further & higher education
primary & secondary education

Teacher Training and Recruitment 2019

further & higher education

primary & secondary education

08:45 - 16:30

Wednesday 3 July 2019

Central Manchester


This Forum provides participants with the opportunity to assess the Teacher Recruitment and Retention Strategy, 2019, and discuss how to access the new funding. Participants with hear from leading policy figures on boosting early career training through the Opportunity North East, strengthening professional development opportunities and developing alternative routes into teaching. In addition, best practice case studies will share insights into effectively implementing postgraduate teaching apprenticeships, providing effective school led teacher training and working in partnership with the higher education sector to deliver effective teacher training.


This Forum will bring together senior leaders from Schools and Higher Education. Typical titles will include:

  • Headteachers
  • Assistant and Deputy Heads
  • Directors of ITT
  • Directors of Teaching Schools
  • Heads of Teacher Training and Education
  • Partnership and Programme Managers
  • Heads of Recruitment
  • Teacher Training Coordinators
  • Learning and Improvement Managers
  • Director of SCITT

This Forum is also open to the wider Education Sector and Training Providers, Local Government and the Private Sector to encourage networking and discussion.

Key Speakers Confirmed:
  • Andy Mellor, President, National Association for HeadTeachers
  • Carl Ward, Board Member, Confederation of Schools
  • Reuben Moore, Executive Director for Programme Development, Teach First
  • Senior Representative, South Farnham School Education Trust
View the agenda and additional speakers

An additional 47,000 secondary teachers will need to be recruited by 2024 in order to cope with an explosion in pupil numbers and a crisis in teacher recruitment. Data released by DfE in November 2018 showed the failure to recruit teachers across the board, including just 47% of trainees required being recruited in Physics and only a quarter in design and technology. This is in addition to an increasing failure to retain teachers, with Teacher Trapp reporting that only half of teachers think they will still be in their job in 10 years’ time.

This crisis in teacher recruitment and retainment prompted the government to issue the Strengthening qualified teacher status and career progression consultation in December 2017, which outlined a number of proposals to improve teacher training and recruitment. After a period of consultation, the Teacher Recruitment and Retention Strategy was published in January 2019, strengthening the government’s commitment to improve teacher training and recruitment. This announced a number of new initiatives, including the introduction of a new Early Career Framework, a reform of the accountability system, plans to introduce more flexible working and new specialist qualifications to further careers outside of school leadership. The government announced it expected to contribute an additional £130million of funding a year to support the delivery of the Early Career Framework, which will be trialled by EEF from September 2019.

In addition this, new teaching apprenticeships were rolled out across the country in 2017, intended to explore alternative routes into teaching. In September 2018, this was further developed by the introduction of postgraduate teaching apprenticeships, which are a new school-led initial teacher training route into the profession. These apprenticeships will combine on the job training, designed to enhance practical knowledge and skills in the classroom, alongside being assessed against the Teachers’ Standards.

There has been increased emphasis on enhancing teacher training and recruitment in the North, with a new £12million fund announced in October 2018 as part of Opportunity North East intended to boost early career training for teachers. The North East will be the first region in England to trial more support for newly qualified teachers.

In light of these significant changes to the way in which teacher training will be carried out, it is imperative that senior school leaders and training providers are prepared to implement these changes and provide high quality and effective teacher training. The onus falls in schools and training providers to work together to tackle the growing teacher recruitment and retention crisis and ensure that pupils are receiving outstanding and specialist teaching.


Registration, Refreshments and Networking


Chair's Welcome Address

Professor David Spendlove, Strategic Director ITE, Manchester University (CONFIRMED)


Morning Keynote: Examining Government Reforms to Teacher Training and Recruitment

  • Examining the Teacher Recruitment and Retention Strategy, January 2019, and the next steps for it’s implementation
  • Outlining the reforms announced by government, including the expansion of professional qualifications, a review of teaching schools and the launch of a consultation to reform the accountability system
  • Gaining an insight into the development of an Early Career Framework, such as a greater emphasis on assessing and supporting students with SEND
  • Exploring the introduction of new specialist qualifications to broaden pathways into teaching outside of traditional school leadership routes

Senior Representative, Department for Education (DfE) (invited)


Panel Session: Next Steps in Delivering the Teacher Retention and Recruitment Strategy

  • Exploring the key commitments outlined in the Teacher Recruitment and Retention Strategy and how this will impact teacher training, recruitment and retention
  • Discussing the announcement of an Early Career Framework and how this will codify a set of competencies and skills which generate expertise in teaching
  • Examining the important factors to be considered in the construction of the framework, such as different teacher starting points, relation to the teacher standards and the types of development activities teachers should be encouraged to undertake
  • Discussing the importance of flexible working for teachers and how a new job searching website which supports teachers to look for jobshare partners could boost recruitment and retention
  • Considering why a review of teaching schools is needed and how high quality MATs will be encouraged to play a greater role across the system
  • Understanding what a review of ITT might look like and how this could identify areas for improvement and reduce costs for providers

Andy Mellor, President, National Association for HeadTeachers (CONFIRMED)

Kevin Courtney, General Secretary, National Education Union (invited)

Carl Ward, Board Member, Confederation of Schools (CONFIRMED)


Sponsored Session


Questions and Answers Session


Refreshments and Networking


Special Keynote: Delivering Outstanding Teacher Training - The Teach First Approach

  • Matching potential teachers with school to ensure that both teachers and schools thrive
  • Outlining how schools can accelerate the progress of novice teachers
  • How can workload be managed to ensure novice teachers thrive
  • The importance of mentoring to support novice teachers and their pupils to thrive

Reuben Moore, Executive Director for Programme Development, Teach First (CONFIRMED)


Case Study: Delivering Outstanding Teacher Training Across the North East

  • Working in partnership with 40 secondary schools and 13 primary schools across the North East to deliver high quality teacher training
  • Outlining what makes North East Partnership SCITT the top training provider in the country and resulted in an Ofsted rating of ‘Outstanding’, such as tailoring training programmes to meet the needs of the host school and trainees
  • Working in collaboration with Northumbria University, an Outstanding ITT provider, to train students to high standards, ensuring that all trainees complete the course as good or outstanding
  • Offering all trainees the opportunity to teach in a second subject area, which broadens their skills and increases employability
  • Providing exceptionally strong support mechanisms, such as a subject mentor and professional mentor for all pupils, alongside a link teacher from the core SCITT team and discussing how best to resource this to minimise costs and staff time

Helen Ostell, Programme Leader, North East Partnership SCITT (CONFIRMED)


Case Study: Improving Teacher Recruitment Through Postgraduate Teaching Apprenticeships

  • Working with Birmingham University to offer the new school-led Postgraduate Teaching Apprenticeship as an alternative route into teaching
  • Discussing how the new postgraduate teaching apprenticeships could work in tandem with Schools Direct and SCITT programmes to increase teacher recruitment
  • Understanding how to access the apprenticeship levy in order to cover the tuition fee costs of trainees
  • Emphasising the Teaching Apprenticeship Standard as a measure of quality of trainees, and how this translates into the training of postgraduates

Heath Monk, Executive Director, Schools of King Edward VI (invited)


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Improving Teacher Recruitment and Retention in the North East

  • Examining the strategy for the Opportunity North East programme, including the announcement of £24 million to boost social mobility and raise teaching standards in the region
  • Outlining the current landscape of education in the north east, such as how the region holds the highest proportions of people not in education, employment or training post 16
  • Working in partnership between secondary schools and colleges, universities and innovative local businesses to enhance opportunities for young people
  • Discussing initiatives to ensure good performance in the north east from primary into secondary level and to encourage more pupils to pursue higher and further education
  • Sharing preliminary findings regarding the impact of initiatives on the quality of teacher training, recruitment and retention

Mike Parker, Director, Schools North East (invited)


Special Keynote: Driving Recruitment and Retention Through Teaching Apprenticeships

  • Sharing an update on the implementation of teaching apprenticeships: challenges, results and next steps
  • Examining the different routes into teacher recruitment and how they can be utilised effectively to meet recruitment targets
  • Outlining how new postgraduate apprenticeships can not only improve the supply of teachers, but can also improve quality within schools by delivering talented graduates with extensive experience
  • Considering how schools can enhance their recruitment process, for example by maintaining contact with former pupils to promote the possibility of returning as a teacher
  • Discussing the additional route of teaching apprenticeships and the impact of apprenticeship trailblazers, such as Surrey South Farnham SCITT, on apprenticeship standards

Senior Representative, South Farnham School Education Trust (CONFIRMED)


Case Study: Delivering Outstanding Teacher Training in Higher Education in Collaboration with Schools

  • Considering the role of universities in the changing landscape for teacher training, with more school-led training and increasing partnerships, and how HEIs need to adapt to this
  • Providing an outstanding training programme which meets trainee’s needs, including an outstanding wellbeing support system, meets the needs of host schools and makes a significant contribution to local and national skills gaps for subject-specific teachers
  • Outlining how high-quality training can improve teacher retention in the long term, such as how teaching effective behavioural management techniques can result in a more positive learning environment for both teachers and pupils
  • Highlighting the importance of establishing close relationships with partnership schools, including providing regular forums for school leaders to share best practice amongst each other
  • Providing comprehensive, high-quality support to NQTs with former trainees, to support them in their early careers

Dr Jo Harris, Head of Teacher Education, Loughborough University (invited)


Questions and Answers Session


Refreshments and Networking


Case Study: Effectively Reducing Teacher Workload to Improve Teacher Retention

  • Exploring how the Co-Op Academy’s initiatives to reduce teacher workload was praised by the DfE for supporting teachers in the early stages of their career
  • Outlining how the Trust set up a forum between the ten academies to discuss best practice and ideas for improving teacher workload
  • Carrying out a staff survey to understand how staff feel about their workload, including misunderstandings about leadership expectations
  • Holding a wellbeing day for staff, which includes activities to reduce workload, such as reducing marking time and planning strategies
  • Providing dedicated slots in the timetable wherein staff can book an appointment with their lead practitioner to get support for planning and marking
  • Examining the Trust’s Workload report and the following initiatives implemented, such as setting a maximum number of data collection points, changing the language used to discuss marking and ensuring clear school policies around workload

Caroline Foster, Vice-Principal, Co-op Academy (invited)


Case Study: Delivering Effective Teacher Training - From 'Requires Improvement' to 'Good'

  • Sharing an insight how Bradford College achieved a ‘good’ rating under the inspection criteria, significantly improving from a ‘requires improvement rating’ the previous year
  • Understanding Ofsted’s requirement for schools to make a significant contribution to teacher recruitment and retention and what this means in practice
  • Enhancing the quality of school-based mentoring, which has made a positive contribution to the supply of teachers locally and regionally
  • Empowering teachers to take the next steps in their career by offering high quality training to mentors which can also be utilised by schools to deliver whole-staff training
  • Increasing retention by focusing on providing opportunities for potential applicants whom may live in challenging contexts and require additional support to become teachers

Jacqui Vaughan, Head of School: Education, Quality and Primary ITE, Bradford College (CONFIRMED)


Questions and Answers Session


Chair's Summary and Close

*programme subject to change

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