Areas for further consideration
Based on the evidence, it is suggested that the following may be worthy of further consideration:
- Review the memorandum of entry qualifications of ITE programmes to ensure high quality candidates with the essential knowledge, abilities and disposition are selected into ITE programmes.
- To explore the support needs identified in putting theory into practice in the classroom in ways that support all children and young people effectively
- To include more practical examples in delivering aspects of the curriculum
- To further understand the views of probationers and probationer supporters on the perceived lack of balance and emphasis during ITE across key areas such as health and wellbeing and equality.
- To consider which aspects of elective programmes of study may be most useful in becoming part of mainstream programmes
- To consider the skills progression of probationer teachers, in particular related to developing resources to support the learning needs of all young people.
- Review the support for coaching and mentoring for probationer
teachers and probationer supporters during the
- Coaching and mentoring can be a defining factor of the success of the probationer teachers TIS experience. In order that all probationer teachers have the best experience possible, a review of professional learning opportunities in coaching and mentoring for all probationer supporters may be worthy of consideration
- Review the early career phase of a teacher journey to bring
cohesion to the expectations of and support for early career
- Considering ITE, TIS and the first few years of teaching experience as an early career phase would support skills development across a longer period of time and align with the notion of 'beginning teachers' acknowledging probationer teachers are at the start of a teachers journey.
- Extending partnership working between local authorities and ITE institutions through the proposed regional improvement collaboratives in Education Governance: next steps (2017)
- Further research into the differing perceptions about the probationer teachers readiness to teach