This material was devised and produced on behalf of the Yorkshire and Humber ITT Partnership by:

1. New Standards Training and Initial Teacher EducationUniversity of Leeds, University of Huddersfield and Kirklees EBR16 May 2007 This material was devised and produced on behalf of the Yorkshire and Humber ITT Partnership by: Judi Bainbridge (Bradford College) Jane Barber (Leeds Metropolitan University) Janet Blackburn (Minsthorpe Community College) Anne Bore (University of Hull), Paul Clarke (TDA); Liz Foster (TDA) Julia Morgan (Minsthorpe Community College); Dorothy Schofield (Kirklees LA) and Sarah Whitelaw (University of Leeds)

2. Purposes of the training: • To introduce the ‘suite’ of New Professional Standards for the Teaching Profession • To examine, in detail, the new QTS Standards • To identify ways in which working with ITT trainees helps ITT coordinators to work towards and demonstrate their own professional standards • To enable participants to become familiar with the new requirements for ITT

3. Key Questions to be addressed • What is different ? – comparisons between the new and old Standards for QTS • What are the training implications? • What are the training and evidence collection opportunities? • What is the ‘culture’ of the new Standards and how is it different? • How does the suite of Standards and the training programmes which incorporate opportunities to meet them relate to Every Child Matters?

4. Programme • 9.45 Welcome • The Suite of Standards • QTS Standards – re/familiarisation task (sheet one and two) • Presentation – Differences between new and old Standards • 11.00 – 11.20 Coffee Break • Presentation – The New Training Culture • Group work on differences (sheet 3a and b) • 12.15 – 1.00 Lunch • Feedback ‘1 Key implication issue and how to address it in your school’ • How working with trainees links to ITT coordinators’ professional development – exemplars using the Professional Standards • Group Work – Strands across the Standards QTS to AST(sheet 4) • Feed back and collation of ideas • Requirements – reminder of key points • 3.00 Close

5. The draft revised Standards • Three inter-linked sections: • Professional attributes • Professional knowledge and understanding • Professional skills • 33 standards at QTS (42 standards currently)

6. Every Child Matters • Five outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being Key themes: • the link between their achievement and well-being • support for those facing challenging circumstances • maximising opportunities for them to reach their full potential • minimising risks

7. Children’s agenda e.g. Q5, Q18, Q21 Q5: Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment. Q18: Understand how children develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences Q21: (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people (b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support

8. Personalised learning “Put simply, personalising learning and teaching means taking a highly structured and responsive approach to each child’s and young person’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning”. Personalised learning is... • learner-centred … • knowledge-centred ... • and assessment-centred (Gilbert – 2020 Vision Report)

9. Personalised learning e.g. Q10, Q13 & Q19 Q10: have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential Q13: Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment Q19: Know how to make effective personalised provision for those they teach, including those for whom English is an additional language, and how to take practical account of diversity and promote equality and inclusion in their teaching.

10. New professionalism “Workforce reform will usher in a new professionalism for teachers, in which career progression and financial rewards will go to those who are making the biggest contributions to improving pupil attainment, those who are continually developing their own expertise, and those who help to develop expertise in other teachers…” (Five Year Strategy)

11. Teacher new professionalism • Maintaining and improving professional practice • Professional development integral to teacher’s everyday life • Better teachers better able to support learners • Job satisfaction • Career progression

12. Personal professional development e.g. Q 7, 8 & 9 Q7: (a) reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs (b) Identify priorities for their early professional development in the context of induction Q8: Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified Q9: Act upon advice and feedback and be open to coaching and mentoring

13. Q14: Have a secure knowledge and understanding of their subjects / curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained Q15: Know and understand the relevant statutory and non-statutory curricula, frameworks, including those provided through the national Strategies, for their subjects / curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained Subject expectations e.g. Q14, Q15

14. ITT Requirements Review

15. Age Range Requirement • Current two Key Stage requirement replaced with an age-range requirement in order to: • increase providers’ flexibility to offer a range of training options including 7-11 and 9-14 • ease pressure on the need to find Key Stage one placements for all primary trainees. • focus Key Stage 2/3 training on the secondary phase • focus foundation stage training on 3-5s • The new requirement includes the expectation of training content to cover the phases before and after the specific training phase.

16. Age Range Requirement R2.7 That they prepare all trainee teachers to teach across two or more consecutive age ranges selected from the following: Foundation stage (ages 3-5) School years 1-2 (ages 5-7) School years 3-4 (ages 7-9) School years 5-6 (ages 9-11) School years 7-9 (ages 11-14) School years 10-11 (ages14-16) School years 12-13 (ages 16-19) and engage them with the expectations, curricula, strategies and teaching arrangements in the age phases immediately before and after the ones they are trained to teach.

17. Time Training in Schools/Settings Requirement • Time spent training in school requirement replaced with requirement that shifts emphasis to programme design and sets out a normal expectation for primary, secondary and Key Stage 2/3 programmes. • The normal expectation for all types of programmes remains the same as the current requirement. • Attention is drawn to employment-based teacher training where there is no minimum expectation.

18. Time Training in Schools / Settings Requirement • R2.8: That training programmes are designed to provide trainees with sufficient time being trained in schools and/or other settings to enable them to demonstrate that they have met the QTS Standards. This means they would normally be structured to include the following periods of time to be spent in training in schools or other settings : • 4 year undergraduate QTS programme: 160 days (32 weeks) • 2/3 year QTS undergraduate programme: 120 days (24 weeks) • Secondary graduate QTS programme: 120 days (24 weeks) • Primary graduate QTS programme: 90 days (18 weeks) • Employment based schemes: Determined by programme

19. Legal Requirements • The alignment of the proposed requirements with other legal regulations, including: • equality legislation • disability and race equality duties • accreditation criteria • conditions for employment-based schemes

20. Legal Requirements • R1.5: (That all entrants) can read effectively and are able to communicate clearly and accurately in Standard English; • R2.5: That their training provision ensures equality of access to training for all trainees. • R3.3: That their provision complies with TDA’s current accreditation criteria and all current legislation relevant to initial teacher training such as that relating to equality and discrimination • R3.6 ITT providers must ensure that graduate, registered, overseas trained teacher and Teach First programmes comply with General Conditions for the Graduate, Registered, Overseas-trained Teacher and Teach First Programmes in addition to the Secretary of State’s current requirements for initial teacher training.

21. Safeguarding and Two School Requirements • strengthening of the safeguarding requirement in the light of new Department safeguarding regulations and guidance • strengthening of the two-school requirement to require teaching in at least two schools or settings.

22. Safeguarding and Two School Requirements • R1.3: (That all entrants) have been subject to a Criminal Records Bureau enhanced disclosure check and/or any other appropriate background check. • R2.9: Each trainee teacher must have taught in at least two schools or settings prior to the award of QTS.

23. Development of standards and requirements guidance • Non-statutory, and primarily web-based • To set out aim and scope of each standard and requirement • To provide exemplification • To link to other sources of information and resources • Published following sign-off the standards and requirements

24. QTS Standards – re/familiarisation task • 15 mins Reading time (Sheet 1) followed by discussion • Discussion in 2s or 3s – what challenges do the new Standards present? barriers to implementing? what’s interesting/positive about them and the changes? etc. • 2 or 3 significant things to feedback (Sheet 2) • 3 mins Feedback session

25. Principles underpinning the Standards….. All the standards are underpinned by the five key outcomes for children and young people identified in Every Child Matters and the six areas of the Common core of skills and knowledge for the children’s workforce. The work of practising teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the development and well-being of children and young people expressed in the Children Act 2004, the Disability Discrimination Acts 1995 and 2005 and relevant associated equality duty and guidance, the special educational needs provisions in the Education Act 1996 and the associated Special educational needs code of practice (DfES 2001), the Race Relations Act 1976 as amended by the Race Relations (Amendment) Act 2000, associated Race Equality Duty, and the guidance Safeguarding children in education (DfES 2004).

26. Some discernible trends? No surprises here! • It is clear that the Standards reflect the following agendas: • Policy awareness and the promotion of diversity • ECM and Safeguarding Children • Curriculum Change and innovation

27. Some terminology explained……. • The term ‘learners’ is used instead of ‘children and young people’ when learning per se is the main focus of the standard.. • The term ‘colleagues’ is used for all those professionals with whom a teacher might work. • The term ‘classroom’ is used to encompass all the settings within and beyond the workplace where teaching and learning take place. • The term ‘workplace’ refers to the range of educational establishments, contexts and settings (both in and outside the classroom) where teaching takes place.

28. Terminology continued….. • The term ‘subjects/curriculum areas’ is used to cover all forms of organised learning experienced across the curriculum. The terms ‘lessons’ or ‘sequences of lessons’ are used to cover teaching and learning activities wherever they take place, whatever their nature and length, and however they might be organised, and are applicable to all educational phases and contexts. • Where the phrase ‘parents and carers’ is used, it is understood that the term ‘parents’ includes both mothers and fathers.

29. And finally the end of terms……. • The term ‘well-being’ refers to the rights of children and young people as expressed in the Children Act 2004 (and subsequently in the five outcomes of Every Child Matters) in relation to: • physical and mental health and emotional well-being • protection from harm and neglect • education, training and recreation • the contribution made by them to society • social and economic well-being. • The term `personalised learning,’ means maintaining a focus on individual progress, in order to maximise the capacity of all children and young people to learn, achieve and participate.

30. A quick comparison of the “old” and the “new” Standards for QTS • There are still 3 main areas: • Professional Values and Practice shifts to Professional Attributes • Knowledge and understanding becomes Professional Knowledge and Understanding • Teaching is subsumed into Professional Skills

31. Professional Attributes (PA) • Some key ideas…. • Communication • Collaboration • Policies • Creativity and innovation • Wellbeing

32. Professional Knowledge and Understanding (PKU) • Some key emphases….. • Knowledge of Policies and their impact • Personalising provision • No mention of Degree Level knowledge • Using statistics • Promotion of diversity

33. Professional Skills (PS) Some very specific strategies and teacher behaviours are mentioned

34. The New Training Culture – key points • The Suite of Standards is a ‘progression framework’ for teachers’ professional development • Mentors’ and ITT coordinators’ work with trainees in addressing the Standards provides a context for their own CPD • The Teaching and Learning Academy of the GTC provides a system of recognising teachers’ coaching and mentoring activities in relation to their own CPD • The Yorkshire and Humber Professional Development Framework for School-based Tutors (mentors) provides opportunities for the recognition and accreditation of work with trainees through regional providers

35. Teacher Learning Academy The TLA has 4 stages differentiated by depth of enquiry, analysis and reflection, and breadth of influence The TLA has 6 Core Dimensions: Engaging with the knowledge base Coaching and mentoring Planning your learning Carrying out your plan Sharing your learning and influencing practice Evaluating your learning and influencing practice

36. Draft Revised Professional Standards for Teachers in England (from Introduction. How the Standards will be used) • All teachers should have a professional responsibility to be engaged in effective, sustained and relevant professional development throughout their careers and all teachers should have a contractual entitlement to effective, sustained and relevant professional development throughout their careers. There should be a continuum of expectations about the level of engagement in professional development that provides clarity and appropriate differentiation for each career stage. The expectations about the contribution teachers make to the development of others should take account of their levels of skills, expertise and experience, their role within the school, and reflect their use of up-to-date subject knowledge and pedagogy.2

37. Continued….. • 9. In all these cases, performance management is the key process. Performance management provides the context for regular discussions about teachers’ career aspirations and their future development, within or beyond their current career stage. The framework of professional standards will provide a backdrop to discussions about how a teacher’s performance should be viewed in relation to their current career stage and the career stage they are approaching. The relevant standards should be looked at as a whole in order to help teachers identify areas of strength and areas for further professional development. For example, a teacher who aspires to become an AST will need to reflect on and discuss how they might plan their future development so they can work towards becoming an AST and performance management would provide evidence for the teacher’s future application.

38. Professional attributes

39. Examples of Professional Development Engage in a process of observations and feedback with colleagues to improve specific aspects of practice Develop mentoring skills for ITT with local HEI Develop coaching skills with a colleague using the CUREE framework Engage in research using the LA model and link to a MA module Develop subject pedagogy and share with colleagues Use TLA processes as an approach to Performance Management targets Use TLA processes as an approach to SIP working party targets.

40. Demands of the Draft Standards for which the TLA can provide evidence • There should be a continuum of expectations about the level of engagement in professional development that provides clarity and differentiation. • The contribution teachers make to the development of others…reflect their use of up-to-date knowledge and pedagogy. • PM provides the context for regular discussions • Professional standards will provide a backdrop to discussions • The relevant standards…help teachers identify areas of strength and areas for further professional development. • A teacher…will need to reflect on and discuss how they might plan their future Professional attributes • Evaluate their performance • Research and evaluate • Inform their own practice and that of colleagues • Act upon advice and feedback • Be open to coaching and mentoring

43. CPD / skills audit (see p1-3) • Based upon your knowledge, skills and values and on what you are able to do and how evidence can be shown. • Verification

44. Find out more… • Schools in Partnership with Leeds University website www.education.leeds.ac.uk/ITTpartnerships • Schools in Partnership with Huddersfield University: via Blackboard (email: l.pearson@hud.ac.uk)

45. Group work on Differences ….. • Working in groups of 4-5, and cross-phase where applicable, explore the impact of one key difference for your practice in school • You will be assigned a topic/issue by the presenters (sheet 3 a) • 1 Key implication issue and how to address it in schools - to be reported back after lunch(sheet 3 b) we shall be collating all ideas from all training sessions for our training DVD • You may wish to consider the issue in terms of the following framework….

46. Framework for discussion in Group Task • Issues for the school • Training opportunities to be embraced • Assessment implications • Personnel organisation • Personnel development in school • Potential barriers

47. Some key differences to be explored today • The following differences were identified by the School Coordinator Executive Committee members of the University of Hull PGCE Secondary Partnership together with the PGCE staff.

48. Differences between the ‘new’ and old Standards • Recognise the contribution that colleagues and parents and carers can make to the development and wellbeing of children and young people and to raising their attainment • Communicate effectively with children, young people, colleagues, parents and carers • Have a creative and constructive approach to innovation, being able to adapt practice when benefits and improvements are identified

49. Have a knowledge and understanding of Every Child Matters and Safeguarding Children • Know how to identify and support children and young people whose progress, development or wellbeing is affected by changes or difficulties- and to know about referral to specialist support • The fact that no mention is made of degree level subject knowledge and the impact that will have in secondary schools

50. Know how to adapt teacher language to suit learners when introducing new ideas, concepts and knowledge • Have a commitment to collaborative and team working • Be aware of policies and practices in the workplace and share in collective responsibility for implementation • Personalised provision • Actively promote diversity and equity and take practical account of SEN, disability and EAL learners • E learning is mentioned specifically, not just use of ICT