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Initial Education for Teachers Working in Early Childhood and School

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Initial Education for Teachers Working in Early Childhood and School Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Initial education for teachers in Wales may be referred to as initial teacher education (ITE); initial teacher education and training (ITET); or initial teacher training (ITT). ITE prepares student teachers to meet the Welsh Government’s Professional Standards for Teaching and Leadership [1] and obtain Qualified Teacher Status (QTS) [2], the professional accreditation that is required for appointment as a qualified teacher in a maintained [3] school. This article focuses on both of these, alongside providing brief information on the non-QTS route to leading / teaching in early childhood education and care through Children’s Care, Learning and Development Diplomas. QTS is not age- or subject-specific, and teachers with QTS can legally be employed to teach any subject and any age range (3-19) catered for in maintained schools (including early years education and care / nursery classes). It is, however, usual for schools to appoint teachers trained for the relevant subject / age group. Providers of ITE must ensure that all those achieving QTS are able to teach across at least two consecutive key stages [4]. Both concurrent (undergraduate [5]) and consecutive (postgraduate [6]) programmes are available, and involve school experience. Learners may complete their ITE at one of three regional university centres or on an employment-based teacher training scheme whilst working in a school. An academic qualification in education is also awarded on successful completion of most programmes leading to QTS. The Bachelor of Education and concurrent (undergraduate) progamme is abbreviated to BEd. The Professional Graduate Certificate in Education and the Postgraduate Certificate in Education, which are consecutive (postgraduate) programmes, are both abbreviated to PGCE. All teachers are trained to have an understanding that individuals have diverse learning needs and that they must differentiate their teaching accordingly to enable each learner, including those with additional learning needs (ALN) [7], to fulfil their potential. Teachers who specialise in teaching learners with very specialist needs are qualified teachers who pursue additional training either on a full- or part-time basis. See the subheading ‘Additional qualifications for specialist ALN roles’ below for further information. Institutions, level and models of training There are a range of routes into teaching and a range of providers of initial teacher education (ITE). In line with the Criteria for the accreditation of initial teacher education programmes in Wales [8], schools and higher education institutions (HEIs) [9] are required to work in partnerships to plan ITE programmes. Within these, ‘lead partnership schools’ lead and manage the ITE programmes, including their design and content and the selection of students. Partnerships are required to show evidence of systematic and systainable collaboration, through (for example), work with regional education consortia [10]. Partnerships are also required to submit their programmes for accreditation by the Education Workforce Council (EWC) [11]. This is under the Education Workforce Council (Accreditation of Initial Teacher Training) (Additional Functions) (Wales) Order 2017 [12]. Accreditation is awarded for a five- year period, but may be withdrawn by the EWC where there is evidence of non-compliance with the accreditation criteria. This system has replaced the previous process of accreditation of ITE providers by the Higher Education Funding Council for Wales (HEFCW) [13]. The changes form part of a suite of reforms to ITE being made in response to Professor John Furlong's report, Teaching Tomorrow’s Teachers [14], published in 2015. The remainder of this section outlines the routes into teaching in more detail and is divided into two parts: Routes to Qualified Teacher Status (QTS) [15] for intending teachers of children and young people within the age range 3 to 18/19. These routes involve undergraduate and postgraduate qualifications. Other (non-QTS) routes to teaching / leading practice specific to early years education and care. Routes to Qualified Teacher Status The Welsh Government sets a quota of students for primary (including early years) and secondary ITE courses leading to QTS, taking into account the estimated demand for new teachers in Wales. The Education Workforce Council (EWC) then allocates intake targets to each accredited ITE partnership (of schools and higher education institutions). Targets are further divided into undergraduate (concurrent) ITE programme numbers, and postgraduate (consecutive, PGCE) programme numbers. In addition, there are specific targets for each subject pathway within the secondary programme targets. The intake targets [16] for the 2019/20 academic year are available on the EWC website. The Welsh Government also allocates intake targets [17] for the Graduate Teacher Programme (GTP). The table shows the main training routes leading to Qualified Teacher Status (QTS) [2] for intending teachers of children and young people in schools from age 3 to 18/19. Undergraduate (concurrent) programmes Candidates train at one of three accredited ITE partnerships: Chester/Bangor North Wales Partnership [18]; Cardiff Partnership [19]; and Yr Athrofa Professional Learning Partnership [20]. Lead partnership schools within each partnership lead and manage the ITE programmes, including their design and content and the selection of students. Key features of the programmes are listed below. • Student teachers pay tuition fees and are eligible for support. • Only primary programmes exist; they last three years. • All programmes involve a minimum of 24 weeks of practical experience in at least two schools. • All programmes lead to the award of an academic qualification (bachelor's degree [21] such as the BEd) with professional accredication (QTS). From 2020/21, the University of South Wales ITE Partnership will also be accredited to offer an undergraduate degree in primary education. Postgraduate (consecutive) programmes Candidates train at one of four accredited ITE partnerships: Chester/Bangor North Wales Partnership [18]; Cardiff Partnership [19]; Yr Athrofa Professional Learning Partnership [20]; and Aberystwyth ITE Partnership [22]. Lead partnership schools within each partnership lead and manage the ITE programmes, including their design and content and the selection of students. Key features of the programmes are listed below. • Student teachers pay tuition fees and are eligible for support. • Primary and secondary programmes exist. • All programmes last 1 year and are available to graduates [23]. • All programmes involve a minimum of 24 weeks of practical experience in at least two schools. • All programmes lead to the award of a postgraduate academic qualification (such as a postgraduate certificate of education, PGCE) with professional accreditation (QTS). From 2020/21, the Swansea University Schools’ Partnership will also be accredited to offer a PGCE in secondary education. Employment-based Graduate Teacher Programme [17] (salaried) Key features of this programme for existing school employees are listed below. • Places are available for candidates who have a degree or equivalent in an appropriate subject. • Programmes normally last a year, but student teachers with suitable experience and qualifications may complete the programme in a shorter time (the minimum length is three months). • Programmes often require student teachers to spend a small amount of time training in a different school to the school in which they are employed, and include a minimum of ten days of university-led training. • Primary and secondary programmes are available, leading to professional accreditation (QTS). 2019/20 will be the final year that the GTP runs. In 2020/21, it will be replaced by a new salaried employment-based scheme, which will take two years to complete, and lead to QTS and a PGCE. Teach First Cymru (salaried) • The Teach First ITE programme is aimed at high-attaining graduates with leadership potential who might not otherwise consider a career in teaching. It is provided by Teach First Cymru, the Welsh arm of Teach First [24], an independent charity which is funded by corporate contributions and fees paid by schools. • Teach First works with accredited providers to provide the training and places participants in schools in challenging circumstances. After an intensive six-week residential summer course, participants begin teaching in a school on a reduced timetable. • Student teachers are paid a salary as an unqualified teacher for the first year, at the end of which they qualify. They then work for a further year in the same school as a newly qualified teacher (NQT) [25]. • Primary and secondary programmes are available. The course leads to professional accreditation (QTS) and a postgraduate academic qualification (Postgraduate Diploma in Education and Leadership, or PGDE). Routes to other qualifications specific to early childhood education and care (ECEC) Professionals working in early childhood education and care in maintained [3] schools (ie. nursery schools and nursery classes in maintained primary schools) must hold Qualified Teacher Status (QTS) [15] – see above. Professionals working in private and voluntary settings are not required to hold QTS; instead, they may work towards a Children’s Care, Learning and Development Diploma (CCLD), a recognised qualification overseen by Social Care Wales [26]. CCLDs are available at different levels (Level 2
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