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derby.ac.uk

www.derby.ac.uk. Reflections on: School Direct (Salaried) Bridie Milner & Prof Des Hewitt University of Derby March 2014. UCAS-TT. Clarity about availability of salaried places; Clarity about which school will be hosting the salaried student; Sets up unrealistic expectations in applicants

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  1. www.derby.ac.uk Reflections on: School Direct (Salaried)Bridie Milner & Prof Des HewittUniversity of DerbyMarch 2014. www.derby.ac.uk

  2. UCAS-TT • Clarity about availability of salaried places; • Clarity about which school will be hosting the salaried student; • Sets up unrealistic expectations in applicants • Salaried most likely with Special School training, then secondary and least likely in primary; • Disastrous and chaotic changes to UCAS-TT for 2013-14, wil probably result in under-recruitment of School Direct. www.derby.ac.uk

  3. Admissions • Lack of due process: only interviewing someone currently employed in school; • Interviewing for school post can conflict with criteria for PGCE; • Recruitment of trainees who went to the school they are training in. www.derby.ac.uk

  4. Contract • Individual schools recruiting through UCAS-TT leads to significant fragmentation of ITT; • Employment on a supernumerary basis would probably be a net cost of £10,000 to school; • Loss of supernumerary requirement puts intense pressure on trainees; • Schools often think in GTP mode rather than School Direct/ PGCE for employed trainees; • Shift of ITT income to schools and in particular TSA’s: i.e. 2014-15 [estimated 15,000 x £3,000 approx.= £45m shift in ITT funding] www.derby.ac.uk

  5. Teacher education classroom www.derby.ac.uk

  6. Orientations to learning “Students with mastery orientation seek to improve their competence. Those with performance orientations seek to prove their competence.” Dweck (1999; p. 122) www.derby.ac.uk

  7. Training • Trainees often doing more than expected teaching (Derby autumn 20-40% teaching expectation); • Attendance at central University and Alliance training can be compromised by school expectations of timetable/ % teaching; • Second/ alternative and additional placements are compromised by the requirements of the salaried post (setting work for others, doing double teaching to cover for trainees during their second placement); • Many issues have only been sorted by the involvement of HEI/ ITT provider colleagues. www.derby.ac.uk

  8. Student outcomes: • Potential ‘halo’ effect in early stages of a salaried students previously employed as a Teaching Assistant in school; • Potentially difficult transition to wider role of the teacher for a Teaching Assistant; • Can lead to achieving standards for the school but not genuinely the Teaching Standards; • PGCE PT1 Primary core: grade 2+ 87% • PGCE PT1 Primary SD: grade 2+ 97% • PGCE PT1 Secondary SD: grade 2+ 100% www.derby.ac.uk

  9. OFSTED • Proposals for two-stage inspection (summer and autumn visits); • Privileges providers with salaried trainees who are employed by their placement school. www.derby.ac.uk

  10. www.derby.ac.uk

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