Initial Teacher Education Partnership

Aspiring for all trainees to become outstanding teachers.

As one of the largest providers of initial teacher training in the UK, and the largest in the region, our school-led Initial Teacher Education (ITE) partnership works to ensure that trainee teachers receive the best possible support and education.

Through our partnership we work closely with 600 schools, colleges and early year’s settings in the region to provide Initial Teacher Training (ITT) programmes in:

  • Primary and Secondary (including School Direct) leading to Qualified Teacher Status (QTS)
  • Further Education and Training leading to Qualified Teacher Learning and Skills Status (QTLS)
  • Early Years Initial Teacher Training (EYITT) leading to Early Years Teacher Status (EYTS)

We are also leading the consortium of universities and schools involved in the Troops to Teachers programme.

The teachers we train are:

  • highly committed to their pupils’ learning and progress and ambitious in what they want to help them achieve
  • inquisitive, critically reflective and motivated to keep learning and improving their own practice
  • quick to adapt to different learning contexts and confident to challenge inequalities
  • an asset to the profession, willing to share their knowledge and experience and to collaborate with others
  • well prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Governance of our ITE partnership

Our Partnership in Education Strategic Committee (PiESC) consists of primary, secondary and special school heads and other representatives from across the partnership. PiESC was formed in 2012 and continues to meet on a termly basis to lead the strategic development of the partnership.

Chair of PiESC: Kay Taylor, ITE Lead, Millais Teaching School Alliance and Assistant Head, Davison High School
Deputy Chair of PiESC: Sarah Fitzjohn-Scott, Deputy Head of School (Partnership and Engagement): ITE Partnership, University of Brighton.

 

Alongside the Initial Teacher Education Strategic Committee (ITESC) and ITE Programme Management Boards, this structure helps to ensure high levels of consistency across the partnership, and facilitate the sharing of good practice and the identification of common areas for improvement.

 

Our approach

We believe that equipping the next generation of teachers to be outstanding is only possible through an equal and close collaboration between schools, colleges and universities. Within our partnership we collaborate from initial trainee recruitment, through the delivery of teacher training, and beyond qualification to the continuing professional development of teachers.

Read the School of Education's vision statement.

Our ITE Partnership Vision

The University of Brighton Initial Teacher Education Partnership aspires for all trainees to become outstanding teachers.

The fact that the new programmes are so well conceived, designed and structured in order to provide training programmes which meet the current needs of the profession is due to the fact that the programme development was a joint venture between university staff, partnership school, current and former trainees.

PGCE Primary 3-7 and 5-11 External Examiner

ITE partnership achievements

What we’ve achieved

In 2010, Ofsted judged the overall quality of our initial teacher training for primary and secondary trainees to be ‘outstanding', and our initial teacher training for trainees in further education and training to be ‘good’. Since then we’ve continued to critically evaluate our processes and make ongoing improvements that have led to improved trainee outcomes.

Our summary evaluation documents:

Primary education class

ITE partnership priorities

Overview

The University of Brighton ITE Partnership aspires for all trainees to become outstanding teachers.

Working towards the aspiration for all trainees to become outstanding teachers, the partnership is unrelenting in its drive to continually improve all aspects of its ITT provision.

Building on our success, and arising from our rigorous self-evaluation of 2017–18 provision, the following priorities for improvement have been agreed for 2018–19 in order to guide improvement/action planning at all levels.

Initial teacher training partnership priorities at the University of Brighton

Primary Partnership Priorities

Primary Partnership Priorities for 2018–19

  • To enhance trainee confidence and competence in delivering the English curriculum (Teachers’ Standard 3).

  • To ensure that trainees respond effectively to the strengths and needs of all pupils (Teachers’ Standard 5).

  • To further support trainees to make accurate and productive use of assessment
    (Teachers’ Standard 6).

So that trainees:

  • are equipped to improve outcomes for all pupils with particular attention to diminishing difference

  • have appropriate skills and knowledge to be well prepared for their NQT year and a successful career in teaching.

Secondary Partnership Priorities

Secondary Partnership Priorities for 2018–19

  • To strengthen trainees’ ability to make accurate and productive use of assessment (Teachers’ Standard 6).

  • To enhance trainees’ confidence and competence in effective classroom management (Teachers’ Standard 7).

  • To ensure that trainees are equipped to successfully fulfil their wider professional responsibilities (Teachers’ Standard 8).

So that trainees:

  • are equipped to improve outcomes for all pupils with particular attention to diminishing difference

  • have appropriate skills and knowledge to be well prepared for their NQT year and a successful career in teaching.

Further Education and Training Priorities

Further Education and Training priorities for 2018–19

  • To ensure that trainees are confident to build effective relationships with their students.
  • To provide trainees with more opportunities to gain insight into the range of employment opportunities in the sector.

  • To enhance trainees’ confidence and competence in planning and delivering learning programmes for diverse groups and individuals.

So that trainees:

  • are equipped to improve outcomes for all learners with particular attention to diminishing difference

  • have the appropriate skills and knowledge to be well prepared for a continuing career in teaching.

EYITT Partnership Priorities

Early Years Initial Teacher Training (EYITT) partnership priorities for 2018–19

  • To enhance trainee progress and attainment in:

    • Teachers’ Standard (EY) 5: Adapt education and care to respond to the strengths and needs of all children
    • Teachers’ Standard (EY) 6: Make accurate and productive use of assessment
    • Teachers’ Standard (EY) 8: Fulfil wider professional responsibilities.

  • To further refine mentor training and support in order to ensure high quality mentoring for all trainees.

  • To embed and integrate the new postgraduate certificate to enhance trainees’ overall
    outcomes.

So that trainees:

  • are equipped to improve outcomes for all learners with particular attention to diminishing difference

  • have appropriate skills and knowledge to be well prepared for a continuing career in teaching.

     

School-based Training Partnership

Each year we place approximately 1,200 trainee teachers in school-based training that varies from two to 12 weeks.

Find out how your school can benefit from joining our ITE Partnership and offer school-based training to our trainees.

More about school-based training

School Direct Partnership

Overview

We are a training provider for the School Direct programme. This one-year programme enables primary and secondary schools to recruit and select their own trainees, with the expectation that these trainees will go on to work within the school, or group of schools, in which they are trained. 

Trainees spend the majority of their time within their schools, but receive academic teacher training through the university.

WANT TO WORK WITH US?

If you are interested in partnering with the university for School Direct please:

or visit the DfE web pages for School Direct.

School Direct Partnerships

Training options

There are two separate School Direct training options:

School Direct Training Programme is available to high-quality graduates. Trainees may be eligible for a bursary or scholarship of up to £30,000 to support them while they train.

School Direct Training Programme (salaried) is an employment-based route available to high-quality graduates with at least three years’ work experience who are paid a salary while they train.

A number of schools have chosen the University of Brighton as their School Direct partner. Trainees are awarded QTS on successful completion of the programme; those on the non-salaried programme are also awarded a PGCE.

Further information

Troops to Teachers

Overview

Troops to Teachers (TtT) is an innovative programme that is targeted at ex-service personnel who have the potential to become outstanding teachers.

This two year programme will be delivered through a blended learning package, leading to an honours degree with Qualified Teacher Status (QTS).

The programme operates across England and for this cycle we are offering specialist pathways which are supported by a Department for Education (DfE) bursary of £20,000 per annum. The programme is for those wishing to teach mathematics, biology, chemistry, physics, computing or modern foreign languages in secondary schools.

Trainee teachers who are enrolled on the TtT programme will:

  • spend two years in a school-based training context, located in their local area
  • undertake school‐based training activities each week
  • engage in weekly webinars and scheduled learning activities
  • participate in scheduled face-to-face sessions.

Graham Riddle, Troops to Teachers at the University of Brighton

Host Schools

Host Schools will become members of the wider ITE Partnership.

They will work collaboratively with, and be supported by, their local university and the University of Brighton.

We have a range of online resources to support schools on our Troops to Teachers mentors blog .

We also produce trainee handbooks for students on the programme.

What interested us about this programme is that enables the school to have a hands-on approach to developing the trainee; this is encouraged throughout the duration of the course.

The rigorous recruitment process really helped to put our minds at ease, and we are fortunate that our trainee's team building and leadership qualities are a real gain for the school.

Head Teacher

WANT TO WORK WITH US?

To express an interest in becoming a Host School for the next cohort please contact the University of Brighton: troopstoteachers@brighton.ac.uk or 01273 643598.

More information

Programme structure

The programme structure takes account of the unique nature of the TtT cohort and builds on developing trainees’ knowledge and experience as they engage in a range of on-going, school-based activities.

Trainees will start their training with a residential induction at the University of Brighton. This will be followed by on-going, school-based training and dedicated study days, punctuated by additional, face-to-face teaching sessions.

Trainee support

Trainees will be supported by the following professionals and bespoke training packages will be provided:

  • Mentor (school-based)
  • Support tutor (university-based)
  • University tutor (subject specialist)

Cohorts

Cohort 6 of the TtT programme begins in September 2018 and there are already a number of high calibre candidates who have been accepted on the programme who now need to be matched to a suitable Host School.

Indicative key dates

  • 25–27 September 2018: Brighton based residential induction
  • Spring 2019: Two-day regional hub-based training
  • Summer 2019: Two-day regional hub-based training
  • Autumn 2019: Five-day Brighton based residential
  • Spring 2010: Two-day regional hub-based training
  • Summer 2020: One-day regional hub-based training

Colleges and training organisations

Partnerships for post-16 education

We work with a number of FE colleges, sixth form colleges and private training organisations in the learning and skills sector. They provide our trainee teachers with valuable placement opportunities, and we also work with them to provide part-time courses for trainee teachers.

WANT TO OFFER A PLACEMENT OR THE CERT. ED COURSE?

If you are based in the south-east and would like further details about offering placements, or if you are interested in offering a Cert. Ed course in your college, contact Alexandra Fry 01273 643397 or  a.fry@brighton.ac.uk.

Working with colleges and training organisations

Setting-based training for Further Education and Training teachers 

Full-time trainees enrolled on our year-long Further Education and Training PGCE and ProfGCE courses must all spend a significant part of their course on placement in colleges or other training environments.

We provide mentor workshops and ongoing support to your staff throughout the placement. We view teacher training as a partnership and are keen to support staff in our partner colleges as much as possible.

Trainee teachers usually spend two days a week from October through to January at their placement, and in some circumstances the placement is extended to May. Initially trainees only observe classes, but they are expected to assist in teaching and then to lead classes as their training progresses.

Read more about the Further Education and Training PGCE and ProfGCE courses.

Partnership for part-time PGCE/Certificate in Education courses 

We currently work closely with four local colleges that offer part-time Certificate in Education and PGCE courses.

We developed the courses in partnership with the colleges and they are validated by the University of Brighton. We continue to meet regularly with college staff and to work closely together to improve the courses and address any challenges that arise.

The colleges we currently work with are:

  • Brighton Metropolitan College
  • East Sussex College Group (Eastbourne, Hastings and Lewes)
  • Northbrook Metropolitan College (Worthing)
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