Teaching Update Key Slides 2013 - 2014
- 2. Key dates 21 November 2013 – Apply 1 opened 02 January 2014 – Apply 2 opened 15 September 2014 – Closing date for new applications 31 October 2014 – Apply 2 cycle ends at 23:59
- 3. Key features Apply 1 : 3 choices (considered in parallel) Apply 2 : 1 choice at a time (considered sequentially) Apply 1 & 2 - 40 day decision window Applicant has ten working days to reply (can hold only one offer)
- 4. 40,620 applicants 15,690 conditionally placed 15% of applicants aged 25 and over Most popular subjects – Physical Education, English, History & Mathematics Approximately two thirds of firmly placed applicants on HE-based TT (62% primary, 66% secondary) Source: UTT monthly statistics, published on 27 March 2014 Headline statistics
- 5. 1 2 3 4 5 6 7 8 9 10 Initial registration (note your personal ID) Complete rest of your personal details Add additional info (UK students only) Enter your programme choices Provide details of your education so far List school experience ( total time spent in a school etc) Write your personal statement Add names of your two referees Wait for notification that references have been received Finally, pay the applicant fee of £19.00 At the heart of connecting people to higher education From an applicant viewpoint….. Tip: no need to do it all at once – you can save and log back in at any time Welsh language version also available
- 6. Training providers’ decisions Options include: unconditional offer conditional offer: conditions might include degree results, passing professional skills tests, completing classroom observation. NB. a pending interview cannot be a condition reject withdraw – used if you have not replied to correspondence or attended an interview or asked to be withdrawn not qualified in English, maths or science not considered because course is full
- 8. School Direct.. • School Direct is a post graduate route into teaching aimed at enabling schools to anticipate and meet their own employment needs. The school, therefore decides how many places it needs and in which subjects. • A school/cluster of schools requests places directly from Government, and then chooses an HEI to work with. • Advertising those places becomes ‘shared’ between school and provider - university representatives attend interviews as part of a school led process.
- 9. Who does what? School • All aspects of teacher training • Focus training • Assessed placements • Alternative placements • Wider Curriculum • Lead schools • Mentor support • Immersion based school led training • Variety of subject/ phase routes. University • Academic support to achieve 3 assignments • I at level 6 • 2 at Level 7 ( Masters) • Verification of Professional Standards Files for the award of QTS • Professional Tutors • School Support Partners (SSP) • Mentor meetings • Development Forum • Programme Committee
- 10. Why go into teaching? • Teaching has changed. More people with a 2:1 or first degree than ever before are training to be teachers. • You could receive a substantial tax-free bursary while you train. • Teacher training is better than ever before. • Apply to train through School Direct, which is already attracting some of the top graduates in the country. • Starting salaries in teaching are higher than you think. • Good teachers are in demand and there are excellent employment prospects. • Teachers love teaching and stay in the career longer than other graduates. • There are excellent opportunities for career progression. • Primary teaching is as important as secondary teaching because children who fail to learn at primary level tend to fail at secondary too. • You will receive support from us throughout the application process.
- 11. The rewards of teaching • Teachers begin on an average starting salary of £22,900. • Headteachers earn between £42,803 - £113,303. • Prospects of employment in teaching are better than most other professions - 9 out of 10 new teachers, who want to teach, found teaching jobs in the first 12 months. (NQT Survey, 2013) • Teachers are twice as likely to be in management positions 3.5 years into their career, compared to fellow graduates (19 per cent teachers, 10 per cent science, 9 per cent accountants, 6 per cent legal).
- 12. The rewards of teaching England and Wales (excluding London and fringes) Inner London Outer London London fringe Head teachers Max £106,148 £113,303 £109,151 £107,199 Min £42,803 £49,961 £45,805 £43,851 Leading practitioners Max £57,520 £64,677 £60,525 £58,565 Min £37,836 £44,986 £40,838 £38,878 Upper pay ranges Max £37,124 £45,450 £40,838 £38,173 Min £34,523 £41,912 £37,975 £35,571 Main pay ranges Max £31,868 £36,751 £35,468 £32,914 Min £21,804 £27,270 £25,369 £22,853 Unqualified teachers Max £25,267 £29,379 £28,272 £26,313 Min £15,976 £20,092 £18,977 £17,025
- 13. Qualifications and demand • Teaching is increasingly a career for the most able graduates. • Last year’s ITT entrants were the highest proportion of 2:1s and above on record: three quarters of entrants to university-based training had a 2:1 or better.
- 14. Minimum entry requirements • UK undergraduate degree or a recognised equivalent qualification. • Standard equivalent to a grade C in GCSE English and mathematics. • Standard equivalent to a grade C in a science GCSE (primary only). • Most providers will expect applicants to have experience of working with children.
- 15. In demand subjects • Some subjects such as history, English, geography, biology and music are extremely popular so applying early can make all the difference in securing a training place. • With more than twice as many applicants as places, history and English are two of the most popular subjects for teacher training and 80% of our successful applicants have usually applied by the end of November. Geography and biology are popular subjects for teacher training and two thirds of our successful applicants have usually applied by the end of December. • Teachers of maths, physics, chemistry, modern languages, computing and design and technology teachers are particularly in demand in schools at the moment. So employment prospects are high in these subjects. • Primary is one of the most popular courses for teacher training. If you are interested in teaching Primary, you need to apply early to ensure your application is seen by your first choice. • Applications for courses starting in 2014 are now open – start preparing your application now.
- 16. Bursaries for AY 2014/15 Training bursary 2014/15 ITT Subject/Phase Physics, maths Computing Chemistry Modern languages Other priority secondary and primary Primary maths specialists Scholarship £25,000 £25,000 £25,000 - - - Trainee with first £20,000 £20,000 £20,000 £20,000 £9,000 £11,000 2:1 £20,000 £20,000 £15,000 £15,000 £4,000 £11,000 2:2 £15,000 £15,000 £12,000 £12,000 £0 £6,000 Other £9,000 £0 £0 £0 £0 £0
- 17. Premier Plus There is a comprehensive programme of support available to help you, providing guidance throughout the application process which could include: • Personalised one-to-one advice and guidance on becoming a teacher, including support with your application. • Help in securing school experience, including a placement on one of our programmes if there is availability in your subject/local area. • Invitations to exclusive events. • Regular communications from us with important news, application hints and tips, and updates on funding. • Opportunities to speak to a teacher, who can answer your questions about life in the classroom. * Available to those who want to teach physics, maths, chemistry, modern foreign languages, computing or design and technology, who hold, or are predicted, at least a 2:1 degree, and who intend to start teacher training in the academic year 2014/15.
- 18. School experience Gaining classroom experience before starting your initial teacher training (ITT) can help you be sure that a career in teaching is right for you. It is also essential to support your application for ITT. • Premier Plus candidates may be able to get help in getting school experience, including a placement on one of our School Experience Programmes if there is availability in your subject/local area. Please call the Teaching Line on 0800 389 2500 for more info or visit www.education.gov.uk/teachsep • Another alternative is to write to, or telephone, your local school to ask if you can observe any lessons, preferably in the area or subject you wish to teach. If you have any friends or family who are currently teaching, maybe approach them and ask whether you could observe a lesson at their school. • You can also read our blog at http://getintoteaching.wordpress.com/ for helpful advice on gaining classroom experience.
- 19. School-led teacher training • School Direct - You’ll be selected by a school from day one, with a job in mind - Training is full-time, school-based - Salaried and non-salaried routes available • School-centred initial teacher training (SCITT) - Designed and delivered by groups of neighbouring schools - Taught by experienced, practising teachers, tailored to local needs All school-led teacher training courses will lead to qualified teacher status (QTS) and many will award a postgraduate certificate in education (PGCE) “In my training I was teaching lessons and classes straight away. I gained confidence from spending so much time in the classroom.’” Kim Khoo, newly qualified teacher.
- 20. University-led teacher training • Postgraduate certificate in education (PGCE) - For anyone who already has a degree - Focuses on developing your teaching skills, rather than the subject you intend to teach • Undergraduate initial teacher training courses - For anyone without an undergraduate degree - Enables study for a Bachelor of Arts (BA) or Bachelor of Science (BSc) degree whilst completing your initial teacher training at the same time “I did a one-year PGCE at Manchester University. The experience of going into several different schools really helped. When I finished, I felt fully prepared.” Darryl Heaton, head of year.
- 21. Other routes into teaching • Teach First - Employment-based route into teaching - Initial six week intensive training programme followed by two years teaching in a school in a low-income community - Postgraduate Certificate of Education (PGCE) awarded on successful completion • Troops to teachers - Designed for eligible Service Leavers who do not have a degree - Two-year school-based route into teaching - Earn a salary while you train - Qualified teacher status (QTS) awarded on completion
- 22. Subject knowledge enhancement Don’t hold back from applying because of your subject knowledge confidence. If you are intending to teach maths, physics, chemistry, modern languages, computing or design and technology, you could benefit from a subject knowledge enhancement course. Each provider has a different entry requirement so talk to your chosen provider about your own subject levels. If your provider feels that you would make a good teacher but you need to undertake some additional study in the subject you want to teach before you start training then your chosen provider can discuss a range of subject knowledge enhancement (SKE) courses available to you.
- 23. Skills tests • All candidates wanting to start a teacher training course must have passed the professional skills tests in numeracy and literacy before beginning training. • Training providers will use skills tests results to inform decisions during the application process; it is in your interest to pass the tests as soon as possible to increase your chances of success. • The skills tests registration system for applicants for courses starting in AY2014/15 is now open and can be accessed via the skills tests pages of the DfE website at www.education.gov.uk/teachskillstests
- 24. What providers are looking for • This is your moment to stand out from the rest. • It’s important to convey why you want to teach. • Show what you can offer and why you will make a good teacher. • Tell them how you know that teaching is right for you. • Include what experience you have had in schools that has confirmed this. • Convey your communication skills. • The personal statement is the most crucial part of your application form. It is used by training providers to assess your commitment to teaching, desire for self-development, and enthusiasm about education.
- 25. Your interview Practical tips: Use the internet to research the latest developments in education. Try our interactive interview and application assistant at www.education.gov.uk/get-into-teaching/apply-for-teacher-training/help- with-your-interview/interactive-interview.aspx Look at training providers’ websites.
- 26. Further information and advice Follow us on Twitter, ‘like’ us on Facebook and read our blog for further information, useful tips and to ask us a question.
- 27. Search “get into teaching” to visit our website or call us on 0800 389 2500 to speak to our Teaching Line. Further information and advice
- 28. Selection process • York St Johns
- 29. Priorities for selection ‘the quality of an education system cannot exceed the quality of its teachers’ (Barber and Mourshed 2007:13) • To identify and assess the potential of applicants to become high quality teachers • To introduce candidates to the professional environment they hope to be part of right from the start with school staff and pupil involvement
- 30. Selection process prior to interview Key Processes: Focus University centred PGCE School centred PGCE (School Direct) YSJ staff School staff YSJ staff School staff Scrutiny of application forms Shortlisting according to set criteria (e.g. subject knowledge, school experience, relevant prior experience, rationale for application) x Invite letters To outline the interview process and expectations x Prior achievement booklet For candidates to evidence their prior achievement against the teaching standards
- 31. Interview day - morning Key Processes: Focus University centred PGCE School centred PGCE (School Direct) YSJ staff School staff YSJ staff School staff Morning is school based: • school tour • teaching activity • staff interview • pupil panel interview • Interaction and ability to communicate with pupils and staff in professional environment. • Personal and professional conduct. • Ability to plan/organise and deliver and to engage pupils in learning • Assessment of subject knowledge, personal and intellectual qualities, commitment to and understanding of secondary education and current issues in education.
- 32. Interview day - afternoon Key Processes: Focus University centred PGCE School centred PGCE (School Direct) YSJ staff School staff YSJ staff School staff Afternoon is based at YSJ: • HOP talk • group activity • skills tests (literacy and numeracy) • reflection/target setting • tour of university • Interaction and communication with peers • Understanding of key issues, e.g. behaviour management • Quality of writing/ability to prioritise • Ability to reflect and identify targets and strategies to prepare for the programme Offer letters – conditions, suggestions, pre- course preparation • Essentials and desirables • Strategic targets set (their ideas and ours) x
- 33. York St John University | www.yorksj.ac.uk Strengths of our processes: • Recruiting high quality candidates to train to become high quality teachers • Building on existing effective practice within the partnership • Consistency of interview processes between university centred PGCE and school centred PGCE and hence supports quality assurance
- 34. York St John University | www.yorksj.ac.uk Challenges for recruitment: • Foolproof procedures? • New UCAS system – issues with 3 choices • Low number of applications for some subjects • Lack of understanding of what School Direct programme involves – candidate perceptions • Staffing and expectations • Funding of interview days • Ownership for school centred route – processes, documentation • Administration – record keeping etc.
- 35. FE • University of Huddersfield
- 36. The Lifelong Learning sector • A large and complex sector with a great diversity of institutions, subject areas, teaching roles and entry routes • Largely concerned with vocational education for post-16 students and adults • However, many FE colleges provide for 14-16 year olds, and many sixth- form colleges are highly academic institutions • Since 2001, successive waves of ITE reform in the sector have produced an uncertain situation for new teachers • But teaching in lifelong learning is a highly rewarding profession
- 37. The Lifelong Learning sector Institution No. of employers Size of teaching workforce Proportion of all teachers in the sector FE colleges 357 122,578 65.3% ACL 185 35,000 18.7% WBL 1,515 30,000 16.0% Total 2,057 187,578 100% (2011 data)
- 38. Entry Routes for Teaching in Lifelong Learning • Pre-service or in-service • Full time or part time • University award (PGCE, Cert Ed) or Awarding Organisation qualification (Level 5 Diploma in Education and Training) • Most new graduates are likely to be interested in a full-time, pre- service PGCE • However, some new graduates may obtain a direct appointment to a teaching post and train in-service • For new entrants with no prior experience of teaching in FE, bursaries are available in Maths, English and SEN.
- 39. Government training bursaries for ITE in Further Education 2014/15 Lifelong Learning Bursaries are constantly under review – check our website for up to date information www.hud.ac.uk/edu/teach Trainee has: Mathematics English SEN First £20,000 £9,000 £9,000 2:1 £20,000 £4,000 £4,000 2:2 £15,000 No bursary No bursary Other No bursary No bursary No bursary
- 40. Lifelong Learning pre-service Postgraduate Certificate in Education (PGCE) Certificate in Education (CertEd) • 1 year full-time study. • Achieve a professional teaching qualification for teaching post-16 students in a wide range of settings including further and adult education. • Leads to Qualified Teacher Learning and Skills (QTLS) status following professional formation through the Institute for Learning. • Option to study at Master’s level for graduates
- 41. Trains students to teach in a wide range of subject areas • Business, Law, Management, Travel and Tourism • Science, Engineering, ICT, Mathematics • Sports Science, Health Studies • Construction, Catering, Hair and Beauty, Early Years • English and Expressive Arts, Media, Art and Design, Music • Skills for Life: Literacy, Numeracy, ESOL • Public Services …
- 42. Format of our course • Runs from September to June • Has both University and placement-based elements including a 6-week block placement in second term • Minimum of 100 teaching hours between November and Easter • Placement is normally in one institution
- 43. Where trainee teachers might do their placement… PGCE/Cert Ed (Lifelong Learning) courses offer teaching in a wide variety of placements: – 6th form college – Further Education college – Adult education – Prison education centres – Careers service – Training centres – Training organisations – public and private – Universities
- 44. Entry requirements • No teaching experience is needed. • UK degree or equivalent related to your specialist area. • Relevant work experience in some specialist subject areas • Satisfactory interview and two satisfactory references • Disclosure and Barring Service (DBS, formerly Criminal Records Bureau) and health checks for suitability to teach.
- 45. The application and selection process • Application PGCE applications via the UCAS teacher training website www.ucas.com/apply/teacher-training CertEd applications via the UCAS website www.ucas.com • Interview comprising five minute presentation to group of applicants and at least two course tutors, short written task, individual discussion with course tutor and opportunity to ask questions about the course.
- 46. Fees and funding • Tuition fee for 2014/15 is £8,250 • No upfront payment. Add to SLC loan. Repayable when earning over £21K – on marginal amount • Maintenance Grant • Means tested maintenance grant depending on level of household income • Government Bursary for specific subjects
- 47. Useful links For more information about teaching in the lifelong learning sector: The Institute for Learning www.ifl.co.uk The Education and Training Foundation http://www.et-foundation.co.uk For further information about teaching courses at the University of Huddersfield: www.hud.ac.uk/edu/teach
Editor's Notes
- #7: An unconditional offer means the applicant has met all academic conditions. If they accept the unconditional offer, providers are committed to giving them a place. If they make a conditional offer they are committed to providing a place once the applicant has met all the conditions. Reject – there is the provision for giving a reason for rejection. Applicants really do appreciate this and we would encourage them to use it. Where applicable it is also helpful to withdraw applicants rather than reject, since it helps them understand more clearly what has happened. Course full would be used where there is a slight time-gap between receipt of application by UCAS and forwarding to the provider.
- #30: Potential high quality teachers: who will have knowledge, understanding and pedagogical skills to further develop the quality of our education system and improve pupil achievement.
- #31: In line with similar institutions and programme selection - at this point it is based on evidence provided by the detailed breakdown of degree content, other academic, professional or vocational qualifications, the applicant’s personal statement and references. Those applicants who are successful are then offered an interview. If invited for interview they are sent a Prior Achievement booklet to complete to map prior experience against teachers standards.
- #32: Competencies: interaction, communication, knowledge, planning, organisation, leading learning, resilience, professional values …… History of interviewing in schools - highlighting the professional nature of the course and the setting of professional expectations. It is considered important that the process follows similar protocols as the formal interviews that take place for teaching jobs and as a result more realistic for candidates to be interviewed in schools to get a better sense of the teaching profession. The importance of emphasising the nature of teaching as a profession and using this as the beginning of professional target setting for student teachers. Note – this is possible for such a small cohort and it is recognised that larger cohorts would unlikely to be able to manage this approach.
- #33: Competencies: interaction, communication, teamwork and participation, knowledge and understanding, problem solving, resilience, professional values, self evaluation/reflection ……
- #34: Ofsted considered these recruitment practices a key strength in June 2011 inspection – we have built on these across both university and school centred PGCE These processes are possible for small provision – key point to make again – would be very difficult to undertake these processes for larger cohorts – but have been taken on board as model for School Direct.
- #35: No system is foolproof – sometimes candidates are really strong on the day and this is not sustained on the training programme – problematic given Ofsted criteria. UCAS – 3 choices. Interview day can lead to several offers and no acceptances! Expectations of staff not involved in ITE interviews before – use of subject specialists Administration – record keeping and QA/duplication