ITT

Places graded as very good

13% 54%

Places graded as good 55% 42%

Places graded as satisfactory

27% 4%


Increasing numbers of newly qualified teachers are rating their training in key areas as ‘good’ or ‘very good’

0 5 10 15 20 25 30 35 40 45 50

2007

2008

Very good

Good

% of primary NQTs rating phonics training as ‘good’ or ‘very good’

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75

2007

2008

Very good

Good

% of primary NQTs rating ECM training as ‘good’ or ‘very good’

7

0 5 10 15 20 25 30 35 40 45 50 55 60

2003

2005

2008

Very good

Good

% of secondary NQTs rating training in SEN as ‘good’ or ‘very good’

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90

2007

2008

Very good

Good

% of secondary NQTs rating ECM training as ‘good’ or ‘very good’

Primary NQTs rating their overall training provision as ‘good’ or ‘very good’: 85%

Secondary NQTs rating their overall training provision as ‘good’ or ‘very good’: 86%

Primary NQTs rating their overall training provision as ‘good’ or ‘very good’: 85%

Secondary NQTs rating their overall training provision as ‘good’ or ‘very good’: 86%


Tackling Teacher Shortages 2000 onwards

• Increasing emphasis on recruitment role to solve teacher shortage problems• Employing specialist advertising and marketing agencies to undertake

substantial market research – segmenting the market and targeting marketing material at the segments

• Introduced financial incentives to trainees to enter training and provide some support

• Major focus on recruiting ‘career finders’ and ‘career changers’


Strong recruitment to ITT is vital to replace the one in ten teachers leaving the profession early as well as retirees

The flow of teachers into the profession to replace those who leave is reliant on NQTs.

Currently, inflow and outflow are broadly in balance:

Inflow = 10%Outflow = 9%

The flow of teachers into the profession to replace those who leave is reliant on NQTs.

Currently, inflow and outflow are broadly in balance:

Inflow = 10%Outflow = 9%

Some return at a later date

9


Increasing the pool of potential mathematics, physics and chemistry teachers

TDA’s measures to increase the pool of potential teachers of these subjects include:

•Conducting sophisticated market research to target recruitment messages to science and mathematics graduates, leading to highly successful advertising and direct marketing (including TV) campaigns.•Creating a range of enhancement courses in physics and chemistry at universities to prepare graduates from various mathematics and science backgrounds – engineers, economists, oceanographers, geologists – to train as mathematics, physics and chemistry teachers. This creates a much larger pool from which to recruit science teachers – of the 60 000 graduates of STEM subjects emerging from English universities in 2006 , only 8% were chemists and 6% physicists, while 22% were other physical scientists, and 64% engineers. •Moving from fixed length classroom based courses to more tailored courses, and on-line courses for those studying whilst in work. This has made these courses more attractive and the majority of physics teachers are now recruited through them.


Increasing the pool of potential mathematics, physics and chemistry teachers (cont)

• Offering a range of campus activities to encourage students to consider teaching, including opportunities to visit and work in schools part time.

• Offering larger student bursaries (GBP 9 000) and other financial incentives for mathematics, physics and chemistry trainees.

• Targeting career changers by offering employment as unqualified teachers while training, and by working closely with high tech companies to recruit staff looking for new careers. The age profile of those entering teaching reflects the success of this strategy with over half of trainee teachers now over 25.

• Launching a series of in-service conversion courses for existing mathematics, physics and chemistry teachers who lack appropriate qualifications in those subjects.


Subject enhancement courses allow us to target graduates with physics and chemistry related degrees, increasing the recruitment pool and potential quality

37,805

12

To meet our targets in the Science and Innovation Investment Framework we would need to recruit more than 1 in 5 graduates (21%) in chemistry and physics each year.

By targeting graduates in related subjects and using enhancement courses to update their knowledge, we need to recruit 1 in 33 (3%).

To meet our targets in the Science and Innovation Investment Framework we would need to recruit more than 1 in 5 graduates (21%) in chemistry and physics each year.

By targeting graduates in related subjects and using enhancement courses to update their knowledge, we need to recruit 1 in 33 (3%).

This larger recruitment pool gives us access to more high quality 1st, 2:1 and higher degree holders

This larger recruitment pool gives us access to more high quality 1st, 2:1 and higher degree holders



Recruitment to Maths against target 1990-2010


Relationship GTP growth to teacher recruitment

5.1

%

-0.1

%

-5.0

%

4.4

%

5.5

%

16

.6%

12

.1%

9.7

%

-6.9

% -4.2

%

8.5

%

3.2

%

1.7

%

-2.0

%0.0

%

23

.1%

-10.0%

-5.0%

0.0%

5.0%

10.0%

15.0%

20.0%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Gro

wth

in a

pp

lica

tio

ns

-5.0%

-3.0%

-1.0%

1.0%

3.0%

5.0%

7.0%

9.0%

%p

oin

t c

ha

ng

e in

GD

P g

row

th

Growth in apps pp change in GDP growth


New Approaches - Methods of Measuring Components of Effective Teaching

Effective Teaching

Professional Disposition

Pedagogical Skills

KnowledgeSchool leaving qualsDegree KnowledgeCurriculum knowledge

Micro teachingSituational Judgement tests

CreativityCommunication SkillsTeamworkResilienceEthics and Integrity


New Approaches – building the brand of teaching to attract high fliers

Type 1

Gauche Academics

Type 2

Hard working achievers

Type 3

Ambitious and assured


Market testing : Characteristics of those expecting/achieved 1st Class Hons Degrees

• Consumed by / expert in their subject area

• Science and research biased

• Very likely to go on to further study

• Want to stay / work in academia

• More confident of achieving a 1st

Type 1Gauche academics

• Majority of sample

• Academically capable – but driven to work hard more by fear of failure

• Mixed state and independent sector educations

• Self-effacing - typically ‘surprised’ by success (wouldn’t have predicted a 1st)

• Not all clear what to do next – more options than had expected

• Not all keen to go on to further study – keen to earn money/pay off debts; want break from hard study

• Not all thought about / ready to be leaders

• Academic achievement expected from young age

• Often more privileged background – more likely to be privately educated

• Confident, self-possessed

• More likely to believe they will/would get a 1st

• More likely to have a life plan - keen to get a well-paid or rewarding job

• Confident and seeking early leadership opportunities

Type 3Ambitious and assured

Type 2Hard working achievers


Professional Development is about acquiring and testing the knowledge base for teaching

doing

understanding

competent

incompetent

consciousunconscious

conscious competence

unconsious incompetence

From „unconscious incompetence“ to „conscious competence“


Developing and deepening the teacher’s body of knowledge through working with others, research and enquiry

Tacit knowledge derived from school contextDetailed, concrete, integrated context specific knowledge - ‘craft of teaching’,

mentoring, diagnostic skills including AfL

ITT

Core knowledge and basic teaching skills

Induction

Deepening teaching skills through testing knowledge in classroom context and peer group reflection

Continuing Professional developmentDeepening body of knowledge through study of research on professional areas, and participation in research projects

Researching impact of CPD on pupil performance

QTSInductionstandards

Research derived professional knowledge

Public, sharable, storable and accessible, generalisable, verifiable and improvable knowledge

Documents

Developing people, improving young lives NOT PROTECTIVELY MARKED 2011 OECD-JAPAN SEMINAR: TDA APPROACHES TO IMPROVING TEACHER TRAINING DR MICHAEL DAY