Secondary ITE: Key headlines from self
evaluation in 2012/13
Achievement of the Teachers’ Standards
•

Overall, attainment of secondary ITE students has
improved in 2012/13:

PGCE, 2 ...
Attainment by under-represented groups
•

White students tend to attain higher grades than
students from other groups; how...
Attainment by under-represented groups
•

Attainment of disabled and non-disabled students is
broadly comparable

PGCE, 2 ...
Retention (Year 1 students)
•

Overall, the retention of Secondary students has
improved over the last 3 years:
Profile of cohort
(Year 1 students in 2012/13)
18-24
years

25-34
years

35-44
years

45-54
years

Total

57%

30%

9%

3%...
End of placement evaluations – positive feedback
•

Students continue to rate their placement experiences very
highly over...
End of placement evaluations – areas for development?
•

New software and evaluation processes enabled quicker analysis of...
End of programme evaluations 2012/13

Overall quality of training = 93% (99% 2011/12)

Aspects of programme which are rate...
End of programme evaluations 2012/13
Areas for development? (however, note
improvement in most cases over the last 3 years...
NQT Survey 2013
Aspects of training which are rated most highly:
Question

UoB

Sector

Understand the national curriculum...
NQT Survey 2013
Areas for development:
Question

UoB

Sector

Teach specialist subject

86%

89%

Plan teaching to achieve...
NCTL Performance Profiles 2013

•

UoB graduates are more likely to be employed
as a teacher than elsewhere in sector

PGC...
University of Brighton survey of former
students (NQTs) and headteachers
Head
teachers

How well prepared to …

NQTs

85%
...
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Secondary ITE key headlines

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Headline Data from the School of Education's 2012-13 Self-Evaluation Document (SED)

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  • First year of assessing final year students using new Teachers’ Standards – terminology has changed (High = grade 1 etc)
    Whilst comparisons with previous are in some respects more difficult in light of changing standards, attainment continues to improve – 56% received a ‘high’ grade, compared to 54% last year
    Moreover, 1% of students received a minimum grade (compared to 9% graded satisfactory last year)
    Under new Ofsted inspection framework, in order for an ITE provider to gain a good or outstanding rating, ‘all trainees exceed the minimum level of practice expected of teachers as defined by the Teachers’ Standards’ – i.e. all trainees need to be graded 'at least good' or better for us to be judged as an 'outstanding' or even 'good' provider. This informed our recruitment and selection strategies for PGCE students started in September 2012 – only recruited those with the potential to be good or outstanding teachers (less focus on meeting recruitment targets)
  • Continuing with the theme of consistency, where we compare the attainment of students from different backgrounds
    In terms of ethnicity, white students tend to attain more highly that students from all other groups (58% vs 46%); however the gap has closed considerably (was 57% vs 33% last couple of years) – we think this reflects the new recruitment and selection strategies whereby we are recruiting only those students (from all backgrounds) that have the potential to be good and outstanding teachers
  • Attainment of disabled and non disabled students is broadly comparable, particularly bearing in mind the relatively smaller
    numbers of disabled students which can skew percentages. This is a more consistent picture than, say, 2 years ago (53% vs 41%)
  • At the end of each placement we invite students to evaluate their experiences. We have run this survey for many years – it is a paper based survey and return rate tends to be relatively high – but this year used some new software to support analysis (and also had our highest ever response rate 90%).
    Meant that survey analysis was available much more quickly than in previous years and facilitated analysis by individual school which enabled us to, in a small number of cases, provide some targetted support where first placement analysis had identified potential issues.
    Students continue to rate their placement experiences very highly overall – e.g. 92% Strongly agreed or Agreed with statement that the quality of their placement experience as VG – this slide shows other areas rated highly (with this year’s rating compared to last years)
  • Here are some areas for development highlighted by the survey – these should be taken in the context of very positive ratings overall – however, there may be some useful pointers in here to inform professional studies programmes, mentor support etc
  • Each year, the teaching Agency as was (now National College) undertakes a National Survey of NQTs. Completed during the spring following the year that NQTs completed their ITT. Key source of data used by Ofsted inspectors. However, very unusually, the outcomes of this survey is not yet available. We run our own end of course surveys which, to a large extent, mirror the NQT survey (to facilitate triangulation of data), so these slides show the rating of last year’s trainees of their courses at the end of the year.
    Overall, ratings were slightly less positive than in previous years – e.g. 91% rated the overall quality of their training as VG or G, compared to 95% the previous year. We are a little disappointed with these outcomes, although again should be taken in the context of a vey positive picture overall.
    Specifically, this slide those aspects of their programmes that students rate the most highly
  • This slide shows those aspects of training rated less highly – nevertheless, as you can see, some of these aspects have improved over the last 3 years
  • The NCTL also publishes annual performance profiles for all ITE providers – these include a range of data including the % of trainees from each provider who gain QTS and the % of those with QTS who are subsequently employed as a teacher. These data similarly are late; however, we do have access to the UoB data (as providers are invited to validate their data during the summer prior to publications), although we do not have access to the sector wide position.
    Those of you who were here last year may recall that we were rather disappointed with our 2012 PP data, because it showed that, for the first time, the % of our successful trainees who were subsequently employed as a teacher was below the sector average. We thought the reason for this was because we had a large % of trainees whose employment position was ‘not known’ – we have therefore developed and implemented new systems over the last year in order to try and maintain better contact with our former students. As a consequence of these new systems and better records of former students, we were able to update the data compiled by the National College with details of the employment position of a much larger proportion of our former students.
    Whilst we do not yet know the national picture, we are very pleased with our employment data – over 92% of PGCE students who graduated in summer 2011 are now employed as a teacher, as are 98% of our BA PE students
  • These improved contacts and records of our former students has also enabled us to undertake our own survey of our former students during their first year of employment as a teacher, and our former students’ headteachers. This was an online survey (with a response rate of approx 15-20%, which we were relatively content with bearing in mind it was the first year of the survey, although we hope to improve on this in future years), and we were able to triangulate the data by asking the two groups a similar set of questions.
    This slides shows the key headline data arising from the survey – as you can see, headteachers tend to rate the preparedness of NQTs more highly than the NQTs themselves!
    The survey confirms the aspects of our training that we know that we need to continue to improve – including behaviour management, supporting pupils with EAL and pupils with SEN. It os important for us to address these issues because, as part of the new Ofsted inspection framework, inspection teams will observe some of our NQTs in addition to our current trainees, during any inspection
  • Secondary ITE key headlines

    1. 1. Secondary ITE: Key headlines from self evaluation in 2012/13
    2. 2. Achievement of the Teachers’ Standards • Overall, attainment of secondary ITE students has improved in 2012/13: PGCE, 2 Year BA, BA PE and BA KS2/3
    3. 3. Attainment by under-represented groups • White students tend to attain higher grades than students from other groups; however, the gap has closed considerably over the last 3 years PGCE, 2 Year BA, BA PE and BA KS2/3
    4. 4. Attainment by under-represented groups • Attainment of disabled and non-disabled students is broadly comparable PGCE, 2 Year BA, BA PE and BA KS2/3
    5. 5. Retention (Year 1 students) • Overall, the retention of Secondary students has improved over the last 3 years:
    6. 6. Profile of cohort (Year 1 students in 2012/13) 18-24 years 25-34 years 35-44 years 45-54 years Total 57% 30% 9% 3% 303 Majority ethnic Minority ethnic Total 88% 11% 303 No Disability Total disability declared 91% 9% 303 Male Female Total 38% 62% 303 Students have tended to get younger over the last 3 years There has been slightly fewer minority ethnic students over the last 3 years Proportion of disabled students has increased slightly over the last 3 years Proportion of female students has increased over the last 3 years (apart from BA PE)
    7. 7. End of placement evaluations – positive feedback • Students continue to rate their placement experiences very highly overall 2012/13 Final placement 2011/12 Final placement Overall, the quality of my placement experience was very good 92% 92% I was able to obtain adequate information to complete the 'Expectations of the Placement’ 97% 96% The University’s course briefings and handbook guidance supported my preparation for the placement 98% I met with my school mentor every five working days to review my progress 93% I was given the opportunity to track pupils' performance 95% My University link tutor reviewed my Action Plans and eportfolio 90% 90% My University subject tutor looked at, commented on and advised me about my planning, preparation and teaching. 97% 98% % who Strongly agree or Agree with statements 92%
    8. 8. End of placement evaluations – areas for development? • New software and evaluation processes enabled quicker analysis of data, thereby facilitating more targeted support for school where needed 2012/13 Final placement 2011/12 Final placement The school's induction process was comprehensive and helped me become acquainted with policies and procedures 89% 94% My school mentor and I devised and developed the targets recorded in my Action Plans 88% 88% My school mentor/usual class teacher looked at and advised me about my lesson preparation 89% 92% I received prompt and appropriate feedback from subject teachers following lesson observations 90% 92% My school professional tutor organised regular sessions on professional issues 88% 87% There was a wide range of opportunities for collaborative teaching 75% 85% There were opportunities to assist outside the subject department 82% 87% There were opportunities to observe outstanding practice. 90%
    9. 9. End of programme evaluations 2012/13 Overall quality of training = 93% (99% 2011/12) Aspects of programme which are rated most highly: Preparing them to teach their specialist subject (97%) Use a range of teaching methods that promote pupils’ learning (96%) Helping them to understand pedagogy (95%) % who rate aspects of training as Very good or Good Work with teaching colleagues as part of a team (93%) Integrating theoretical elements with practical placements (92%)
    10. 10. End of programme evaluations 2012/13 Areas for development? (however, note improvement in most cases over the last 3 years): Preparing them to teach pupils: •From minority ethnic backgrounds (71%) [46% 2010/11] •With English as an additional language (74%) [41% 2010/11] •With special educational needs (86%) [61% 2010/11] Using new technology effectively to support learning (83%) Preparing them to communicate with parents and carers (79%) [55% 2010/11]
    11. 11. NQT Survey 2013 Aspects of training which are rated most highly: Question UoB Sector Understand the national curriculum 89% 87% Use a range of teaching methods that promote pupils’ learning 93% 91% Access educational research in teaching practice 88% 80% Apply findings from educational research 81% 77% Understand subject knowledge 93% 89% Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G
    12. 12. NQT Survey 2013 Areas for development: Question UoB Sector Teach specialist subject 86% 89% Plan teaching to achieve progression for pupils 82% 85% Establish and maintain a good standard of behaviour 78% 83% Teach pupils from BME backgrounds 64% 67% Identify and address professional development needs on an ongoing basis 86% 90% Understand pedagogy 86% 89% Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G
    13. 13. NCTL Performance Profiles 2013 • UoB graduates are more likely to be employed as a teacher than elsewhere in sector PGCE Secondary 2011 UoB 2012 UoB 2013 UoB 2013 Sector Awarded QTS 87% 83% 89% 88% Employed as a teacher 82% 72% 92% 85% BA Physical Education 2011 UoB 2012 UoB 2013 UoB 2013 Sector Awarded QTS 87% 92% 90% 92% Employed as a teacher 75% 61% 98% 82%
    14. 14. University of Brighton survey of former students (NQTs) and headteachers Head teachers How well prepared to … NQTs 85% Overall 85% 79% Manage behaviour effectively 70% 89% Make accurate and productive use of assessment 70% 87% Cater for the needs of all pupils 89% 69% Specifically, pupils with EAL 46% 82% Specifically, pupils with SEN/D 70% % who rate aspects of training as Very good or Good
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