A MAJOR investigation into the standard of Initial Teacher Training (ITT) in Wales has uncovered huge insufficiencies in its provision.
Professor John Furlong carried out the report having been commissioned in 2014. The report starts by stating that: ‘Initial teacher training in Wales needs to change and for two quite different reasons. Firstly, it needs to change because despite some strengths in current provision there is a widespread consensus that overall, it is not of sufficient high quality to serve the needs of Wales either now or in the future. But there is a second and perhaps even more important reason that reform is needed and that is to do with the changing nature of schooling in the 21st century’.
The report goes on to point out that ITT is not as strong as it should be, and that current requirements in key aspects fall well short of what the international evidence suggests is best practice. Professor Furlong added: “As a consequence, newly qualified teachers are not conceptualised nor is there a requirement that they are prepared to be active professionals, with their own judgements to make and with their own responsibilities as leaders of children’s learning.”
He goes on to criticise the link between the university teaching and what is required in the classroom, saying: “Given that there is no reference whatsoever in the Standards to research or the need to develop student teachers as critical consumers of or participants in research, there is little requirement on the part of universities to help their staff develop as research active university lecturers. Again, in other jurisdictions, standards set out a very different vision for the contribution of universities.”
He continued by saying: “At present it seems that most schools have only a small role in professional education, often with very small numbers of students. Teacher education is undertaken primarily on a voluntary basis – an ‘add on’ to schools’ normal work. Internationally however, there is strong evidence that in the most effective systems, universities work with much smaller numbers of schools which take larger numbers of students. Moreover, schools themselves are encouraged to take leading responsibility in key aspects of the training programme. One particular difficulty in encouraging schools to work in closer partnership with universities on a regular basis is that it is indeed voluntary. As a result, it is widely reported that few schools are willing to make long term commitments, often withdrawing, sometimes at the last minute, particularly if they are facing an Estyn inspection.”
Criticising university provision he also stated: “The fact that teacher education remains very much a university led process in Wales does not necessarily mean that the sector has been well served by contemporary universities. On a number of key indices, teacher educators themselves seem less well supported than their colleagues in other disciplines and in other parts of the UK.”
The report made 7 key recommendations:
That the Welsh Government, as a matter of priority, revises the standards for Newly Qualified Teachers
- That the Welsh Government establishes a revised accreditation process for providers of initial teacher education.
- That the Welsh Government establishes a teacher education accreditation board
- That the role of Estyn within initial teacher education be reviewed once a revised accreditation process is fully in place.
- That Estyn’s ‘Guidance for Inspection’ for schools be revised to include specific recognition of the contribution of a school to initial teacher education.
- That the Primary BA (Hons) QTS, in its current form, be phased out and replaced by a four year degree with 50% of students’ time spent in main subject departments.
- That the Welsh Government monitors closely the impact of financial incentives on recruitment, particularly taking into account different funding levels in comparison with those available in England.
Responding to the report and its contents, Education Minister, Huw Lewis said: “I very much welcome this report and its recommendations and would like to thank Professor Furlong for his commitment, impartiality and professionalism. The case for change is compelling. It is clear that if we want to raise standards, we must produce newly qualified, reflective practitioners with the appropriate qualifications, skills and resilience to support the sort of curriculum change recommended by Professor Donaldson in his recent report. In principle, I would disagree with nothing contained in Professor Furlong’s report. We must now move to consider the reform options and implementation methods in greater detail and this is something that will require full engagement with the teacher training sector. We will also work to ensure the sector remains viable while we make what needs to be a smooth transition to a new model of teacher training.”
Angela Burns, AM and Shadow Minister for Education, said: “There is a consensus that teacher training in Wales is not sufficiently robust to drive up standards and enable young people to compete in the global race. How can we possibly expect teachers to nurture the potential of their class and stretch every child to realise their talents if we don’t do the same for teachers? Learning is a rewarding lifelong activity, which everyone, regardless of their profession, can find enriching, but it is especially important that teachers who instil a thirst for learning, should be able to take advantage of it themselves. Labour Ministers must consider these recommendations and act to improve initial teacher training, invest in continuous professional development and cut out bureaucracy to free up teachers to spend more time learning.”
From a leading teaching union, Owen Hathway, NUT Wales Policy Officer, said: “We will obviously have to examine the full recommendations in detail, however, we do welcome the general thrust of some of the content. It is important that any changes to teachers training programmes fit with the vision for the future of the profession articulated in the Donaldson Review of the Curriculum – teachers will need to be confident, creative designers of learning and curriculum that is built on developing the whole child to be a flexible, confident learner, rather than being merely deliverers of subject knowledge or curricula devised elsewhere. It is important that current inconsistencies in initial teacher training provisions, reported by ESTYN and highlighted by Tabberer in his review, are addressed so that regardless of where in Wales teachers train they can benefit from high quality academic and pedagogical experiences. Moving forward we will be discussing the implications of the review with the Welsh Government and working closely with them to ensure the best system possible for our teaching profession and the pupils they support.”
The University of Wales Trinity Saint David (UWTSD) sent The Herald a detailed response to the report, stating: ‘We welcome Professor John Furlong’s recommendations on the future of initial teacher education in Wales in his Teaching Tomorrow’s Teachers report. The partnership between the university and schools, as part of the South West Wales Centre of Teacher Education, means that we are in a strong position to work collaboratively to implement the changes required to the current system, to attract the best candidates to the profession and to ensure the continued professional learning and development of teachers throughout their careers. UWTSD is committed to and highly values its role in the initial education of those entering the teaching profession as well as its role in supporting members of the education workforce in their career-long professional learning. The South West Wales Centre of Teacher Education, located within UWTSD, has been working hard to build on the strengths noted in the most recent monitoring report from Estyn (July 2014) and is well placed to work collaboratively within the education sector to support the processes of change and improvement on the horizon. UWTSD is working pro-actively to build and develop the research capacity of staff involved in both initial and continuing professional teacher education, many of whom have a strong track record of leadership within the school education sector. The value of applied and policy-focused research is one of the University’s underpinning values and is well evidenced through the work of the Wales Centre of Equity in Education, established as a partnership between University of Wales and UWTSD in 2013, under the directorship of Professor David Egan, who is himself an adviser to the Welsh Government on education policy. The opportunity to further develop pedagogically-focused research with our partners is welcomed’.
Canned Food UK & Tata Steel launch package design challenge
Canned Food UK (CFUK) and Tata Steel in Europe launch the Packaging Design Challenge this week on April 24 2020.
The challenge encourages children aged 15 and under to design and create their own pack which demonstrates packaging’s important role in protecting our food and drink.
To take part entrants first create their ‘product’, a sponge in a freezer bag with 200ml of water and secondly, a pack for their product using materials otherwise destined for the recycling bin which have been cleaned such as cereal boxes, milk cartons or loo roll holders.
Entrants are invited to send photos or a video to CFUK by tagging Instagram posts with @cannedfooduk or #packagingdesignchallenge or emailing firstname.lastname@example.org.
Entries should show how their packs are decorated, which parts are recyclable and if their pack survives the drop test – dropping their pack from head height to see if the product leaks.
A winner will be selected by a panel of experts for a chance to win £100 in Amazon vouchers and the closing date is midnight on Monday 22 May 2020.
The challenge launches with a live session on Canned Food UK’s Facebook page at 11am on Friday 24 April with Nicola Jones, Tata Steel’s Packaging Recycling Education manager, who normally visits schools nationwide delivering interactive workshops that showcase the benefits of packaging.
“Lots of families would have been returning from the Easter break this week and I would have been in classrooms talking about how steel is made and why we use packaging. I wanted to continue to share these resources and the Packaging Design Challenge was the perfect opportunity,” comments Nicola.
“It’s a straightforward activity that children can do with minimal adult supervision, that’s away from a computer screen, and at the same time, learn about how packaging protects our food and drink, reduces waste and how it’s recycled.”
“I think the challenge will showcase the effectiveness of packaging, just like the can which has great shelf appeal, durability and of course, is infinitely recyclable,” adds Robert Fell, director at CFUK and competition judge. “I’m looking forward to seeing everyone’s entries, especially if they survive the drop test.”
Strictly Cymru brings dancing a-plenty to 2020
Disabled people from all over Wales have waltzed into 2020 for Strictly Cymru – the country’s renowned inclusive dance competition.
Run by charity Leonard Cheshire, in partnership with the national governing body Paradance UK, the competition has seen dancers in both inclusive and wheelchair-specific categories compete in six heats across South Wales, in preparation for the grand final on 6 June. Strictly Cymru is now in its third year.
Winning in the inclusive categories at the Carmarthen heat on 17 January were Coleg Sir Gar students Kieron, Toby, Thomas, and Max, as well as Richard, who came independently from Coleshill Day Centre in Llanelli and wowed the judges with his Michael Jackson inspired fast feet and moonwalk. A few days later, Rebecca, Chloe, and Anesha from Heronsbridge School lifted the trophy at the Bridgend heat on 21 January.
Gower College students Daniel and Carys wowed the judges with their synchronised dancing at the Cardiff heat, while Coleg Gwent student Matthew secured a place on the final in the inclusive heat held in Newport last week.
Meanwhile, in the wheelchair dance category, dancers Chad and Ben took gold in Carmarthen and Bridgend respectively. The Carmarthen heat rang with the sound of Chad’s catchphrase of “Absolutely fantastic!”
Then, the fifth heat in Cardiff saw the youngest person to take part in Strictly to date, five-year-old Inga, win in the wheelchair category, before Robin John won the final wheelchair heat in Newport after being inspired by his partner Dianne, who was highly commended in last year’s competition grand final.
Dance instructors from Paradance UK also took the participants, who came from schools the community and Leonard Cheshire services in the area, through their paces ahead of each dance-off to give everyone the best chance at reaching the final.
Chad said: “It has been a really great two days and I’ve enjoyed getting to know new people and learn tango. I’m looking forward to the final.”
Robin John, winning at Newport, said: “It’s absolutely wonderful, I’ve tried before and lost, but it feels on a whole different planet to win a heat! I’m looking forward to the final and don’t mind which genre of dance I get, I can adapt to most things.”
Ruth Jones, MP for Newport West, was a judge at the heat there. Ruth said: “I wasn’t sure what to expect beforehand, but it was amazing. As you walked into the room the enthusiasm hit you like a wave. It was so hard to choose a winner because they were all brilliant in their own way, everybody did the maximum they could possibly do.”
Alan Dear, Head of Theatre and Arts at Newport Live, helped support the Newport heat and said: “It is the most joyful thing I have done in years.”
The heats were open to people of all ages and abilities and the overall winners of the competition will be crowned in the Ffwrnes theatre in Llanelli on 6 June 2020. There they will receive the coveted Strictly glitter ball trophy.
Lee Waters in School Council Summit
LOCAL Member of the Senedd, Lee Waters has held the third Llanelli School Council Summit in the Welsh Parliament for secondary school pupils from across the constituency.
Over 70 pupils from schools right across the area visited the Senedd to learn how the Welsh Parliament works and take part in debates in the old Assembly debating chamber.
Pupils chose to debate lowering the voting age and banning diesel cars. They also had the opportunity to question the Minister for Health and Social Services, Vaughan Gething about their concerns and on his experiences as a Minister in the Welsh Government.
Lee Waters MS said
“Every year since becoming elected I’ve invited the school councils from the secondary schools across Llanelli to the Senedd for a School Council Summit. I’m really pleased that the event has grown and grown.”
“The pupils enthusiasm and grasp of the issues was really impressive, and it was great to hear their thoughts on some really important issues.”
“I was delighted to give pupils a chance to discuss their ideas with the Health Minister Vaughan Gething, debate issues that are important to them, and get practical careers advice learn from past pupils at their schools who now work in Welsh public life.”
“I want to show that pupils from Llanelli can succeed at whatever they choose in life, and get them involved in Welsh democracy.”
News3 days ago
Further childcare hub opening in Llanelli
News2 weeks ago
New Llanelli Policing Hub and Custody Suite
News2 weeks ago
Protecting the protectors: An inside look into the service supporting the frontline of Dyfed-Powys Police
News1 week ago
Housebuilder launches Coronavirus move in package
News2 weeks ago
Welsh Government extends testing to all care homes
News1 week ago
7-year-old Mattie from Pembrey takes on home Pen y Fan-tastic challenge for Action for Children
News2 weeks ago
Volunteer officers give up time to police during the pandemic
News1 week ago
How Wales created 19 new field hospitals in less than 8 weeks…