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Secondary ITE key headlines

Date post: 16-Dec-2014
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Headline Data from the School of Education's 2012-13 Self-Evaluation Document (SED)
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Secondary ITE: Key headlines from self evaluation in 2012/13
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Page 1: Secondary ITE key headlines

Secondary ITE: Key headlines from self evaluation in 2012/13

Page 2: Secondary ITE key headlines

Achievement of the Teachers’ Standards

• Overall, attainment of secondary ITE students has improved in 2012/13:

PGCE, 2 Year BA, BA PE and BA KS2/3

Page 3: Secondary ITE key headlines

Attainment by under-represented groups

• White students tend to attain higher grades than students from other groups; however, the gap has closed considerably over the last 3 years

PGCE, 2 Year BA, BA PE and BA KS2/3

Page 4: Secondary ITE key headlines

PGCE, 2 Year BA, BA PE and BA KS2/3

• Attainment of disabled and non-disabled students is broadly comparable

Attainment by under-represented groups

Page 5: Secondary ITE key headlines

• Overall, the retention of Secondary students has improved over the last 3 years:

Retention (Year 1 students)

Page 6: Secondary ITE key headlines

18-24 years

25-34 years

35-44 years

45-54 years

Total

57% 30% 9% 3% 303

Profile of cohort (Year 1 students in 2012/13)

Majority ethnic

Minority ethnic

Total

88% 11% 303

No disability

Disability declared

Total

91% 9% 303

Male Female Total

38% 62% 303

Students have tended to get younger over the last 3 years

There has been slightly fewer minority ethnic students over the last 3 years

Proportion of disabled students has increased slightly over the last 3 years

Proportion of female students has increased over the last 3 years (apart from BA PE)

Page 7: Secondary ITE key headlines

• Students continue to rate their placement experiences very highly overall

End of placement evaluations – positive feedback

2012/13 Final placement

2011/12 Final placement

Overall, the quality of my placement experience was very good

92% 92%

I was able to obtain adequate information to complete the 'Expectations of the Placement’

97% 96%

The University’s course briefings and handbook guidance supported my preparation for the placement

98%

I met with my school mentor every five working days to review my progress

93% 92%

I was given the opportunity to track pupils' performance 95%

My University link tutor reviewed my Action Plans and e-portfolio

90% 90%

My University subject tutor looked at, commented on and advised me about my planning, preparation and teaching.

97% 98%

% who Strongly agree or Agree with statements

Page 8: Secondary ITE key headlines

• New software and evaluation processes enabled quicker analysis of data, thereby facilitating more targeted support for school where needed

End of placement evaluations – areas for development?

2012/13 Final placement

2011/12 Final placement

The school's induction process was comprehensive and helped me become acquainted with policies and procedures

89% 94%

My school mentor and I devised and developed the targets recorded in my Action Plans

88% 88%

My school mentor/usual class teacher looked at and advised me about my lesson preparation

89% 92%

I received prompt and appropriate feedback from subject teachers following lesson observations

90% 92%

My school professional tutor organised regular sessions on professional issues

88% 87%

There was a wide range of opportunities for collaborative teaching 75% 85%

There were opportunities to assist outside the subject department 82% 87%

There were opportunities to observe outstanding practice. 90%

Page 9: Secondary ITE key headlines

End of programme evaluations 2012/13

Aspects of programme which are rated most highly:

Use a range of teaching methods that promote pupils’ learning (96%)

Preparing them to teach their specialist subject (97%)

Integrating theoretical elements with practical placements (92%)

Helping them to understand pedagogy (95%)

Overall quality of training = 93% (99% 2011/12)

% who rate aspects of training as Very good or Good

Work with teaching colleagues as part of a team (93%)

Page 10: Secondary ITE key headlines

Areas for development? (however, note improvement in most cases over the last 3 years):

Preparing them to teach pupils:

•From minority ethnic backgrounds (71%) [46% 2010/11]

•With English as an additional language (74%) [41% 2010/11]

•With special educational needs (86%) [61% 2010/11]

Using new technology effectively to support learning (83%)

End of programme evaluations 2012/13

Preparing them to communicate with parents and carers (79%)[55% 2010/11]

Page 11: Secondary ITE key headlines

NQT Survey 2013

Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G

Aspects of training which are rated most highly:

Question UoB Sector

Understand the national curriculum 89% 87%

Use a range of teaching methods that promote pupils’ learning

93% 91%

Access educational research in teaching practice

88% 80%

Apply findings from educational research

81% 77%

Understand subject knowledge 93% 89%

Page 12: Secondary ITE key headlines

NQT Survey 2013

Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G

Areas for development:

Question UoB Sector

Teach specialist subject 86% 89%

Plan teaching to achieve progression for pupils

82% 85%

Establish and maintain a good standard of behaviour

78% 83%

Teach pupils from BME backgrounds 64% 67%

Identify and address professional development needs on an ongoing basis

86% 90%

Understand pedagogy 86% 89%

Page 13: Secondary ITE key headlines

• UoB graduates are more likely to be employed as a teacher than elsewhere in sector

NCTL Performance Profiles 2013

PGCE Secondary

2011UoB

2012UoB

2013UoB

2013Sector

Awarded QTS

87% 83% 89% 88%

Employed as a teacher

82% 72% 92% 85%

BA Physical Education

2011UoB

2012UoB

2013UoB

2013Sector

Awarded QTS

87% 92% 90% 92%

Employed as a teacher

75% 61% 98% 82%

Page 14: Secondary ITE key headlines

University of Brighton survey of former students (NQTs) and headteachers

79%

Head teachers

NQTs

Manage behaviour effectively

How well prepared to …

70%

89% 70%Make accurate and productive use of assessment

87% 89%Cater for the needs of all pupils

69% 46%Specifically, pupils with EAL

82% 70%Specifically, pupils with SEN/D

85% Overall 85%

% who rate aspects of training as Very good or Good


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