Working in partnership with the University of Winchester
The University will ensure that it maintains its high reputation, through dedicated tutor support for lead schools. It will provide accreditation for QTS and PGCE, mentor accreditation and reliable Quality Assurance The students will be UoW students and so will benefit from full central support services, including administration of bursaries, registration, disability or learning support, counseling, access to the library and ICT facilities, VLE support, processing of academic awards, recommendation for QTS, dealing with complaints and other back office functions. The level of involvement in delivery of the programme will be negotiated prior to recruitment of students, with the opportunity for students to achieve masters' credits as appropriate. The University will award QTS or PGCE with QTS according to student achievements. The University will support schools according to memoranda of agreement, and will provide a structure for quality assurance. Teachers involved in the SD training will be able to follow the University's mentor accreditation scheme and will have access to some CPD at reduced costs.
What is the role of a 'lead' school?
A school, or group of schools, is allocated targets numbers to recruit and work with the partner institution to recruit students. The lead school is the school which has allocated places and, in the majority of cases, is working across a partnership of schools. Schools negotiate with the university how they want the teacher training programme to be delivered, and whether further academic qualifications, such as PGCE, will be offered in addition to qualified teacher status (QTS).The lead school is responsible for ensuring that the criteria for School Direct places are met and securing agreement of the respective roles and responsibilities of the University and schools, set out in a formal partnership agreement and presented at an Approval of Delivery event. There are three broad categories of how schools might work with the University of Winchester on the delivery of School Direct. In all cases, adaptations will be made to ensure that students start and end the school year with their school This is an initial proposal which would be negotiable with partners. Each scenario illustrates the main roles of each partner and the funding for one student, dependent upon levels of involvement. A larger number would generate economies of scale.
Which pattern of delivery?
There are three flexible approaches, which will inform the payments made to school.
1. Mainstream / existing provision
A candidate is recruited by a school with School Direct allocations (with the intention of future employment) and the school agrees with the university to place the student on the existing taught programme. Current options are the Primary PGCE or Secondary PGCE (RE). Using the PGCE structure as a template, further adaptations will be made to the required number of taught days to include some innovative sessions by the school for their own students or for the cohort. The additional SD role for the school would be:
- recruitment, in partnership with the university
- providing a personal tutor to support a student's subject and professional mentoring
- placing the student in two age phases, ensuring appropriate support from mentors
- quality assurance, including collating feedback from all stakeholders and drafting a SED
- identifying an NQT post.
Student awarded PGCE with QTS with up to 60 Masters credits. Total student fee £8500
2. Tailored provision
The school would commission the University to deliver components of its existing ITT programmes. This would be supplemented by additional bespoke training that could be delivered by the school, by the school and the University together, or by the University itself following agreement with the school about what form that training should take. This would require an approval of delivery event which will need to be recognised in the planning timescale. This would be particularly appropriate for Secondary PGCE subjects, as the University only runs RE, but can award the qualification for any subject. The University would retain a number of core training days (out of the 60 required by the NCTL) and would include a minimum number of observations by University tutors. The school would do all of model one, plus
- running and teaching modules or aspects of modules
- contributing to marking of assignments, with support. The UOW would provide further support to students for master level assignments.
Student awarded QTS with possible Masters credits or a full PGCE. Total student fee £8500.
3. Provision for salaried route
A salaried route to QTS (with or without a PGCE) would involve the design and delivery of bespoke training packages. The training provided would be the subject of detailed discussions between the lead school and the university. The UoW would include up to 15 centre-based training days. To make the programmes economically viable the University might require minimum cohorts of students and assurances about the likelihood of future cohorts. The University will require an approval of delivery event, which will need to be recognised in the planning timescale.
Total student fee £6500 or less, according to level of involvement in delivery by school. Fee paid by student or school, as no student loan available.
If you are interested in registering, factors to take into account under any model
- economies of scale
- timetabling. Elements that the school wants the university to do may be easier to negotiate if the school can fit in with the tutor's availability
- QTS or QTS with a PGCE. Elements of PGCE programmes delivered by schools would be subject to the university's approval, in line with Quality Assurance Agency (QAA) expectations.
- central costs A proportion of the funding that the University receives for teacher education will be spent on central services such as ICT, library & e-learning facilities, data services, marketing, quality assurance including external examiner costs, student support, estate and back office work
- Quality Assurance. The University is its own examining and awarding body and so have responsibility for the setting assessments and moderating standards in accordance with regulations. It will need to follow all normal QA procedures, including moderating assessments, receiving feedback from all stakeholders. It will also be accountable to Ofsted and will collate information required for this purpose.
Applications by schools for School Direct places for 2014 / 15
NCTL have launched the registration process for both existing lead schools that wish to continue to provide School Direct places in the 2014/15 academic year, and new schools joining the programme for the first time. By registering, you will receive all the latest news and log in details to the system on which you can request places. You will also receive information on when allocations are due to be made, as well as continued support from your local NCTL Professional Delivery Lead who will be able to put you in touch with new schools wishing to join the programme. Registration is a mandatory part of the allocation process so we encourage you to complete the form as soon as you can.
Please visit Future Intentions to register or www.education.gov.uk/schooldirect to find out more.