‘The implementation and evaluation of School Direct’

Gill Golder - Academic Lead for Secondary Education, Department Head

for Physical and Coach Education

Key foci for this discussion

School Direct

ProvisionPGCE QTS Only

Quality Assurance Processes

Roles and responsibilities

Quality of experience

Data, data, data.

Trainee Progress Pupil Progress

School Direct Routes

• Secondary School Direct Training routes with PGCE – through 2 teaching school alliances

• Secondary School Direct Salaried QTS Only through 2 School Partners

• Primary Generalist School Direct Training routes with PGCE - through 6 teaching school alliances and federations

• Primary Specialist School Direct Training routes with PGCE (PE & Maths) - through teaching school alliances

School Direct Subjects routes are available for 2015/2016

• PE,

• MFL,

• English,

• Maths,

• History,

• Chemistry,

• Physics,

• Biology

Secondary Partnership Structure

Roles and Responsibilities

Utilise my training to impact upon my progressTrainees• To understand, and take responsibility for, my development needs in

becoming an outstanding teacher

Subject Mentors, SLEs, ITE Coordinators, SMTSchool Staff• To support and drive trainees to become good or outstanding teachers, and

have a positive impact upon pupil progress.

Work in partnership with all stakeholdersHEIs• To impact positively upon student outcomes by using partnership data to

inform training.

Recruitment and Selection

Training Assessment Employability Evaluation and QA

Quality Assurance

Impact and emerging needs

Quality assurance of observations

Quality of training

Quality of Teaching

Data, data, data!

Stages of Trainee

Progression

Pre course audits and

target setting

Weekly meetings

6 Review Points

RAG Rating

Interim Report

Processes

Summative reports

Focus on Pupil Progress

Teacher’s Standard 2 (RAG points)

Triangulated data

Interim and summative

reports

Significant aspects to continue to improve

• Consistent implementation of coaching and mentoring model

Ensure that the excellent mentoring and coaching model is fully embedded across the partnerships, including for the School

Direct routes, to improve further the teaching of trainees. OFSTED 2014

So that:

• trainees develop a deep understanding of subject pedagogy.

• quality assurance visits can identify and act on what is required to improve school-based training further.

• trainees’ developmental targets become more challenging as their teaching improves.