‘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.