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According to January 2018 UCAS figures, over the past two years the number of teacher training places and applications have fallen by 37% and 33% respectively. This is despite increased spending on advertising by the Department for Education (DfE). There is a notable lack of subject specialists, for STEM subjects in particular, which is hindering pupil progress and development. Figures released by the Education Policy Institute (EPI) in August 2018 show that, at 60%, the already low retention rate among early career teachers drops even more to just 50% when looking at high-priority subjects like physics and maths.
By way of response, the government published the consultation in May 2018, Strengthening Qualified Teacher Status and Improving Career Progression for Teachers, which focussed on enhancing skills, knowledge and development opportunities. Key proposals laid out in the report include the development of an Early Career Framework for an extended Qualified Teaching Status (QTS) induction period, to deliver better guidance for teachers and senior leaders on how to support Newly Qualified Teachers (NQTs) and those with QTS. The introduction of specialist qualifications is also being explored, with the view to create more subject specialists.
In addition to these changes, following the launch of teaching apprenticeships in 2017, a new postgraduate teaching apprenticeship is being introduced from September 2018. This alternative school-led route into the profession aims to encourage greater workforce diversity. Working towards gaining QTS, apprentices will be assessed against the Teachers’ Standards and Apprenticeship Standard. Accordingly, Ofsted inspections will place a greater focus on the recruitment of apprentices and trainees with updated criteria that seek to enhance the rigour and quality of the recruitment process in school-led ITT settings.
With so many policy changes in motion it is imperative that senior school leaders and training providers are aware of their implications and are prepared to implement an improved training experience for all trainees and apprenticeships. An informed workforce is the surest way to deliver outstanding support and progression guidance and will inevitably have a positive impact on retention rates and the national teacher shortage.
This one day forum provides participants with the opportunity to learn about the latest changes for teacher training and recruitment practices that will strengthen the Qualified Teacher Status (QTS), with a view to increase retention rates. In addition to examining new routes into Initial Teacher Training (ITT), attendees will learn from sector leaders and best practice case studies about how to enhance the support programmes offered to trainees and Newly Qualified Teachers (NQTs), as well as how to demonstrate effective recruitment practices.
Key speakers include:
• Stacy Singleton, Head of the Teaching Profession Unit, Department for Education (DfE)
• Sir Andrew Carter OBE, Chair, Independent Review of ITT and Executive Headteacher and Chair, South Farnham School Education Trust
• Reuben Moore, Executive Director of Programme Development, Teach First
• James Noble-Rogers, Executive Director, Universities’ Council for the Education of Teachers (UCET)
• Cat Scutt, Director of Education and Research, Chartered College of Teaching.
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