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The Kirklees Partnership for Employment Based Teacher Training

November 2007
teacher.recruitment@kirklees.gov.uk

Information about the Kirklees Partnership for Employment Based Teacher Training (ETT)

Introduction
The Kirklees Partnership for Employment-based Teacher Training (ETT) works in partnership with schools across both Kirklees and Calderdale. We are a Training and Development Agency (TDA) Accredited Provider for employment-based routes of initial teacher training (EBITT).

The Partnership has two routes of employment-based teacher training which lead to Qualified Teacher Status (QTS):
  1. the Graduate Teacher Programme and
  2. the Overseas Trained Teacher Programme
Places for each programme are allocated by the Training and Development Agency for Schools (TDA).

Places for GTP are allocated in three categories: primary, priority secondary subjects, and non-priority secondary subjects. From 2008/09, priority secondary subjects are Maths, Science, ICT, Design & Technology, Modern Foreign Languages, Music and Religious Education (RE).

Please note that from September 2008 English, Drama and Dance will no longer be classed by TDA as priority secondary subjects.

General information about teacher training and the various routes into teaching can be found on the Training and Development Agency for schools (TDA) website: or by calling the Teaching Information Line 0845 6000 991.

Please note that we do not publish hard copies of information or of application forms. These must be accessed via the website: instructions are given in the relevant section.
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The Graduate Teacher Programme
The Graduate Teacher Programme (GTP) requires the trainee to be employed by a school as an unqualified teacher for the duration of the training - the trainee is a full employee with full employment rights and responsibilities.

The GTP usually involves one year (three terms) of employment-based training. In specific cases it may be possible to complete in two terms, where initial audits and prior experience show strong evidence that the trainee will meet the QTS standards in the shorter time. In such cases the length of the training programme will be not less than two terms and will be determined by the programme manager. We expect most trainees to need three terms to complete the programme.

The programme is designed for those who have skills and potential to train as teachers, who have suitable sustained school experience with the appropriate age range, and who may be career changers. Demand for places is strong and competitive. GTP is not appropriate for those completing a degree and who do not have significant work experience in schools or with young people. PGCE is usually the best option for recent graduates. GTP training is designed to suit individual needs. It is not a post-graduate certificate or degree qualification: GTP does, however, lead to the award of Qualified Teacher Status, conferred by the General Teaching Council.
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Entry requirements
Applicants must fulfil the same entry requirements as for other routes of Initial Teacher Training:
  • a UK Bachelor's degree or equivalent;
  • GCSE Grade C or above in Maths and English
  • GCSE Grade C or above in science for ALL primary applicants

1. GCSE and equivalents

If you do not have a GCSE in one of the required subjects you must check the TDA website information.

TDA statement:

Level 2 key skills in application of number and communication, and certificates in adult literacy and adult numeracy, are not sufficient to meet the requirements for entry to ITT. Although they are at the same level of the national qualifications framework (NQF) as GCSE A - C grades, they do not cover the breadth of knowledge demanded by GCSEs. However, someone holding one of these qualifications may be able to provide evidence to show that they have met the additional requirements of the GCSEs.

For further information about GCSE equivalent qualifications please see the TDA website: The Kirklees Partnership does not offer Equivalence tests as a general service. We offer equivalence tests only to strong candidates who meet all other criteria and who are invited to and successful in interview.

2. Degree requirement

Applicants must hold a first degree of a United Kingdom higher education institution or equivalent qualification. The award of the degree must have been made before a successful applicant can start on the programme.

Foundation degrees
A first degree comprises 300 HE credit points of which 60 must be at level 6 of the NQF. Applicants with a Foundation Degree will need to supplement this qualification with at least 60 credits at level 6 (HE Level 3) in order to attain an equivalent qualification.

Degree content
Applicants must have a degree in an appropriate subject. For secondary applicants, degrees are usually relevant to the subjects to be taught i.e. over half the degree should match school curriculum requirements. For applicants with non-curriculum degrees, the relevance of the degree to teaching, along with evidence of other studies and experience of supporting a curriculum area in school will be advantageous.

Primary applicants may have a little more flexibility but will need to evidence their subject knowledge within the national Curriculum. Degrees in curriculum subjects are desirable, as are A-levels in the core subjects.

Overseas qualifications will need to be verified as equivalent to UK qualifications by NARIC at:
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Additional advice for PE (Physical Education) applicants
This additional advice is offered to applicants wishing to train as teachers of Physical Education (PE) as each year the number of applicants significantly exceeds the number of places available.

Teaching PE requires the development of degree level subject knowledge in the six curriculum areas of Gymnastics, Dance, Games, Athletics, Swimming and Outdoor Activities. PE graduates are most likely to have appropriate subject knowledge but it would be unusual for applicants to have subject knowledge in place for all six activities. The GTP requires graduate teachers to develop, practise and secure their teaching skills over a year-long training programme and the main focus of the training programme is usually classroom practice. Therefore a good starting point for applicants is in-depth experience for two of the above activities and some experience of two others at the start of the programme.

Applicants for GTP often have first degrees which may not fully meet the requirements for degree level subject knowledge. These include degrees in Sport and PE, Sport Development, and Sport and Coaching which are likely to require applicants to develop additional subject knowledge during the GTP. First degrees in Sports Science and Leisure Management tend to be more problematic, requiring an exceptional commitment to the development of subject knowledge which may not be compatible with the other requirements of GTP. Similarly, some applicants have a specialism in only one sport or activity and sometimes at a very high level of performance; this is likely to be seen as inadequate preparation for GTP.

For applicants who do not have a first degree in PE but have one of the degrees listed above, it will be advantageous to acquire a range of coaching qualifications which evidence their ability to develop skills, tactics and fitness through these activities. In addition to the range of coaching qualifications, applicants will be advantaged when they can offer evidence of a range of:
  • related A levels
  • significant experience working with pupils or young people, and
  • sustained experience of working in a school environment and in the specialist area
Finally, please remember that the Kirklees Partnership is likely to have no more than nine places for training in the non-shortage secondary subjects, which from September 2008 will include English, Drama and Dance - all local shortage subjects. Competition for these places is intense, and applications from PE candidates are by far the largest number. Please do consider applying to other local providers, and for the PGCE route.
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CRB (Criminal Records Bureau) check
This is required for anyone working in our schools. For graduate trainees, the requirement is for an 'enhanced' check. The Kirklees Partnership for ETT will take responsibility for ensuring that CRB checks are carried out for all successful candidates.
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Training places
We have places in three categories:
  1. Secondary shortage subjects
    • For 2008/09, priority secondary subjects are Maths, Science, ICT, Design & Technology, Modern Foreign Languages, Music and RE.
    • Please note that from September 2008 English, Drama and Dance will no longer be classed by TDA as priority secondary subjects.
  2. High quality primary applications
  3. High quality secondary applicants in any subject
The partnership is responsible for the recruitment and selection of graduate trainees. It will take account of these allocations, local shortages of teachers and the needs of schools, and also of the quality of teaching and support in schools that wish to participate.

The demand for places on the GTP is likely to be high. We would expect applicants to have sustained experience of working with the relevant age phase in a school. Applicants already working in a school must not assume that acceptance on to the programme is automatic: selection is through interview by both the partnership and the employing school. The partnership will consider applications from those who have identified or have support from a potential 'host' school, as well as from those who have not yet identified a host school.

Formal offers of GTP places will be made by The Kirklees Partnership for ETT and not by individual schools.

If you do not have experience in a school we would recommend that you consider other routes into teaching. Please contact the Teaching Information Line: 0845 6000 991 orsee the TDA website:

Subject knowledge support

Applicants may wish to consult the TDA website for information on:
  • Individually tailored subject knowledge booster courses. These are short courses designed to help top-up subject knowledge in certain areas.
  • Pre-initial teacher training enhancement and extension courses: intensive programme for graduates who need to develop a greater depth of subject understanding prior to training for qualified teacher status.
  • If your nominated teaching subject is PE you should refer to our Additional advice for PE Applicants before making an application.
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The role of schools
Schools are key to the effectiveness of the GTP. Detailed guidance is given in the Partnership documentation.

In summary, participating schools are expected to...
  • supervise and support trainees, providing a "lead" subject or phase mentor;
  • monitor and support trainees, providing a GTP co-ordinator to oversee all aspects of the training;
  • provide opportunities for trainees to teach their specialist subjects and age groups;
  • provide a range of learning experiences, such as observation of colleagues, team curriculum planning and shared teaching;
  • mentor and monitor their teaching;
  • monitor, assess and review, setting targets for development in discussion with colleagues;
  • provide opportunities for access to local graduate teacher networks;
  • ensure that the trainee has allocated time for attending core training and any other off site training agreed in the training plan.
The quality of support supplied by schools is fundamental to the effectiveness of employment-based ITT. The head teacher and governors must be committed to providing sound, well-organised experience for the trainee.
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The training programme
The training programme will normally last for one school year, starting each September. In order to begin the Graduate Teacher Programme trainees will have completed the following:
  • application form
  • self-audit against the Professional Standards for Teachers: Qualified Teacher Status (Q) submitted with the application form
  • interview by the partnership
  • Interview by the employing school
All these early analyses are to help the school make an assessment of the trainee's likelihood of success and will help inform the next stages, once the trainee is in place:
  • the Initial Needs Assessment (INA). This is carried out by the employing school, with guidance from the partnership, at the beginning of the programme. It is a detailed audit of the candidate's education skills, subject and ICT knowledge and experience which they are bringing to this programme.
  • the Individual Training Plan (ITP) is drawn up by the school, with guidance, and the partnership programme manager is responsible for ensuring the plans are appropriate. The partnership offers some core training events to supplement the school's training programme. Details are circulated to help schools plan the training programme. Attendance at core events is a normal requirement.
  • The training plan will cover teaching experiences and training activities, including time spent in a second school. The Professional Standards for Qualified Teacher Status (Q) require all trainees to spend time in at least two schools. A greater proportion of time will be spent in the lead school. The partnership offers guidance to schools about the requirements for the second school experience, including the need to take account of the individual training needs of the trainee.
  • All trainees are required to have passed skills tests in literacy, numeracy, and information and communication technology. Samples of these can be found on the TDA website:
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Finances
Trainees are employed by schools as unqualified teachers at a rate agreed by the school.

Employment is temporary for the duration of the programme, and does not entitle trainees to continuing employment beyond the conclusion of the programme.

The majority of trainees are employed as supernumerary teachers and supported by a salary grant. They work with classes and take over from the regular teacher for increasing periods of time as the training progresses. They are not the person timetabled for these classes and their training programme will cause them to be out for a fair amount of time, not least with a sustained period seconded to a second school.

The TDA pays to the Partnership a salary grant of £14,000 (as from September 2007). This goes to the school to support the school in meeting the trainee's salary. The minimum unqualified pay rate, which is the level most GTP trainees are paid on, with on-costs, is £17,045 per annum as at September 2006. Schools may choose to set the period of the programme at less than twelve months in order to minimise the underfunding. It must not be assumed by applicants that they will receive the figures stated here. Salary arrangements are agreed between the school and the trainee and further guidance for schools is available from the partnership.

In some instances the trainee is already employed to fill a vacancy in the school and will continue with their teaching commitment while training. These trainees will be eligible for a training grant only. For all the teaching commitment, they must not have a fully timetabled teaching load. To be on this scheme the training commitment must come before the teaching commitment and sufficient time and release must be afforded to enable the training and learning to take place. We would recommend a maximum of 75% contact time.

The training grant is paid to schools through the Kirklees Partnership. The current agreed payment to schools is £2,000 for mentor meetings, coordinator release time, for monitoring and end of half-term reviews, for school training and INSET, and for any other training activities identified and agreed in the training plan.
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The award of Qualified Teacher Status (QTS)
The Graduate Teacher Programme is a rigorous and practical route leading to the award of QTS. The programme requires trainees to develop a wide range of teaching skills, to reflect on their practice, and to demonstrate from the evidence of their school and other training experiences that they meet the requirements of the teaching standards.

Graduate teachers will be assessed under the standards for the award of Qualified Teacher Status (QTS). These teaching standards are common to all trainee teachers, regardless of the ITT route, and form the basis for assessments and judgements which are made regularly throughout the programme and a summative assessment towards the conclusion of the training period. The Kirklees Partnership will be responsible for monitoring the trainee, along with the school, and for the final assessment and recommendation for Qualified Teacher Status.

The Kirklees Partnership for ETT recommends the successful trainee to the General Teaching Council for England, who will send to the trainee a record that QTS has been awarded.

Like all other newly qualified teachers, your training will end with the development of a Career Entry and Development Profile that you will use in your subsequent appointment as a Newly Qualified Teacher (NQT).

Graduate teachers are in the same position at the end of training as other trainees in Higher Education Institutions (HEIs). It is the graduate teacher's responsibility to obtain a teaching post by applying for appropriate posts. It is very likely that there will be vacancies in the schools which have participated in the GTP. Similarly, the schools will be well equipped to judge the teaching skills and abilities of graduate teachers.
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Selection criteria
First, applications will be checked against the following criteria:
  • English and Mathematics at Grade C GCSE or equivalent
  • Science, in addition, for Primary applicants
  • A degree in a relevant subject,
  • Experience of working with children or young people.
Second, applicants will be classified against allocation criteria:
  • shortage secondary subject specialisms (see section on Training places)
  • high quality primary applicants
  • high quality secondary applicants
Third, the impact on local recruitment will determine the outcome. Priority will be given to those applicants who meet the above criteria and who are likely to be employed in a local school on completion of GTP.

Applicants are advised to offer evidence of their connections with local schools and community, and their intention to teach locally. In the selection process, the panel may only use residency within the area covered by the Partnership as a criterion when all other factors are seen as equal.

Fourth, applicants with a sponsoring school and those without a school will be considered equitably, subject to the availability of an appropriate training school.

Training and Development Agency address and contact details


Training and Development Agency for Schools
151 Buckingham Palace Road
London
SW1W 9SZ
Website: www.tda.gov.uk

Teaching Information Line
For more information about becoming a teacher, call the Teaching Information Line.
Tel:
0845 6000 991 (For English speakers)
0845 6000 992 (For Welsh speakers)
Minicom: 01245 454 343

Return to teaching
Tel: 0845 6000 993
Email: info@returning2teach.co.uk

General enquiries
For general enquiries relating to the TDA (not about careers in teaching).
Tel: 0207 023 8001
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