Central government is responsible for ensuring that there are sufficient facilities for training teachers for service in maintained schools in England and for forward planning. Projections of teacher supply and demand have been produced for many years. Since the late 1970s, the main purpose of these projections has been to set targets for initial teacher training (ITT). Planning is based on the number and type of teachers needed and assumptions of likely trends. Central government then provides the Training and Development Agency for Schools (TDA) with ITT intake targets, to use as the basis for its funding and allocation decisions in England. The aim is to manage teacher supply so as to avoid excessive surpluses and shortages. However, in recent years, there have been shortfalls in the number of applicants to secondary level teacher training for certain subjects in particular (including mathematics, science, modern foreign languages, religious education and music), and a range of measures have been introduced to improve recruitment to the profession. 312
The Training and Development Agency for Schools (TDA) was originally established, by the Education Act 1994, as the Teacher Training Agency (TTA), an executive non-departmental public body. 300 Its purpose was to raise standards in schools by attracting able and committed people to teaching and by improving the quality of teacher training. In 2004 the Secretary of State announced the extension of TTA’s remit to embrace training of the wider school workforce as well as coordinating provision for teachers’ professional development. This was legislated for in the Education Act 2005 297 under which the TTA became known as the TDA. Its purpose is to raise children's standards of achievement and promote their well-being by improving the training and development of the whole school workforce. Specifically, the 2005 Act states that the functions of the TDA are to:
The TDA has a statutory function to accredit and fund providers of ITT who can demonstrate that they satisfy the Secretary of State's criteria for ITT. The TDA uses information about the quality and efficiency of provision, obtained from the Office for Standards in Education, Children's Services and Skills (Ofsted), TDA-managed data collections, and other sources to inform these functions. The Agency also works with providers to improve the quality of all routes into teaching, particularly by supporting the preparation of improvement plans following inspection of ITT. Her Majesty’s Chief Inspector of Schools in England (HMCI) has the power to inspect and report on any initial teacher training which is provided by a relevant institution. All inspections of ITT are conducted using the "Framework for the Assessment of Quality and Standards in ITT", which was developed jointly by Ofsted and the TDA. 312 325
A network of Recruitment Advisers (RAs) has been created to coordinate and revitalise local and regional teacher recruitment activities and support the TDA’s national teacher recruitment strategy. There is an RA in each government office region in England. The task of RAs is to advise and support providers of initial teacher training to improve recruitment to their training courses and programmes. 312
The TDA also provides funding for Recruitment Managers (RMs). Based in local authorities (LAs) in areas of greatest need, RMs establish strategic recruitment and retention projects in response to the teacher supply needs of local schools. The strategies being developed aim to:
All teachers in maintained schools are required to register with the General Teaching Council for England (GTCE). This Council was established in September 2000. The fundamental principle underlying the work of the Council is that of professional self-government. Its aim is to advise the relevant government departments on teaching issues such as recruitment and professional development, and to maintain and enhance professional standards. 312 315
Quality assurance
The Office for Standards in Education, Children's Services and Skills (Ofsted) is a non-ministerial government department whose main aim is to help improve the quality and standards of education and childcare through independent inspection and regulation, and provide advice to the Secretary of State. 314
Ofsted’s principal role is the management of the system of school inspection. This provides for the regular inspection of all schools in England, which are wholly or mainly state-funded. However, Ofsted also inspects the quality of ITT provision. 314
The main purposes of ITT inspections are to:
Management and quality assurance is an aspect of all inspections. Inspectors examine providers’ self-evaluation and improvement plans, their selection procedures, the management of the training programme and the procedures for quality assurance. 314
There are various courses/routes available for students interested in training to be teachers in England. In summary these are:
Concurrent programmes:
Consecutive programmes:
Employment-based programmes. These include:
Details of each of the above courses are provided below.
Initial teacher training (ITT) for school teachers has traditionally been provided by higher education institutions (HEIs), with students undertaking block periods of school-based experience known as teaching practice. Since 1983, all newly qualified teachers trained in England have had graduate status. 312
The trend towards placing students in schools for greater proportions of their training has resulted in a sharing of responsibility for ITT between HEIs and schools. Courses are now provided either by partnerships of HEIs and schools or, in a limited number of cases, by groups of schools, consulting HEIs and other agencies as required. 312
The main routes to Qualified Teacher Status (QTS) are via the concurrent or the consecutive route. 312
Concurrent model
Most programmes following the concurrent model are for primary teaching, but there are also some programmes aimed at secondary teaching. The concurrent degree is generally organised in an integrated pattern, comprising a mixture of higher education subject studies, theoretical classes and practical teaching activities throughout the period of study. The degree normally involves three or four years of combined full-time higher education and teacher training, leading to an education degree and to Qualified Teacher Status (QTS). The qualifications awarded on successful completion of the course include the Bachelor of Education (BEd) and the Bachelor of Arts or Bachelor of Science in Education (BA(Ed) or BSc(Ed)), although other names may be used. The course includes curriculum, pedagogical and educational studies; university-level study of one or more main subject(s); and the application of the students’ main subject(s) in primary or secondary schools, as appropriate. Two-year concurrent degree courses are available for mature students who have already completed at least one year of relevant higher education. Some courses are available part-time. 312
The standards and requirements for initial teacher training (ITT) (http://www.tda.gov.uk/partners/ittstandards.aspx) require ITT providers to ensure that trainee teachers spend at least the following length of time being trained in schools, recognising that a trainee’s former experience of working with children may count towards these totals:
Each trainee teacher must have experience in at least two schools. Time in schools may be completed on a part-time basis to make up the full-time equivalent amounts above. Teaching in settings other than schools may also count towards these totals, provided that this enables trainee teachers to work towards the achievement of the standards for the award of Qualified Teacher Status (QTS). 312
Consecutive model
Traditionally, programmes following the consecutive model are for secondary teaching, (but consecutive programmes for primary teaching are increasingly popular). The consecutive training model involves three or four years of study leading to a subject-based first degree, followed by one year of professional training leading to the Postgraduate Certificate in Education (PGCE). Courses may be full-time or part-time, with full-time courses lasting one year. The PGCE focuses on curriculum (the National Curriculum or specialised subjects), pedagogical and educational studies, practical teaching skills and the application of the students’ degree subject(s) to school teaching. 312
The standards and requirements for initial teacher training (http://www.tda.gov.uk/partners/ittstandards.aspx) require providers of PGCE courses to ensure that trainee teachers spend at least the following length of time being trained in schools, recognising that a trainee’s former experience of working with children may count towards these totals:
Similarly to the concurrent route, trainee teachers must have experience in at least two schools, and time in schools may be completed on a part-time basis to make up the full-time equivalent amounts. Teaching in settings other than schools may also count towards the totals, provided that this enables trainee teachers to work towards the achievement of the standards for the award of Qualified Teacher Status. 312
Employment-based training
The Graduate Teacher Programme (GTP) and Registered Teacher Programme (RTP) were introduced at the beginning of 1998. The programmes enable schools to employ teachers who are not yet qualified and to support them through an individual training programme leading to Qualified Teacher Status (QTS). Responsibility for the administration of the programmes lies with the Training and Development Agency for Schools (TDA). Trainees must first find employment in a school and are paid as unqualified teachers. The school is responsible for assessing training needs and devising and overseeing the training plan, which is approved by the TDA, and may include off-site training. 312
A limited number of places are available on the Graduate Teacher Programme (GTP) each term. These are allocated to the best schools and best graduate trainees in priority recruitment areas and in shortage subjects (mathematics, science, modern languages, ICT, design & technology, and English). GTP trainees follow a postgraduate programme which normally lasts one year. However, for those with significant teaching experience, this may be reduced to a minimum period of three months. Up to 90 per cent of the trainee’s time may be spent teaching but this may vary depending on the provider. 312 321
Trainees on the Registered Teacher Programme (RTP) must have already successfully completed two years of full-time higher education (or the part-time equivalent) and then spend up to two years working and training as a teacher while they complete a degree. The RTP is a two-year course, but if candidates already have considerable teaching experience it may be possible to reduce this time. In all cases, the minimum length is 12 months. A limited number of places are available on the programme but these are not restricted to teaching a particular phase of education or specific subjects.312
The Overseas Trained Teacher Programme (OTTP) is available to teachers who qualified outside the European Economic Area and enables them to gain QTS while working as a teacher. 333
Trainee teachers on the Graduate Teacher Programme (GTP), the Registered Teacher Programme (RTP) and the Overseas Trained Teacher Programme (OTTP) all receive a salary from their school. This is at least equal to the minimum point on the unqualified teacher pay scale, but some schools choose to pay more. In addition, the Training and Development Agency for Schools (TDA) pays schools to cover the costs of employment-based training. Source.
The 'assessment only' route to QTS is aimed at those who have a degree and substantial experience of working in a school as an instructor or unqualified teacher, or as a teacher in an independent school or further education institution. Such candidates may be able to gain QTS without undergoing any further teacher training, but must demonstrate that they meet the standards required to achieve QTS by compiling and submitting a portfolio of evidence of their abilities as a classroom teacher. A day-long assessment visit to the candidate's school is also required. The assessment only route can take up to a year to complete, starting and finishing at any time. Further information is available online.
'Returner to teaching' courses
Refresher training courses are available for teachers who have Qualified Teacher Status (QTS) but have been out of teaching for at least 12 months. The courses are free, may be full- or part-time and last between six and 12 weeks. They cover the National Curriculum, key national strategies, assessment and behaviour management. A supported school placement is also included. Training bursaries of £150 per week (up to a maximum of £1,500) are available for returners taking the courses. Financial assistance towards childcare costs may also be provided in addition.
PGCEs for teachers specialising in the 14-19 age range
Some HEIs are developing PGCEs designed to equip newly qualified teachers for the 14-19 age range. It is intended that such courses will give trainees the flexibility to work in both schools and colleges of further education (for 16+-year-olds). 329
See section 7.4.7.1 for information on a new Masters level qualification in teaching and learning.
Access to all initial teacher training courses is restricted and subject to a preliminary selection process, including an interview, to determine the applicant’s suitability for teaching as a career. Admission is also subject to physical and mental fitness to teach. Institutions must also check that applicants do not have a criminal background which might prevent employment as a teacher with children or young people. Since 1989, it has been a requirement that experienced practising teachers are involved in the selection process. 312 305
All prospective secondary phase teachers must be able to demonstrate that they have attained the standard required to achieve a Grade C in the General Certificate of Secondary Education (GCSE) (or equivalent) examination in English language and mathematics. Applicants for training according to concurrent training schemes must normally satisfy the criteria for university entrance. Applicants for consecutive training schemes must hold a recognised university degree or the equivalent. Applicants for employment-based routes through the Graduate and Registered Teacher Programmes must have successfully completed either a first degree (for the Graduate Teacher Programme) or at least two years of relevant higher education (for the Registered Teacher Programme). 312
Some institutions offer Postgraduate Certificate in Education (PGCE) courses of two academic years' duration, which provide tutoring in certain subjects, as well as professional training. The courses are designed to enable graduates in a wide range of disciplines to train to be specialist teachers in the secondary age range, particularly in the subjects of design and technology, mathematics, modern foreign languages and science. For these courses, the content of the applicant’s initial degree must normally include at least one year of full-time higher education study or equivalent, relevant to the appropriate subject specialism. 312
Applications for entry to Postgraduate Certificate in Education (PGCE) courses, the consecutive route, are made through the Graduate Teacher Training Registry (GTTR). The GTTR is a central admissions service which acts on behalf of universities, colleges of higher education and certain groups of schools in England to process applications for entry to PGCE courses. Applications for undergraduate teacher training programmes (the concurrent route) are made through the Universities and Colleges Admissions Service for the UK (UCAS). 312
The TDA has produced the document 'Able to Teach', which aims to help teacher training providers admit more disabled applicants, by helping them make fair decisions on a candidate's ability to meet the demands of teaching. 404
Teacher trainers normally have Qualified Teacher Status (QTS) and considerable teaching experience in schools. 312
Students are supervised and assessed by both the provider of initial teacher training and teacher colleagues in the school where they are placed for teaching practice. Students are assessed against all the standards for the award of Qualified Teacher Status (QTS). Teacher colleagues are trained to act as school-based mentors, and support course tutors from the HEI by reporting on students’ competence to plan, teach and assess their specialist subject or age range. 312
In England there is no curriculum as such for teacher training. Standards and requirements for initial teacher training (ITT) programmes identify and exemplify the standards that must be demonstrated by a trainee teacher in order for Qualified Teacher Status (QTS) to be awarded. While there are, of course, many commonalities in provision offered, the principle of tailoring provision to take account of individual training needs is an important one. It is for the teacher training provider to determine the content of their provision. 327
Providers of initial teacher training (ITT) that meet criteria set by the Secretary of State are accredited by the Training and Development Agency for Schools (TDA) to offer programmes which lead to the award of Qualified Teacher Status (QTS). Providers of ITT include higher education institutions (HEIs) and school centred initial teacher trainers (SCITTs). Providers have responsibility for course planning and management and for the recruitment, selection, training and assessment of students. 312 327
Through their partnerships with HEIs, schools are also involved in planning ITT courses and recruiting candidates, and in teaching and assessing trainees. 312 327
The standards and requirements for ITT programmes were revised in 2002 and 2007. These determine:
These standards for the award of QTS are outcome statements that set out what a trainee teacher must know, understand and be able to do to be awarded QTS. They apply to all trainee teachers, whatever route they take to QTS. They do not set a curriculum but include a clear statement of professional values and practice. 327
The current standards, which were revised in 2007, are available online. The revision followed a government request to the TDA to review the initial teacher training (QTS) standards with a view to ensuring coherence between these and the other standards in existence (such as the standards for induction, and standards for promotion to posts of senior teacher and advanced skills teacher).
The requirements do not specify how training should be organised or run, but allow providers of initial teacher training autonomy and flexibility in the design and delivery of training provision, to enable them to respond to an individual trainee teacher’s needs. 312 327
Programmes of initial teacher training (ITT)
ITT programmes are often, though not exclusively, delivered through academic programmes such as the PGCE, BA, BEd or similar (see 7.4.2). These might include elements that address, for example, trainees’ management of classes of children, planning lessons, setting learning objectives, teaching children of differing abilities, and/or using ICT in teaching and managing behaviour effectively. Trainee teachers also spend time in real classes during periods of school experience. To begin with they might watch and learn from experienced classroom teachers. Gradually, as they develop confidence and skills, they may be introduced to managing larger groups of children. Then they might teach full classes under the supervision of their school-based tutor. If trainee teachers are on a school-based training scheme, such as School-Centred Initial Teacher Training (SCITT), the Graduate Teacher Programme (GTP) or the Registered Teacher Programme (RTP), they learn to teach 'on the job' with the support of experienced teachers. They may also have theoretical training covering similar areas that HEI-based courses address. 321 327
In-school training
The amount of time spent training in schools depends on the route into teaching and the phase of teaching. Undergraduate trainees spend 24 weeks during three-year courses, or 32 weeks during four-year courses. On a postgraduate programme, trainees can expect to spend 18 weeks in schools for primary school teaching, and 24 weeks for secondary and key stage 2/3 training. On an employment-based course, trainees can expect to spend the majority of their time in schools. 321 As previously stated, ITT providers must take individuals’ training needs into account, and trainees with significant prior experience may need shorter school-based experiences on their programmes. It is possible for a very experienced trainee, for example, to undergo an assessment-only route whereby he/she may, for example, spend as little as six weeks in school being assessed against the QTS standards. 327
ICT in training
Information and communication technology (ICT) forms an important part of many aspects of teachers’ work in schools and, in order to be awarded Qualified Teacher Status (QTS), trainee teachers in England are required to demonstrate that they know how to use ICT effectively, both to teach their subject and to support their wider professional role, for example to complete students’ records of progress and to prepare resources for students. 312 327
Literacy, numeracy and ICT tests
Since May 2002, all trainees in England have been required to pass skills tests in numeracy, literacy and ICT. Computerised tests in numeracy and literacy were introduced in February 2001 and tests in ICT-skills began in September 2001. All trainees are required to pass these skills tests before they can obtain QTS, register with the General Teaching Council for England (GTCE) and begin their induction period. The tests cover the core skills teachers need to fulfil their wider professional role in schools, rather than the subject knowledge required for teaching. The tests must be taken by all new entrants into the teaching profession regardless of the training route followed. A teacher trainee who has satisfied all the specified standards required of a person who seeks to become a qualified teacher, except that he/she has yet to pass the skills tests, may be employed as an unqualified teacher for an aggregate period of five years (or longer, if approved by the Secretary of State). 312 327
After gaining QTS, all newly qualified teachers (NQTs) undergo a year of induction. This gives them an entitlement to professional development while they work towards the induction standards they must meet by the end of the induction year. They must also continue to demonstrate that they are meeting the QTS standards. Full details of the induction year are available in section 7.4.6 below and via the following website http://www.tda.gov.uk/induction. 327
Teachers employed in maintained secondary schools must have Qualified Teacher Status (QTS) or be otherwise licensed or authorised to teach by the Secretary of State (Minister) and the Training and Development Agency for Schools (TDA). QTS is not essential for teaching in independent schools. 312 321
Students following a concurrent course who satisfy these and any other specified criteria normally receive the award of QTS and a Bachelor of Education (BEd) or Bachelor of Arts or Bachelor of Science in Education degree (BA (Ed) or BSc (Ed)). Graduates of the shortened concurrent degree course are usually awarded the Bachelor of Education (BEd) degree. 312
The Postgraduate Certificate in Education (PGCE) and QTS is awarded to those who have successfully completed:
Irrespective of the training route followed, there is a single category of qualified teachers, comprising those who have QTS. Although qualified teachers may teach in any sector, they generally teach within the age range for which they have specialised. All newly trained teachers, except those who are training under the Registered Teacher Programme which provides a means of completing a degree, must have a first degree or equivalent. 321
The award of QTS does not guarantee employment. QTS lasts indefinitely and teachers do not need to reregister. However, returners courses are available for qualified teachers who want to return to teaching after a break. These are not compulsory, but many schools see the courses as beneficial. In addition, teachers are given regular appraisals and are encouraged to continue their professional development. 315 321
Before 1992 teachers served a one-year probationary period but, between 1992 and 1999, there were no national regulations for a probationary period or induction. The, then, DfES introduced a statutory induction period (one year) for newly qualified teachers (NQTs) in September 1999. This induction period must be undertaken by those qualified teachers who wish to work in maintained schools. Induction may also be completed while working in sixth form colleges. During the induction period new teachers have to demonstrate that they continue to meet the standards required for qualified teacher status, and meet all the induction standards. See section 7.4.6. 315
The Teaching and Higher Education Act 1998 introduced arrangements to provide all newly qualified teachers (NQTs) with a period of monitoring and support during their first year in the profession. Consequently, since May 1999, all newly qualified teachers in England have been required to serve an induction period of three school terms. This must be satisfactorily completed to nationally set standards, which all NQTs are expected to reach. Qualified Teacher Status (QTS) is still awarded on successful completion of initial teacher training (ITT). However, NQTs who are awarded QTS and who do not satisfactorily complete a statutory induction period are not eligible to continue employment as a qualified teacher in a maintained school. 312 306
All providers of initial teacher training are required to provide every newly qualified teacher (NQT) to the Career Entry and Development Profile. This process assists the new teacher to assess their strengths and priorities for their further professional development in relation to the standards for the award of QTS. It is designed to help the NQT to receive targeted monitoring, training and support for NQTs during the induction period. 312
The induction period combines an individualised programme of support, supported by a designated induction tutor, with an assessment of their performance. This individual programme takes account of the NQT’s strengths and areas for development identified via the Career Entry and Development Profile. The programme will include observation of their teaching, a professional review of progress at least every half term, and possibly watching more experienced teachers in different settings. A NQT's teaching time should not exceed 90 per cent of the average teaching time. 312 315
The school headteacher is responsible for ensuring that each newly qualified teacher in his/her school is provided with an appropriate induction programme, in line with national arrangements. He or she is also responsible, usually along with the LA, for making a final recommendation as to whether the new teacher has passed or failed the induction period. The local authority (for maintained schools) makes the final decision, and there is a right of appeal for the newly-qualified teacher to the GTC for England. Those who do not succesfully complete their induction can no longer teach in maintained schools and cease to be registered with the GTC for England. 315 321
Teachers who are nationals of the EU or EEA, who have a recognised higher education diploma awarded on completion of professional education and training of at least three years’ duration, are exempt from induction. 312
Supply teachers working for less than one school term in any one post are also exempt from induction for one year plus one term from the date of their first supply post. 312
Further details of induction in England can be accessed via http://www.tda.gov.uk/induction.
Recruitment and retention
Current policy is focused on addressing the factors that seem to deter people from entering the profession: pay, workload and status. Pay structures have been revised to provide better long-term prospects, but there remain concerns in areas where the cost of living is high, such as London and the south-east. Recent central government initiatives to provide low cost housing are one attempt to address this. 315
Almost half of LAs offer their own recruitment and retention initiatives, especially in relation to transport and housing (see 7.4.1 in addition). The role of LA Recruitment Managers (RMs) is central; they receive TDA funding to develop strategies to address teacher supply issues in their particular areas, taking into account data on local need. They advise on all aspects of teacher recruitment and retention policies, and develop initiatives such as organising placements for those returning to teaching after a career break, and organising 'taster' days for those considering teaching as a career, in conjunction with their local initial teacher training providers. 315 323
Masters in Teaching and Learning
The Masters in Teaching and Learning is a professional qualification for teachers which is being developed by the TDA in partnership with schools and higher education institutions across the country. Its aim is to improve teacher quality in order to raise standards in schools. It will be practice-based; teachers studying towards it will be supported by a trained in-school coach as well a tutor from a higher education institution. It will be available from September 2009, initially to teachers who have qualified in the last five years. Over time, it will be open to all teachers, who will be expected to complete it over the course of their careers. 407
SCITT
School-Centred Initial Teacher Training (SCITT) is a school-based postgraduate programme for training teachers. SCITT was introduced in 1994 and empowers schools or consortia of schools accredited by the Training and Development Agency for Schools (TDA) to provide courses of initial teacher training. Schools take the lead in designing the training programme and can choose to work with a range of partners, including higher education institutions (HEIs), local authorities (LAs) and others. Courses are available to those who hold a recognised university degree or equivalent, and lead to the Postgraduate Certificate in Education (PGCE) and to Qualified Teacher Status (QTS). 312
Flexible courses
Flexible modular courses leading to a Postgraduate Certificate in Education (PGCE) and the award of Qualified Teacher Status (QTS) are also available. Such courses are designed to meet the individual needs and circumstances of trainees. Programmes start and finish at different points in the year to allow maximum flexibility and may involve part-time, full-time, distance or weekend learning. As with other training routes, practical classroom experience is a core requirement of such courses. The length of the course may be shortened for those with experience of teaching, for example at an independent school or overseas. 312
‘Teach First’
The 'Teach First' programme began in 2003 by selecting talented graduates and placing them in challenging London secondary schools where they are trained and supported. The graduates commit to teaching for two years and obtain QTS at the end of their first year. The scheme has since been extended to two other areas of England (Greater Manchester and the Midlands). Further information is available via the Teach First website: http://www.teachfirst.org.uk/ 328 333
Physics teachers
In an initiative to recruit more physics teachers, Keele University and a consortium headed by St Martin’s College, Lancaster has introduced courses to help people identified as potentially good teachers to gain a deeper knowledge of physics prior to teacher training. Participants receive a bursary worth £150 a week while they are on the six months course, and may be eligible for financial help while they train and in their first years of teaching. The physics enhancement courses began to be piloted on behalf of the Training and Development Agency for Schools in January 2004 and are aimed at graduates with some element of physics in their degree or in their current job. 322
Subject enhancement/extension courses
Other pre-initial teacher training enhancement and extension courses - intensive programmes for graduates who need to develop a greater depth of subject understanding prior to training for qualified teacher status (QTS) - are available in:
The courses are for graduates who are interested in teaching as a career, but who need to develop their subject knowledge to teach secondary students. The science and mathematics enhancement courses run for six months and allow graduates with either an 'A'-Level in the subject, an element of the subject in their degree, or occupational experience, to build on and deepen their knowledge. The language schemes are designed to meet the needs of schools, and graduates who have one foreign language, by providing the subject knowledge needed to teach a second language in schools. There are no fees for the courses and bursaries are available. To be eligible, candidates must have secured a place on an accredited initial teacher training programme and, on successful completion of the enhancement course, they proceed directly to this initial teacher training course leading to qualified teacher status (QTS). Further information is available at http://www.tda.gov.uk/enhancement.aspx
Overseas teachers
Overseas recruitment in England increased dramatically in the late 1990s when a number of local authorities joined with supply agencies in overseas recruiting trips to try to solve the teacher shortages they were facing. The Government enabled this movement in several ways. It amended regulations to make it possible for those on working holiday visas to stay longer than two years in the UK, and improved the procedures for applying for work permits with which overseas teachers can take on permanent jobs. It also simplified the routes to achieving QTS for such teachers. Teaching qualifications from Commonwealth countries are not automatically considered adequate for the award of QTS, and so such teachers are paid as unqualified teachers (though, in practice, since the majority work through supply agencies, they receive a flat rate equal to the pay of other supply teachers). It is now possible for overseas trained teachers to apply for immediate assessment for QTS, or to take a shortened employment based training course to enable them to achieve the necessary level. European Union (EU) citizens who are trained teachers are able to work in the UK through reciprocal arrangements. 315
Teachers' TV
Teachers’ TV, a digital television channel, was launched in 2005. It is editorially independent and airs programmes on teacher training and development, resources for the classroom and education news. 393
The Training and Development Agency for Schools’s Effective Practices and Research Dissemination Team (EPRD)
The Effective Practices and Research Dissemination Team (EPRD) at the Training and Development Agency for Schools (TDA) works with initial teacher training (ITT) providers on building a professional knowledge base in the area of ITT. The team’s activities include:
EPRD services are designed to support ITT colleagues in developing and accessing research and evidence to improve teaching and learning. The services include:
Training the trainers. ITT subject support: induction packs and programmes
Subject specific induction for new ITT trainers is developed and maintained by subject interest groups through web-based materials and face-to-face programmes. The induction packs and programmes provide an introduction to current thinking, research and professional networks, both within the UK and internationally, and to a range of other material. Subject areas include:
Building the evidence for practice: systematic reviews of the evidence base for educational practices
These reviews involve networks of experts and capacity building for new ITT staff and provide foundations for the evidence base for practice. Examples include:
Supporting networks: ITT Professional Resource Networks (IPRNs)
IPRNs are networks of teacher trainers and experts developing ITT practice by reviewing the knowledge base, identifying and developing effective practices, and developing relevant support and exemplification materials. Resources are being built through collaborative working across a range of organisations, conferences, seminars, and electronic networking. Exemplification materials are being disseminated through a variety of media. 326
TDA-supported IPRNs include:
Developing resources: Audio-visual resources and reviews
Audio visual resources are developed to support key aspects of ITT. Reviews of existing audio visual resources and their suitability for ITT have also been undertaken by ITT trainers. 326
A national network of Science Learning Centres has been established to help to train new science teachers and to update existing teachers' skills. The Science Learning Centres network consists of regional centres, coordinated by a national centre, based in York. Users experiment with new education strategies, examining traditional science, ethics, cutting-edge scientific research and developments across business and industry. In addition to improving knowledge, the scheme also aims to reinvigorate teaching skills, boosting science literacy, and students' understanding of its impact on society. 304 307
See 7.4.7.3.
Funding for research is available from charities and from the Economic and Social Research Council. 330
The national standards for teacher training are developed following consultation with the teacher training sector and a wide range of stakeholders in education. The extent to which research is used to underpin teacher training programmes in individual institutions varies from institution to institution. 330
The TDA's School Based Research Consortia Initiative undertook two secondary partnerships, funded by the TDA and the Centre for British Teachers (CfBT), to support teacher engagement in, and with, research as a means of improving teaching and enhancing learning. The consortia, involving classroom teachers, their schools, HEIs and LAs, each looked at a specific theme:
These consortia have developed a range of evidence, activities and resources relating both to their specific themes and to the development of research-related partnerships. 324
Incentives to encourage individuals to train as teachers currently fall into two main categories:
Although students in England have been required to pay fees of around £3,000 since the start of the 2006/07 academic year, some postgraduate students beginning courses of initial teacher training may be entitled to a non means-tested grant of around £1,200, and to apply for a means-tested grant of up to around £1,500 in addition. 396
Some postgraduate trainee teachers are also entitled to a tax-free bursary while they train. The value of this bursary varies depending on where the student trains, the subject he or she is training to teach, and when the student begins the course. Bursaries range from £6,000 per annum (£150 per week) to £9,000 per annum (£225 per week) for trainees in secondary mathematics, science, English (including drama), ICT, design and technology, modern languages, religious education (RE) and music. However, in August 2008, the bursary for trainees beginning training courses in secondary postgraduate English, dance and drama was reduced to £6,000. 396
In addition, trainees who complete a postgraduate ITT course and take up an NQT position in a maintained school may be eligible to receive a one-off, taxable ‘golden hello’ payment of between £2,500 and £5,000 at the start of their second year of teaching, after successfully completing the induction period. ‘Golden hellos’ are designed to encourage people to enter the profession and teach particular priority subjects. Current priority subjects for which a golden hello is payable are:
Design and technology (£2,500).
Information and communications technology (ICT) (£2,500).
Mathematics (£5,000).
Modern foreign languages (£2,500).
Music (£2,500).
Religious education (RE) (£2,500).
Golden hellos apply to postgraduate training routes only and do not apply for those qualifying through the Graduate Teacher Programme (GTP) or the Registered Teacher Programme (RTP). Source.
Recruitment incentives for post-16 teachers in the non-schools sector
The Government has introduced recruitment and retention initiatives to attract new teachers into the further education sector. So-called 'Golden Hellos' (see above) are available for full-time, part-time and hourly paid teachers who have completed their first year of teaching, are in their second year of teaching and are contracted for a further term or more. They provide a one-off payment of up to £4,000 to new teachers in designated shortage subject areas (see above) and of £5,000 for teachers of pure maths, science of construction. The initiative is administered by the Learning and Skills Council (LSC). Source