UCET RampI fORUM 11 MAY 2021 Key issue The implications for education research particularly that carried out in partnership with schools of The DFE review of the ITE market The establishment of the Institute ID: 929292
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Slide1
Implications of ITE policy changes for education research
UCET R&I fORUM, 11 MAY 2021
Slide2Key issue
The implications for education research, particularly that carried out in partnership with schools, of:
The DFE review of the ITE market
The establishment of the Institute
of
Teaching
The creation of new Teaching School Hubs
The Early Career Framework (ECF)
These
policies are interlinked and the implications must be considered in the round and not in isolation
Slide3Review of the ITE market (1)
Review announced in 2019 Recruitment & Retention Strategy, followed by roadshows prior to lockdown
Work began in earnest in autumn 2020 with establishment of Expert Advisory Group
Likely to look at:
Which organisations are accredited to deliver ITE and in partnership with whom
Who do prospective ITE students apply to?
Funding mechanisms
ITE content, in context of
CCF and ECF
Much lobbying by UCET and others (Teach Best etc.)
Slide4Timescales:Autumn: EAG begins meeting
November-January: preliminary meetings with UCET & NASBTT & EAG Chair
Extension of meetings of other groups with EAG Chair (following UCET PR)
UCET engagement of PLMR, and other lobbying activities
Spring 2021: DfE round table discussions
Summer 2021: public consultation
Review of ITE Market (2)
Slide5Review of ITE Market (3)
Possible
outcomes:
Greater prescription of ITE content in context of CCF (detailed curriculum? CCF exemplification materials? Standardised placement models?)
Compliance with content requirements through
OfSTED and new ITE requirements
Much reduced number of national ITE providers (
20-30?)
working in partnership with local delivery partners (teaching schools hubs? HEIs? SCITTs
?)
Minimum scale for ITE delivery
Possible
implications:
Fewer HEIs
Fewer SCITTs
Reduced scope to contextualise ITE content
Slide6Review of ITE Market (4)
Possible
implications of Market Review for education research:
Education departments close as HEIs withdraw from ITE
Reduced scope in ITE for students to critique ‘approved’ research and engage with alternatives
Slide7Institute of Teaching (1)
To deliver ITE for 1,000 students by September 2024, plus 2,000 early career teachers, 2,000 mentors & 1,000 NPQs
Three year contract (with options to extend) at £2m per-year
Minimum of four regional ‘campuses’ delivering ‘
evidence-based
’ blended learning
Will build evidence on
‘most-effective’
approaches to teacher development and will
‘support’
other organisations (e.g. TSHs) to understand and implement
‘best-practice’
Will become England’s
‘flagship’
provider,
and will have DAPs, including scope to validate PGCEs
Slide8Institute of Teaching (2)
Questions:
How does IOT link to other reforms?
Do references to
‘flagship provider’, ‘developing a shared understanding of
w
hat works’, and ‘supporting’
other parts of the sector imply that others will be expected to follow its lead?
Will other ITE programmes
be
allowed to critique IOT view of
‘what works’
?
Will schools that want to engage in research activities be steered towards working with the IOT rather than HEIs?
Slide9Teaching School Hubs
Background:
87 new TSHs announced on 10 February. Will replace 750 existing teaching schools from September 2021
Intended to be
‘centres of excellence for teacher leadership’
, with [as yet unspecified] roll in ITE,
ECF,
NPQs and as Appropriate
Bodies for the award of QTS
Questions:
What role will TSHs
have in
the new ITE market structure (placement coordinators? Local delivery partners? Lead providers?)
How will TSHs engage with HEIs?
Will existing teaching schools withdraw from research activities and partnerships with HEIs?
Slide10Early Career framework
National roll out from September 2021. Entitlement for all NQTs over extended 2-year induction period.
ECF can be delivered through national ECF delivery organisations or by schools themselves using national resources
Questions:
Impact on master’s level CPD for new teachers?
Scope to critique underpinning ECF research assumptions?
Slide11Discussion
What are they key challenges for education research and HEIs presented by the Market Review, IOT, TSHs and ECF, individually and collectively?
Are there any opportunities for HEIs?
How should the sector respond?
Slide12j.noble-rogers@ucet.ac.uk