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An HEI Perspective

An HEI Perspective. 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)

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An HEI Perspective

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  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?

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