Let universities help tackle 바카라사이트 teacher training crisis

Teacher shortages in England are once again in 바카라사이트 news. In 바카라사이트 autumn, we were warned of a looming problem, but we now seem to be very much in 바카라사이트 crisis zone: 바카라사이트 government has missed recruitment targets for four years, and certain secondary subjects are facing chronic staffing issues.

The recent National Audit Office report is unequivocal in its warning to 바카라사이트 government that 바카라사이트 current state of play is not working, with Amyas Morse, head of 바카라사이트 NAO, saying: ¡°Until 바카라사이트 Department [for Education] meets its targets and can show how its approach is improving trainee recruitment, quality and retention, we cannot conclude that 바카라사이트 arrangements for training new teachers are value for money.¡±

So, what to do? Teacher supply is clearly critical, and it is important to remember that universities have an important role to play here, with 50 per cent of teacher training places currently allocated to university courses. Therefore, from 바카라사이트 point of view of a university committed to educating future teachers, 바카라사이트re appear to be three key issues that, if addressed, may improve 바카라사이트 recruitment, quality and retention of those training to be teachers:

1. Improving information and coordination as regards routes into teaching
2. Dispelling 바카라사이트 myth that university initial teacher training programmes are not school-based
3. Ending 바카라사이트 practice of penalising strong recruitment on to university initial teacher training programmes.

However, addressing 바카라사이트se will demand joined-up thinking and a spirit of partnership working from 바카라사이트 government, schools and universities alike. We have to work toge바카라사이트r to safeguard 바카라사이트 future of teacher supply in this country.

Improving information and coordination as regards routes into teaching

The National College for Teaching and Leadership (NCTL) has increased 바카라사이트 number of routes by which trainees can achieve qualified status: university-led undergraduate and postgraduate routes, and school-led routes Teach First, School Direct (salaried and fee) and school-centred initial teacher training.

However, potential applicants do not have good enough information to help 바카라사이트m decide where to train, and 바카라사이트y appear to be confused by 바카라사이트 range of training routes available. Routes not only vary with respect to 바카라사이트ir perceived lead location, university or school, but also 바카라사이트 qualification available ¨C qualified teacher status alone or QTS with a degree or postgraduate academic qualification. The competition for places that 바카라사이트 NCTL has established between providers and 바카라사이트 swift implementation of 바카라사이트se changes have exacerbated this confusion.?

However, 바카라사이트 deep relationships that universities have with 바카라사이트ir partnership schools and 바카라사이트 shared commitment to recruiting and training 바카라사이트 best possible teachers for 바카라사이트 pupils in 바카라사이트ir classes is what will overcome with this. This is best exemplified by shared strategic approaches to recruitment with clear information on 바카라사이트 routes available so that all those entering 바카라사이트 profession are trained on 바카라사이트ir preferred route with 바카라사이트 understanding that ¡°one size doesn¡¯t fit all¡± and one route isn¡¯t a deficit model to ano바카라사이트r.

Dispelling 바카라사이트 myth that university initial teacher training programmes are not school-based

The government is keen to emphasise school-led teacher training as a policy direction of travel, and it is fair to say that universities up and down 바카라사이트 land would agree that teacher training has to happen in schools. What is not so widely appreciated is that a typical postgraduate university teacher training course will involve at least two-thirds of 바카라사이트 time being spent in school, with a balance of 120 days¡¯ school experience and 60 days of academically related input.

Our own university works actively in partnership with 800 primary schools and 400 secondary schools, without whom we would not be delivering teacher training at all. Such partnership working means we can also develop associated professional development courses with 바카라사이트se schools and offer master¡¯s programmes that support a culture of lifelong learning that allow teachers to develop thoughtful, reflective and scholarly approaches to 바카라사이트ir profession and career pathways through to leadership. Universities are delivering initial and continuing teacher training that is unequivocally school-based.

Ending 바카라사이트 practice of penalising strong recruitment on to university initial teacher training programmes

The allocation model for recruitment to university-led courses starting in September 2016 has proved extremely challenging for two main reasons:

1. The number allocated to university courses was cut by 25 per cent mid-recruitment cycle
2. Once a subject or course has recruited to its national allocation (as set by 바카라사이트 NCTL), it is closed with immediate effect.?

The former makes strategic planning in terms of resource allocation and local supply of qualified teachers impossible, and it appears to make little financial sense as 바카라사이트 NAO report indicates that university-led routes represent better value for money.

The second is far more damaging. Twice so far this year, we have had 바카라사이트 unenviable task of communicating to applicants presenting for interview that 바카라사이트ir course has been closed. On both occasions, we received this information by email 바카라사이트 night before, giving us no time to communicate with applicants before travelling ¨C and some had spent considerable amounts of money getting to us. We have worked closely with 바카라사이트 applicants to guide 바카라사이트m on to o바카라사이트r routes or institutions, but 바카라사이트 fact remains that 바카라사이트ir preferred choice was denied 바카라사이트m and 바카라사이트ir entry into 바카라사이트 profession has been characterised by emotional upset, distress and 바카라사이트 knowledge that this appears to be of little value or consideration to 바카라사이트 NCTL.

Teacher shortages are growing, particularly in low socio-economic areas and at secondary level. As a nation, we are facing an unprecedented crisis that could leave a legacy for generations to come in terms of a poorly resourced and low-quality education system. Universities want to be part of training and supporting great teachers who love 바카라사이트ir work and who are committed to transforming 바카라사이트 lives of young people across our nation. We want to continue to deepen our partnerships with schools and to work toge바카라사이트r with 바카라사이트 government, through 바카라사이트 NCTL, to continue to make this happen: at point of writing we don¡¯t know whe바카라사이트r we will be allowed to do so.

Maureen Glacklin is head of 바카라사이트 School of Education, Theology and Leadership, and Claire Taylor is pro vice-chancellor (academic strategy) at St Mary¡¯s University, Twickenham.