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’.
Improving the behaviour of Carmarthenshire Secondary School pupils
“IT’S almost uncool to want to learn as vaping and bad language is like the new thing”
“It’s very, very, heart-breaking to see a child vaping at age 11”
“I’m genuinely really scared for the generation coming through”
These are some of the comments Carmarthenshire pupils and teachers voice in a campaign which aims to improve behaviour in the authority’s Secondary Schools.
The campaign is a joint effort between the County Council and C.A.S.H – Carmarthenshire Association of Secondary Headteachers.
Across Wales, many teachers have shared experiences of witnessing a deterioration in some pupils’ behaviour since returning to formal education after covid lockdowns. Examples of such behaviour include using offensive language with classmates and teachers, being rude in lessons and vaping in toilets during lessons.
For the benefit of pupils and teachers, Carmarthenshire Council supports their Headteachers in their attempt to act to remedy the situation.
Pupils and teachers from ALL the County’s schools attended an experience-sharing session at the County Hall in July. A cross-section of comments was recorded and used to create a video that is part of the campaign. The video will be shown in all Carmarthenshire Secondary Schools in September and will be shared through social media. Information on the campaign posters and banners will direct pupils to sources where they can get further advice about the importance of improving behaviour.
On behalf of C.A.S.H, James Durbridge said: “As teachers, we understand that there are sometimes complex reasons behind pupils’ misbehaviour and, without a doubt, we want to support those pupils.
“But as the title of the campaign video explains – Our behaviour affects everyone and everything. A teacher cannot teach and a pupil cannot learn in a class when a minority behaves offensively and without respect.
“The behaviour of our pupils today influences their tomorrow.”
Noting that the campaign is an opportunity to press the reset button on behaviour and establish better habits, Councillor Glynog Davies, Cabinet Member for Education and the Welsh Language, said: “Our aim in Carmarthenshire is to create young people who, after being educated here, create a life here and contribute to our community.
“Offering them the best possible guidance on how to behave in a way that gives them the best chance to succeed in life is our duty as an authority.”
Teacher drink-driving on way back from camping trip smelled ‘strongly of intoxicants’
A TEACHER “stupidly stopped for a drink” on his way home from a family camping holiday before getting behind the wheel, a professional panel has heard. Huw Davies, a former English teacher at Ysgol Bro Teifi in Llandysul, Ceredigion, was more than three times above the legal alcohol limit for driving when he was stopped by police, a professional conduct committee has been told.
The Herald understands that the incident took place on the A40 St Clears to Carmarthen Road on July 30, 2021.
Witnesses were apparently called police after he pulled into a garage and appeared drunk with red eyes and dilated pupils, the Education Workforce Council (EWC) committee was told. Then the teacher came out of the garage. and went “all over the road”, EWC implementation officer Clare Hastie told the Fitness to Practice Committee.
He said police were alerted to a vehicle possibly being driven by a drunk driver on the A40 from St Clears to Carmarthen just before 3pm. Brother Teifi’s police eventually caught up with Davies at the Tesco car park in Carmarthen, where he was seen sitting in the vehicle with the keys in the ignition. When they opened the door, it smelled “strongly of intoxicants”.
breath tests showed he was more than three times the legal alcohol limit for driving and he was charged the next day.
Davies, who appeared at the September 2 virtual hearing, said he was ashamed of his actions and relieved that no one was hurt. But his actions have the “potential to put others at risk,” Hastie said. he told the panel.
The English teacher admitted he “stupidly” stopped for a drink on his way home from a camping holiday while the rest of his family returned separately. Davies told the committee that he has received help from Anonymous and the DDAS Adult Substance Abuse Service.
“I am very ashamed of what I did on July 30 and I am very happy that no one was harmed as a result of my actions,” he told the panel.
Davies described camping with his family in St Davids, Pembrokeshire before the incident.
The weather was rainy so he broke down the tent while the rest of the family left, he told the panel.
Ms Hastie said Davies began teaching English at Ysgol Bro Teifi in 2016 but has had spells of absence and left by mutual agreement with the official departure date at the end of the summer break of 31 August 2021.
Most recently he has been working as a substitute English teacher through an agency at Queen Elizabeth High School in Carmarthen. Davies told the hearing that he felt supported in his part-time job and fortunate to be receiving help from Alcoholics Anonymous and that he has yet to return to driving due to health issues.
Colin Adkins, a NASUWT teachers’ union official representing Davies, described him as a recovering alcoholic and said he was getting the help he needed. The committee had received good character references from Queen Elizabeth High School and Davies had no previous failures in his teaching career.
“We accept that driving a motor vehicle exceeding the limit three times is potentially dangerous for Mr Davies and other road users. Nevertheless, there were no accidents,” Mr Adkins told the panel. “While I don’t want to downplay the seriousness of the crime, I do want to put it in the context of it taking place entirely in his personal life.” and no other person was harmed by his conduct.”
Mr Adkins added: “Here you have someone who is a recovering alcoholic who is receiving medical support. Davies was faced with two allegations, both of which he admitted and which the EWC Committee found to be substantiated.”
The allegations were that he was found guilty of driving under the influence on August 19 last year after a breathalyzer measured 120mg in 100ml of breath, resulting in a council order and a nine-month driving ban held a license and that the conviction constituted an “offence” relevant to his eligibility as a registered teacher.
In issuing a reprimand, the committee considered his open admission and remorse at both the trial and the professional hearing. Committee chair Michelle McBreeze said Davies took steps to address the personal and health issues that led to her. She said the teacher provided positive testimonials and character references, including from her last manager at Queen High School, Elizabeth, and although there was a risk of recurrence, it was small.
McBreeze called it “a serious incident.” conduct,” but Davies “took full responsibility for his actions and has shown clear remorse and remorse.” An asset to the profession, he added.
“The purpose of a warning is not a punishment. Mr. Davies’ behavior was unacceptable and must not happen again. The warning lasts two years and will be disclosed to employers,” said Ms McBreeze.
Mr Davies has the right to appeal to the High Court within 28 days
Carmarthenshire GCSE students celebrate results
CARMARTHENSHIRE COUNTY COUNCIL is congratulating all of the county’s students that are receiving their GCSE results today, Thursday 25th August 2022.
This year’s assessment and qualification process have returned to the pre-COVID-19 pandemic format of examinations which included adaptations to accommodate the ongoing effects of the pandemic that leaners and teachers have had to contend with. After two years without exams, students have had the opportunity to show what they’ve learned and what they can do through exams and assessments.
Whilst this year’s results are not directly comparable with any other year, overall in Wales, outcomes are higher than when exams were last sat in 2019 , but lower than 2021 when there was a different method of assessment.
In Carmarthenshire 72.1% of all entries have been awarded an A*-C grade representing an increase of 1.2% since examinations were last sat in 2019. This is higher than the national average of 68.6%.
27.2% of entries achieved an A*-A grade representing a significant increase of 5.9% in comparison to 2019 and again higher than the national average of 25.1%. 91.6 % of entries achieved an A* – E grade.
Speaking on behalf of Carmarthenshire County Council, Cllr. Glynog Davies, Cabinet Member for Education and Welsh Language said:
“We are so happy for those young people who are receiving their well-earned GCSE grades, congratulations to you all.”
“Carmarthenshire County Council is very proud of our young people’s achievements, as are we of the support and commitment given by their teachers, support staff, families and friends. Thank you all for your hard work in what has been a challenging couple of years, due to the COVDI-19 pandemic. We wish you all well in your future endeavours.”
In a joint statement, Carmarthenshire County Council’s Chief Executive, Wendy Walters and Director of Education and Children’s Services, Gareth Morgans added:
“We are extremely proud what of has been achieved by our learners and they fully deserve these results. This year, for the first time since the outbreak of COVID-19, our GCSE learners have sat examinations. The pandemic, however, has loomed large over their preparations and they, along with their teachers, support staff, families and friends, have had to display resilience and dedication to achieve these fantastic results. We are grateful to you all.”
“We would also like to thank our schools and their staff for their continued hard work and commitment to providing our learners with the very best opportunities to succeed.”
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