Matt Burnage wrote a somewhat devastating thread about ITT on Twitter recently. I completely understand where he’s coming from and I thought I’d get my thoughts down on each of the points he’s made and some reasons why it might seem like ITT Providers, and/or schools, are dragging their feet. These are just my own […]Read More Why is so much paperwork needed? Seriously!?
Last Wednesday, Amanda Spielman, HMCI, delivered the annual @SotonEd lecture. This was followed by a really interesting panel discussion with Amanda, erstwhile colleague Daniel Muijs – now seduced by the dark side – and HMI and SE Regional Director, Chris Russell. Amanda Spielman is a refreshing change from Michael Wilshaw, who seemed to think that […]Read More Amanda Spielman @SotonEd
Some time ago, quite soon after I moved into an ITE job at the University of Southampton, I posted on my thoughts on the relative merits of university-led and School Direct training routes. Looking back now, I would summarise the post as essentially suggesting that there were some advantages to SD that universities ought to […]Read More NAO Report: Training New Teachers
Having been to the unmistakably impressive UCAS building in Cheltenham a few weeks ago as a member of the UCAS Teacher Training Advisory Group, I walked right past Ofsted’s London office. As an organisation, it holds such a prominent place in the English education system that you couldn’t possibly miss it, and for no very […]Read More A Little Meeting with Ofsted
My first post on Ofsted inspections of ITE set out where I am coming from, and considered the purpose of these inspections. It concluded: “So if Ofsted were to step back from reporting on good practice, and if the difference between Grade 1 and 2 (over 80% of providers) has a rather arbitrary effect on […]Read More Is Ofsted helping to improve ITE? Part II
A short time ago, I wrote a post about the Carter Review, and my thoughts on the future for Initial Teacher Education. With one casual tweet, the education blogmeister, Tom Bennett, catapulted that post into the limelight (well, maybe into the wings) and several people were kind enough to tweet a smattering of applause, which has provided […]Read More Is Ofsted helping to improve ITE?
This is the first in a series of posts on the Festival of Education at Wellington College. #EducationFest No.2: More root than trunk #Educationfest No. 3: A Research-based, Constructivist View? #EducationFest No. 4: How will we know? I’m a little surprised that Michael Wilshaw chose the glorious surroundings of Wellington College to launch an attack […]Read More #EducationFest No.1: Play up, play up, and play the game
Two things that the DfE have got right – there may be others – are two of the changes to school accountability systems. The Wolf report quite rightly identified the perverse incentives in accountability measures that led to schools pushing pupils into BTECs and other vocational qualifications. And there is no doubt that the 5 […]Read More Grade 2 or bust! Perverse incentives
An observer enters your classroom. Is this person your HoD, the assistant head with responsibility for T&L, an Ofsted inspector, or a demon who has occupied a corpse and is coming to suck your blood? A fair number of commentators have recently suggested the latter and have been sharpening words, and presumably a variety of […]Read More Graded Lesson Observations: Defibrillation or a Stake through the Heart?
You know what really bothers me when I read Ofsted reports. Think about just how critical a tiny number of lesson observations are to an inspection, to the extent that it’s considered legitimate to refer to parts of single lessons in justifying judgements on teaching and learning. Put this in the context of what Robert […]Read More in some lessons…