Jeff Williams

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Jeff Williams Head of Quality Inspection
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• Todays newly qualified teachers are the best
  trained we have ever had
• David Bell, HMCI 2003

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Rationale

• Intervention in inverse proportion to success
• Proportionality

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Purpose Methodology

• Information giving structures expectations.
• Information sharing quality comparisons.
• Reflection discussion internal external.
• Activity POAP overall POAP detail.
• Questions guidance

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Broader relevance

• Inspection context
• Self-evaluation
• Cross fertilisation (phases/programmes/courses)

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Primary Key strengths

• Quality of training in core subjects
• Updating of training programmes to reflect
  national priorities
• Partnership arrangements
• Training in behaviour management
• Increasing focus on ICT

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Primary Key issues and areas for development

• Training across the whole age-range
• Demand for Key Stage 1 placements
• EAL training

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Secondary Key strengths

• Coherence
• (GPS-Subject Central-School)
• High Quality Training Sessions
• (how-why modelling challenging)
• Subject Knowledge
• (application to learning teaching making
  ideas/concepts accessible to pupils)
• Matching Training to Individual Needs
• (throughout including trainees
  self-evaluation)
• Leadership Management
• (shared understanding across the partnership and
  across subjects wider course review and
  development clear priorities)

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DRBs 2004-05

• GTP less strong than PGCE in subject teaching,
  planning assessment.
• GTP stronger than PGCE in classroom management
  and organisation.
• GTP Primary generally stronger than Secondary
• Additional Key Issues
• Subject training Monitoring Matching trainees
  to schools including second school.

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MQA grades for primary and secondary providers
2002-05
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NQTs corroboration
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MQA grades for primary and secondary HEIs and
Scitts 2002-05
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Management of the training programme

• Quality is not determined by size
• Well designed structures do not always secure
  high quality training
• Grades were depressed because of two key factors
• Inconsistency in the quality of school-based
  training
• Variation in the quality of the subject courses
• Resolved by
• i) Clear guidance ii) Range of well-planned
  interventions

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Quality assurance

• The least strong of the key questions
• Strengths
• Use of a wide range of evidence to provide
  information about the course
• Prompt response to issues raised by trainees and
  external examiners
• Effective action plans based on inspection
  findings

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Quality assurance

• Grades were depressed where
• Providers were not sufficiently aware of the
  quality of school-based training
• Professional tutors did not carry out their
  responsibilities effectively
• QA procedures failed to pick up some elementary
  compliance issues
• Self evaluation lacked rigour

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Challenges

• To continue producing sufficient high quality
  teachers to meet the changing needs of schools.
• To further develop the combined and congruent
  efforts of the TDA with ITT providers, schools,
  LEAs, Ofsted, DfES and other partners to achieve
  ongoing effective and high quality training.

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Changes over the 2002-05 cycle

• Extended remit of the TDA
• Ofsted reorganisation school inspections
• Revised ITT inspection arrangements
• Review of the QTS Standards

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Developments over the 2002-05 cycle

• Teacher Training Resource Bank
• Consultancy, conferences and regional networks
• Mid-inspection liaison and intervention
• Pre-inspection support and monitoring
• Post-Ofsted Action Planning

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How do we sustain the quality?

• R4.5 ..systematic monitoring, evaluation and
  improvement planning
• R4.6 ..regular benchmarking of performance to
  inform target setting
• Self-evaluations carried out by providers are
  key elements of inspection evidence. Managing
  inspectors use these to identify issues and set
  detailed agenda for inspections.

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The emerging picture..

• Qualitative and Quantitative Benchmarking
• Comparison with and evaluation against both
  similar and different provision
• Cross-fertilisation of best practice across
  routes and programmes

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Sources and usage

• TDA Regional Reports
• TDA regional and national events
• TDA Performance Profiles
• NQT survey Providers exit surveys
• Ofsted reports
• External examiners reports
• Qualification profiles, gender, ethnicity,
  recruitment retention data.
• Subject Associations guidance, developments and
  provision
• Subject Enhancement and Extension course outcomes

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