1) What is the Overseas Trained Teacher Programme? The Overseas Trained Teacher Programme is an employment-based route to gaining Qualified Teacher Status. The OTT Programme is one of several such training programmes run by accredited bodies throughout the country. Partnerships are allocated OTTP places annually by the Teacher Development Agency and are responsible for all aspects of the programme. All tutors on the OTTP are qualified and experienced Initial Teacher Training tutors and assessors working with the Cambridge Partnership. The handbook explains to you the training policy of the Cambridge Partnership. This approach has been facilitated by the delegation of OTT training places from the Training and Development Agency to the Cambridge Partnership. Receiving an annual OTT training target and budget, the Partnership has established a framework for training which has the flexibility to meet individual needs within a coordinated approach. The application - training - assessment process is structured within the cycle of the academic year. Given the high demand for places on the programme, selection is a very competitive process and begins with the submission of a completed application form. (Normally training would be completed within the academic year that it started.)  2) Will all teachers receive the same training? Overseas Trained Teachers are not viewed as a homogenous group since they have widely different backgrounds and teaching experience. It follows that the training requirements and length of training to gain Qualified Teacher Status (QTS) will vary significantly. Some applicants will also be able to demonstrate evidence to allow for 'exemption from induction' and then not be required to undertake an NQT year. This is explained more fully in Question 20. Some elements are common to the programmes devised for every OTT and are mandatory:
3) Do all applicants follow the same route to reach QTS? The length of programme is determined individually with OTTs working in different contexts. Secondary school OTTs will need to have a specialism and in all cases OTTs will be required to have teaching experience and competence in two consecutive Key Stages. These are usually KS3 and 4 or KS4 and 5. A successful middle school applicant has to meet both primary and secondary expectations and we do not recommend OTTs applying for QTS in Key Stages 2 and 3 together for this middle school approach is particularly challenging. The Partnership might accept a middle school teacher who is supported to work in their subject across KS4. 4) Is the Programme only available for those teaching in Cambridgeshire? The Cambridge Partnership focuses mainly but not exclusively upon Cambridgeshire, Norfolk and Peterborough LAs. Priority is given to applicants from partnership schools in these three areas. All applicants must provide evidence of the necessary qualifications and prior experience and their schools must demonstrate that they offer suitable environments for training. A final judgment about suitability for the programme is made at an initial needs assessment/preliminary visit made by a Partnership tutor. When the application form is received by the Cambridge Partnership, tutors will consider the following before arranging an initial needs assessment/preliminary visit:
6) Which prior qualifications are recognized and required? Prior to applying applicants should consult NARIC about the suitability of their qualifications. (National Academic Recognition Information Centre, UK NARIC, www.naric.org.uk, telephone number: 0870 990 4088) Those wishing to be accepted on the programme must have GCSE grade C or above in mathematics and English, or their equivalency, a recognised degree and teacher training qualifications. Degrees must be comparable to those accepted by NARIC as equivalent to a British degree. There can be no flexibility about this. NARIC letters confirming equivalency must accompany every application form. Applicants will also be required to show evidence of their Teacher's Registration from their own country and that they have had a CRB check instigated by their own school. Cambridge Partnership will provide a 'subject knowledge and understanding' assessment by a visiting subject specialist in order to assess and confirm the OTT's subject knowledge. 7) What previous experience in teaching will be considered? Applicants must be aware of the context and content of education in England. This includes the different curriculum structures and strategies, the whole school issues which impinge upon and direct the work of the teacher in school and classroom as well as the teaching philosophies which underpin these requirements. Applicants are urged to look at the standards with their mentors before the preliminary visit from their allocated tutor. Applicants must have demonstrable success whilst teaching across a minimum of two key stages, with additional awareness of the ones before and after. It is not possible to demonstrate this breadth whilst working only in a special school. Even if there is documented evidence from previous employment that is cross referenced to the standards, these applicants may require further time in a mainstream school. Teachers employed in a middle school must meet the standards applying to both Key Stage 2 and key stage 3. The latter is a particularly difficult route (see 3 above). There are several areas where OTTs may lack the necessary background and experience in this country. These may include knowledge and understanding of the National Curriculum requirements and national strategies, differentiation in their teaching and classroom management as well as other contextual matters such as PSHE, Citizenship, formal assessment arrangements, ICT expectations, SEN programmes or a second school experience. In these cases an Individual Training Plan should help applicants to reach the required standards before their final assessment. As mentioned above, all aspects of assessment are against the QTS standards.  8) How long does this programme take? This is an impossible question to answer! Based upon prior experience, both at home and in England, it could be a fairly short process. Most people take approximately two terms, some a little less, some a little more. Each applicant is individually assessed, each employing school different, and each programme personally developed. These issues will be discussed at the initial needs assessment/preliminary school visit. 9) Are primary school teachers eligible for this programme? No. The Cambridge Partnership is a dedicated provider of training and assessment for applicants from the secondary phase. 10) Are there programmes for teachers in special schools? Over recent years several Overseas Trained Teachers working in special schools have achieved QTS with the Partnership. Each teacher has had a training programme written to meet their individual needs. Suitability will be decided on receipt of the application form or at the preliminary school visit. One of the main difficulties is that the age bands in special schools are sometimes different from those in mainstream schools. Another difficulty is the need for the OTT to be assessed as competent in a mainstream class, thus significant release from their current employment may be necessary, however considerable prior experience in a mainstream school may make this requirement less demanding. 11) What happens at the initial needs assessment? The first visit of a Cambridge Partnership assessor to the school is to complete an Initial Needs Assessment (INA). The purpose of this visit is to assess for programme suitability and to commence the planning process. This stage includes decisions concerning the appropriate assessment criteria - 'Qualified Teacher Status' using the 'Q' standards or 'Qualified Teacher Status with exemption from induction' using the 'C' standards The visit, lasting about four hours will include:
12) What happens at the final assessment? See detailed description in the previous section. All OTTs must present evidence of success against all of the standards for Qualified Teacher Status at this assessment. The Cambridge Partnership tutor will support the creation of this file of evidence. As a member of staff in a school you will be able to seek advice and support from colleagues. This will include the professional tutor or school coordinator, your mentor and others with whom you work on a daily basis. Wider support is also available from the Cambridge Partnership. This is primarily through your visiting tutor. He or she will meet you first for the Initial Needs Assessment (INA) and, may make further visits to observe lessons, provide feedback and discuss progress towards the final assessment. He/she is also available as a reference point for the programme. The individual training plan (ITP) may include provision for up to two tutor visits, in addition to the preliminary visit. These lead to a final assessment in school which is normally completed by the same Partnership tutor who undertook the INA. It is part of the purpose of the INA to determine the details of the training requirements and to set a timescale for it. Mentoring It is important that all OTTs have an experienced colleague, acting as their mentor, to support professional development and to steer them through the complexities of the new situation. The school is expected to ensure that the appropriate level of subject specialist support is provided for the OTT. The mentor should also offer feedback based on observation of the OTT's classroom teaching. The Cambridge Partnership expects the mentor to be named on the application form. 14) Is supply cover available for the Training Programme to be achieved? The training programme will require the trainee to visit other schools, shadow other teachers or attend particular courses. The Partnership does not provide financial support to fund supply cover to facilitate these activities. 15) How is progress assessed? The Cambridge Partnership sets the assessment into the context of a teacher's professional development. Final assessment of the OTT is usually made by the person who conducted the Initial Needs Assessment. Whilst seeking evidence in relation to all QTS standards, having previously recognised successes against some of the standards, the final assessment will relate particularly to the achievement of the individually agreed training targets in relation to these professional standards. However, the subject specialist visit, developmental meetings or additional visits during the programme will also contribute to the process. 16) What is an Individual Training Plan? The Individual Training Plan (ITP) is essential. It enables many OTTs to meet the requirements for gaining the award of Qualified Teacher Status. At the initial needs assessment visit the Cambridge Partnership tutor will have worked with the applicant to identify their training needs and written them into the ITP. This analysis of training and learning needs is directly linked to the standards for Qualified Teacher Status and is the essential framework of the training programme. It is individually focused and relates directly to the OTT's prior experiences. This record, made at the start of the programme, should be viewed as a working document and one that needs to be developed and adapted as individual elements are completed and the evidence gathered. The function of an individual training plan is to:
 17) How should the portfolio of evidence be compiled? OTTs need to compile a portfolio of evidence which will show that they meet ALL the standards for QTS. If they are applying for 'Exemption from Induction' at the same time, they will need the evidence that shows that those standards are met as well. The gathering of evidence should not be seen as an additional task but as part of the normal teaching work. Extensive photocopying should be avoided and there is no need to replicate documents that already exist in other files. Cross referencing is strongly recommended. All OTTs will be encouraged to generate an e-portfolio. The portfolio of evidence should be used as an audit to show that each standard has been met. A copy of the standards can be used as an index to ensure that each standard has been addressed. If completing a paper based portfolio it is advisable to provide a cover sheet for each standard and put these in order from Q1 through to Q33, or C1-C41. Single sheets which give evidence of the standard should be placed behind the appropriate cover sheet. Evidence for the location of a particular standard may also be written on the cover-sheet e.g. 'Standard Q27 - see also my personal planner.' The Cambridge Partnership will provide a a range of documents and tools to assist trainees in the compilation of their portfolio of evidence. 18) What counts as evidence? The final assessment will look at your broad and detailed achievement of the training standards, as applied to all newly qualified teachers in England. Given that OTTs are already qualified, we would hope to see success in the classroom at the start. The portfolio of evidence should contain evidence against all of the standards. This may include planning documents, lesson observations, pupil records, references or testimonials or a range of other written materials to support achievements. Evidence of previous employment can be included within the portfolio, as well as courses and experience and a log of all activity undertaken in their current post. All applicants will be given individual advice on the location and type of evidence required 19) What are the 'Basic Skills Tests'? The governmemt requires that all those seeking QTS should successfully complete thre basic skills tests (literacy, numeracy, ICT). The Cambridge Partnership will register applicants, who have been accepted on to their Programme, with the TDA in order to obtain your unique teacher reference number required to register for these tests. Once given their teacher reference number OTTs can register on the TDA website at http://www.tda.gov.uk/skillstests.aspx and can then book a venue and a time-slot for each test. Guidance and support materials for all three tests may be accessed through the website. The tests are set by the TDA and are taken on-line at one of the Pearson approved test centres. It is a good idea to take the skills tests as soon as possible after receiving the reference number but it is advisable to practice them on the website first. There is no restriction on the number of occasions these skill tests can be attempted, but all three must be completed satisfactorily before the final assessment takes place. OTTs will need to have a copy of the certificates for the assessing tutor. Separate certificates are issued at the test centre when tests are passed. Candidates who are applying for 'Exemption from Induction' will need to compile additional evidence to show that the Induction Standards 'C' have been met. The assessment for Exemption from Induction follows a similar process to that for QTS and will normally be completed at the same time as the assessment for QTS. The assessment may involve a further observation of a lesson or part of a lesson, as well as:
Ideally OTTs should follow the induction programme their school organises for new staff. An outline of this provision, and the candidate's participation in it should be in the portfolio of evidence. Additional evidence that show the induction standards have been met might include:
It is always helpful to gain supportive testimonials from appropriate colleagues and to include these within the 'Induction' section of the portfolio. Please recognize that the 'Core Standards' represent a higher level of achievement in relation to the QTS standards with additional new expectations of the professional teacher. Finally, all OTT applicants including those being assessed for induction must attend the appropriate OTT conference. 21) Which applicants will need to complete a Career Entry and Development Profile? Those who are only assessed against the 'Q' standards for QTS and not for exemption from induction at the same time will need to complete a CEDP. This is downloadable from the TDA website. It needs to be borne in mind that those doing the induction year as an NQT need to have completed all three basic skills tests before QTS can be awarded and the induction process can begin. The Partnership requires a copy of the CEDP for all successful applicants. 22) Where can I find the QTS standards? For the Qualified Teacher Status -QTS - (Q) standards, click here For the Core standards used for Exemption from Induction - (C) standards, click here |
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