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Context for School Direct and Sheffield Hallam

Ofsted 2012 stated: The partnership is exceptionally forward looking and eager to engage with change in a dynamic and responsive way in order to meet the developing needs of trainees and partnership schools Pre School Direct Committed to deep partnership working

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Context for School Direct and Sheffield Hallam

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  1. Ofsted 2012 stated: The partnership is exceptionally forward looking and eager to engage with change in a dynamic and responsive way in order to meet the developing needs of trainees and partnership schools • Pre School Direct • Committed to deep partnership working • Committed to offering a range of routes into teaching • Committed to continuous improvement and to providing high quality ITE for the region • Support for Teaching Schools • Strategic decision to work with schools on developing School Direct • 2012/13 Target 7 and 7 recruited in pilot year • 2013/14 Target 309 approx 75% Secondary 25% Primary Context for School Directand Sheffield Hallam Department of Teacher Education

  2. Some key challenges • Pace of transition to a more school led model • Resourcing of School Direct and financial agreements • Clarifying the offer and SD vision • Ensuring schools and university contributions are not lost • Agreeing models of delivery with different school clusters and where there are small numbers in some secondary subjects • Co-managing recruitment and selection-national or local responsibility? • Managing loss of ‘core’ numbers • QTS and/or PGCE

  3. Where are we now? • Working with 16 lead schools and co-developing their role/s • 4 large clusters/alliances (approx 50+), 4 medium sized clusters and 8 other lead schools • One cluster shared with Leeds University • Offering intensive and a more traditional model (4 levels) • Offering non salaried and salaried - Early years/Primary and Secondary • PGCE only • Secondary PGCE option of one or two years (but QTS after a year) for salaried • Finalising very detailed contracts aimed at further improving quality • Developing secondments/representation on key committees Department of Teacher Education

  4. Finding solutions • Regular communication, review and sharing of values • Building on schools’ enthusiasm to have a more significant role • Linking core provision with School Direct where possible • Market SD with schools, use of Twitter feeds, contacting those graded highly in initial interviews, but not gained a place, co-planning of summer recruitment • Approaching SD with a longer term perspective • Influence policy-SHU on School Direct Government Reference Group and meeting with David Laws

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