www.derby.ac.uk reflections on: school direct (salaried) bridie milner & prof des hewitt...
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Reflections on: School Direct (Salaried)Bridie Milner & Prof Des HewittUniversity of DerbyMarch 2014. www.derby.ac.uk
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UCAS-TT
Clarity about availability of salaried places; Clarity about which school will be hosting the salaried
student; Sets up unrealistic expectations in applicants Salaried most likely with Special School training, then
secondary and least likely in primary; Disastrous and chaotic changes to UCAS-TT for 2013-14,
wil probably result in under-recruitment of School Direct.
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Admissions
Lack of due process: only interviewing someone currently employed in school;
Interviewing for school post can conflict with criteria for PGCE;
Recruitment of trainees who went to the school they are training in.
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Contract
Individual schools recruiting through UCAS-TT leads to significant fragmentation of ITT;
Employment on a supernumerary basis would probably be a net cost of £10,000 to school;
Loss of supernumerary requirement puts intense pressure on trainees;
Schools often think in GTP mode rather than School Direct/ PGCE for employed trainees;
Shift of ITT income to schools and in particular TSA’s: i.e. 2014-15 [estimated 15,000 x £3,000 approx.= £45m shift in ITT funding]
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Orientations to learning
“Students with mastery orientation seek to improve their competence. Those with performance orientations seek to prove their competence.”
Dweck (1999; p. 122)
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Training
Trainees often doing more than expected teaching (Derby autumn 20-40% teaching expectation);
Attendance at central University and Alliance training can be compromised by school expectations of timetable/ % teaching;
Second/ alternative and additional placements are compromised by the requirements of the salaried post (setting work for others, doing double teaching to cover for trainees during their second placement);
Many issues have only been sorted by the involvement of HEI/ ITT provider colleagues.
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Student outcomes:
Potential ‘halo’ effect in early stages of a salaried students previously employed as a Teaching Assistant in school;
Potentially difficult transition to wider role of the teacher for a Teaching Assistant;
Can lead to achieving standards for the school but not genuinely the Teaching Standards;
PGCE PT1 Primary core: grade 2+ 87% PGCE PT1 Primary SD: grade 2+ 97% PGCE PT1 Secondary SD: grade 2+ 100%
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OFSTED
Proposals for two-stage inspection (summer and autumn visits);
Privileges providers with salaried trainees who are employed by their placement school.
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