The introduction of Centres for Excellence in Teacher Training (CETTs) is a critical component of the package of reforms to teacher training in the learning and skills sector. The initiative was rooted in the idea of building future Initial Teacher Training (ITT) systems around networks of providers that provide trainees with good experience of teaching and professional development across further education, adult and community education and work-based learning. The DfES report ‘Equipping our Teachers for the Future' identified the aim of achieving a step-change in the quality of teacher training by investing in providers and partnerships that provide high standards of support for trainee teachers in the workplace. The emphasis is upon organisations working collaboratively to improve provision.
Ofsted had already identified systemic weaknesses in the national system of teacher training and it is these deficiencies that the DIUS reforms seek to address. The development of CETTs provides an opportunity for providers to work collaboratively to improve both quality of ITT and the continuing professional development (CPD) of teachers, tutors and trainers working across the sector.
The emphasis of the initiative on centres for excellence rather than centres of excellence is designed to draw attention to the prime role of CETTs in improving the capacity for quality improvement. The CETT documentation states the “Aspiring to excellence implies that providers are confident that those they train will receive a high quality holistic experience that prepares teachers to hold or maintain their licence to practise.”
CETTs are networks of partnerships of organisations involved in ITT and CPD in the learning and skills sector. The size of individual CETTs varies from a CETT with 17 partners to one with over 50 with the majority with membership in the twenties. Currently the total number of partners is 288.
CETTs operate in different areas in England and the listing below provides information on the lead organisation and access to further information. Most of the CETTs are led by universities; two are led by colleges and two by other organisations in the learning and skills sector.
The rich variety of delivery organisations and those involved more indirectly as either stakeholders or through provision of specialist services is impressive. The wide range of organisations in the learning and skills sector is well reflected.
The main activities of the CETTs focus on the development, support for and provision of ITT and CPD. The activities are understandably diverse and, to some extent overlap, but there are different emphases within each CETT.
All CETTs are involved in mentoring, but some with different aspects such as research, training or support.
Other activities include action research, communities of practice - whether face to face or virtual, ILP development, networks - new, existing or specialised, task groups VLEs/websites, working with employers and work placement.
The target groups also overlap and include AVC/community groups, ACL, ESOL, Offender Learning, students with learning difficulties or disability, vocational and work-based learning staff.
The communication tools vary and include conferences, academic journals - paper and electronic, newsletters, seminars, workshops, teacher education forums, summer schools, and graduation events.
The full range of information on the activities of each individual CETT is available through the individual links on our National CETTs page.
Source: Centres for Excellence in Teacher Training
You can find this page and download any referenced resources from the Excellence Gateway at http://excellence.org.uk/cett.
