Initial Teacher Education Partnership

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 2016–17 provision, the following priorities for improvement have been agreed for 2017–18 in order to guide improvement/action planning at all levels.

Primary and Secondary Partnership Headlines

Primary Partnership Headlines from 2016–17

• All trainees exceeded the minimum standards and 68% attained a grade 1 at the point of gaining QTS (Source: UoB ITE Partnership final school-based training grades 2017).
  
  
• 95% of mentors, class teachers and school-based colleagues rated the quality of training delivered by our Partnership as very good (Source UoB Partnership Survey 2017).

• 96% of trainees rated the overall quality of their training as very good / good (Source UoB End of Course Survey 2016–17).

• 96% of trainees rated the quality of their school-based training as very good (Source UoB School-Based Training Evaluation 2016–17).
• 96% of trainees said that verbal and written feedback from their mentors was effective in supporting their critical evaluation of lessons (Source: UoB School-Based Training Evaluation 2016–17).

Secondary Partnership Headlines from 2016–17

• All trainees exceeded the minimum standards and 63% attained a Grade 1 at the point of gaining QTS (Source: UoB ITE Partnership final school-based training grades 2017).

• 96% of trainees rated the overall quality of training as very good/good (Source: UoB End of Course Survey 2016–17).

• 94% of trainees rated the quality of their school-based training as very good (Source UoB School-Based Training Evaluation 2016–17).

• 100% of trainees rated the quality of safeguarding training as very good/good (End of Course Survey 2016–17).

• 92% of mentors, class teachers and professional tutors rated the overall quality of the initial teacher education delivered in the Partnership as very good (Source UoB Partnership Survey 2017).

 FET and EYITT Partnership Headlines

Further Education and Training (FET) Partnership Headlines from 2016–17:

• All trainees exceeded the minimum standards and 98% of trainees attained a Grade 1 or 2 at the point of gaining QTS (Source: UoB Partnership final grades 2017).
  
  
• 97% of trainees rated their training as very good/good at supporting them to plan for inclusive learning (Source: UoB End of Course Survey 2017).
  
  
• 100% of partners agreed that the quality of initial teacher education delivered by the FET Partnership was very good (Source: UoB FET ITE Partnership Survey 2017).
  
  
• 97% of trainees rated the overall quality of their training as very good/good (UoB End of Course Survey 2017).
  
  
• 97% of trainees rated their training as very good/good supporting them to demonstrate high standards of professional / personal conduct (Source UoB End of Course Survey 2017). 

Early Years Initial Teacher Training (EYITT) Headlines from 2016–17:

• 91% of trainees achieved grade 1 overall, exceeding the target of 70% (Source: UoB Partnership final setting-based training grades 2017).
  
  
• 100% of trainees achieved grade 1 or 2 overall (Source: UoB Partnership final setting-based training grades 2017).
  
  
• 91% of trainees completed the course with at least a grade 2 in every Teachers’ Standards (Early Years) (Source: UoB Partnership final setting-based training grades 2017).
  
  
• 100% of trainees rated the overall quality of their training as good or very good (Source: EYITT End of Course Survey 2017).
  
  
• 100% of early years setting partners report that the overall quality of the EYITT programme at the University of Brighton is very good (Source: EYITT Setting-Based Training Survey 2017).

Primary Partnership Priorities

Primary Partnership Priorities for 2017–18

• To further support trainee wellbeing and teacher retention by embedding the Independent Teacher Workload Review Group recommendations.

• To further develop the quality of training following the Post-Carter Review Group recommendations.

• To further improve trainee progress and attainment in:

  • Teachers’ Standard 3a: Teaching of early reading
  • Teachers’ Standard 5: Adapting teaching to respond to the strengths and needs of all pupils
  • Teachers’ Standard 6: Make accurate and productive use of assessment.

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 their NQT year and a career in teaching.

Secondary Partnership Priorities

Secondary Partnership Priorities for 2017–18

• To further support trainee wellbeing by embedding the Partnership response to the Independent Teacher Workload Review Group recommendations.

• To further develop the quality of training following the Post-Carter Review Group recommendations.

• To further improve trainee progress and attainment in:

  • Teachers’ Standard 2: Promoting good progress and outcomes by pupils;
  • Teachers’ Standard 5: Adapting teaching to respond to the strengths and needs of all     pupils;
  • Teachers’ Standard 6: Make accurate and productive use of assessment;
  • Teachers’ Standard 7: Manage behaviour effectively.

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 their NQT year and a career in teaching.

Further Education and Training Priorities

Further Education and Training priorities for 2017–18

• To further develop trainees’ ability to plan and deliver effective learning programmes for diverse groups or individuals, with particular reference to EAL and SEND learners.
  
  
• To develop trainees' knowledge base and strategies for the development of student competence in tackling subject-related maths skills.
  
  
• To develop trainee resilience and wellbeing and support management of workload.

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 to develop their continuing career in teaching.

EYITT Partnership Priorities

Early Years Initial Teacher Training (EYITT) partnership priorities for 2017–18

• To further support trainee wellbeing and retention by reviewing and refining workload demands relating to planning, data management and assessment and moderation.
  
  
• To ensure consistently high quality mentoring across all settings through enhancements to mentor support and training.
  
  
• To further develop the teaching of high quality phonics and maths in Early Years practice.

So that trainees:

• are equipped to improve outcomes for all learners with particular attention to diminishing difference
• appropriate skills and knowledge to be well prepared for developing their continuing career in teaching.

   

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.

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. Our Evidence Informed Practice PGCE is available for those on the salaried programme who wish to also gain a PGCE.

• See the schools currently working with us
  (see Course in detail section, Vacancies tabs)
• See our information for applicants

Further information

• School Direct Quality Assurance Framework (pdf)
• School Direct information for schools (DfE website)
• School Direct (salaried): funding manual  (DfE website)
• School Direct Recruitment Top Tips (pdf)
• Unqualified Teacher Pay Scales (DfE website)
• Bursaries and Funding advice (DfE website)
• Key Questions to shape your School Direct Programme (pdf)
• Rationale for School Direct Second School Experience (word doc)

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.

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

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

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.

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)