17th October 2007 Diana Brightling Coordinator of Initial Teacher Education

1. Delighted to be able to talk to you all today My role here means that I spend too much of my time ploughing through mountains of paper, rather than working with people. QA � statistical data, OfSTED internal evaluations from schools, students Student evaluations � highpoint of the course nearly always the school placements � great. Learnt most from support and advice from mentors. Partnership � but in many ways you are the most significant partners. It�s what you do that makes the most difference. A large partnership � about 50 tutors and well over 1000 mentors Important that we all work together on developing the partnership and improving the quality of our ITE courses. ITE � not ITT. Delighted to be able to talk to you all today My role here means that I spend too much of my time ploughing through mountains of paper, rather than working with people. QA � statistical data, OfSTED internal evaluations from schools, students Student evaluations � highpoint of the course nearly always the school placements � great. Learnt most from support and advice from mentors. Partnership � but in many ways you are the most significant partners. It�s what you do that makes the most difference. A large partnership � about 50 tutors and well over 1000 mentors Important that we all work together on developing the partnership and improving the quality of our ITE courses. ITE � not ITT.

2. Major areas for development for the partnership Embedding the new Standards for QTS Improving the performance of student teachers ��.and consistency in assessing their performance Improving our provision in relation to Equality and Diversity This is what I�m going to talk about for about 45 mins in order to provide the context for the subject �group sessions afterwards Also, will be explaining the relevence of the material in your pack � This is what I�m going to talk about for about 45 mins in order to provide the context for the subject �group sessions afterwards Also, will be explaining the relevence of the material in your pack �

3. The new QTS Standards Three inter-linked sections: Professional attributes Professional knowledge and understanding Professional skills 33 standards at QTS (compared to 42 old QTS Standards) Experienced mentors got quite used to the old standards QtT Some may remember �previous versions� 4/98 bring the most notorious � highly prescriptive. New standards have been the result of extensive consultation with all stakeholders QtT � S1 Professional Values and Practice S2 Knowledge and Understanding S3 Teaching: S3.1 Planning, S3.2 Monitoring and Assessment S3.3 Teaching & classroom management Experienced mentors got quite used to the old standards QtT Some may remember �previous versions� 4/98 bring the most notorious � highly prescriptive. New standards have been the result of extensive consultation with all stakeholders QtT � S1 Professional Values and Practice S2 Knowledge and Understanding S3 Teaching: S3.1 Planning, S3.2 Monitoring and Assessment S3.3 Teaching & classroom management

4. The new QTS standards are different Part of a progressive framework of professional standards for classroom teachers Prepare teachers for the future in the context of a changing landscape and changing schools Have implications for design and delivery of our ITE courses assessing student teachers the role of professional tutors and subject mentors No longer just Stnadrds for QTS � the standrads for all of you New Standards � frot page Futureproof � recognise that schools are changing (extended schools, Not intending to go through Standard by standrad � pick out some key themes No longer just Stnadrds for QTS � the standrads for all of you New Standards � frot page Futureproof � recognise that schools are changing (extended schools, Not intending to go through Standard by standrad � pick out some key themes

5. The new QTS standards : Every Child Matters Children�s agenda e.g. Q5, Q18, Q21 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 What different training opportunities do we need to provide? How can we work towards equitable school-based experiences? What are our training and development needs? 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 What different training opportunities do we need to provide? How can we work towards equitable school-based experiences? What are our training and development needs?

6. Subject expectations e.g. Q14, Q15 The new QTS standards No longer a requiremnt to have degree in the subjject 12 Standards in Knowldedge and Understanding � only 2 relate to knowdge and understnaing of their subject and the curriculum. What is the pedagogical subject knowledge that trainees need to acquire? Recognistionthat a broader range of professional knowledge is needed No longer a requiremnt to have degree in the subjject 12 Standards in Knowldedge and Understanding � only 2 relate to knowdge and understnaing of their subject and the curriculum. What is the pedagogical subject knowledge that trainees need to acquire? Recognistionthat a broader range of professional knowledge is needed

7. Workforce reform e.g. Q6, Q20, Q32-33: The new QTS standards What opportunities do trainees need to work collaboratively with colleagues? What does successful team working and collaboration look like? What do trainees need to know about changing / reforming schools? What do trainees need to know about the changing role of the teacher? What opportunities do trainees need to work collaboratively with colleagues? What does successful team working and collaboration look like? What do trainees need to know about changing / reforming schools? What do trainees need to know about the changing role of the teacher?

8. Personalised learning e.g. Q10, Q13 & Q19 The new QTS standards What opportunities do we need to provide for students to key features of personalised learning (AfL, differentiation, engagement of parents/carers, learner focus/choice, one-to-one mentoring)? What does assessment evidence look like? How can we model the principles of personalised learning in our work with student teachers? What opportunities do we need to provide for students to key features of personalised learning (AfL, differentiation, engagement of parents/carers, learner focus/choice, one-to-one mentoring)? What does assessment evidence look like? How can we model the principles of personalised learning in our work with student teachers?

9. Personal professional development e.g. Q 7, 8 & 9 The new QTS standards Rellay please rtto see this higher profile. Key to a student teacher who will continue to grow after gaining QTS. A lot of push to have a constructivelt critical approach � not just acceot the latest �package� So � what have we dine Rellay please rtto see this higher profile. Key to a student teacher who will continue to grow after gaining QTS. A lot of push to have a constructivelt critical approach � not just acceot the latest �package� So � what have we dine

10. The new QTS Standards Revalidation of all QTS Courses �ECM�, workforce reform, changing roles for teachers, personalised learning, new curricula (KS3/4 NC, 14-19 etc) Informed by thorough evaluation of existing provision PGCE courses include M level credit Changes to university-based elements school placements �..and strengthening the links between them.

11. Personal Professional Development(Q7-Q9) Professional Development Profile (PDP) Individual Training and Development Profile (ITDP)

12. Changing all those forms! Observation and feedback report (Form SA) Interim placement report (Form SB) Final placement report (Form SC) Available from http://www.brighton.ac.uk/education/placements/ All forms to be submitted electronically Move on to the next point � the new standrads have raised the game - Move on to the next point � the new standrads have raised the game -

13. Assessing the standards for QTS

14. Consistency in assessing student teachers against the standards Is your �good� the same as my �good�? How good is �very good�? Can any student be �very good� on a first placement? New Grading Descriptors

15. Equality and Diversity Two parallel challenges 1. We need to recruit and retain a more diverse group of student teachers Cultural Diversity Support Tutor Yaa Asare � y.asare@bton.ac.uk 2. All our student teachers need to be better equipped to meet the standards relating to diversity. (e.g. Q18, Q19 & Q20) Personalised learning and teaching Working on these things for a couple of year � The Teaching workfoirce should reflect the diversity of society. But it soesn�t � many groups are under-represented! 2% of teachers are from BME groups when more like 12% of pupils are. Really gain from the Mention partnership survey Working on these things for a couple of year � The Teaching workfoirce should reflect the diversity of society. But it soesn�t � many groups are under-represented! 2% of teachers are from BME groups when more like 12% of pupils are. Really gain from the Mention partnership survey

16. Equity and diversity e.g. Q18, Q19, Q20: The new QTS standards

17. We need to better prepare students to�� teach pupils of different abilities teach pupils from minority ethnic backgrounds work with children with Special Educational Needs work with children with EAL NQT Survey NQT Survey

18. For consideration in subject groups Grading descriptors How can these be used to moderate judgements? How can these be used to raise the grades of student teachers? Equity and Diversity What different training opportunities can be provided? How can we work towards more equitable school-based experiences?