NASBTT is proud to be the voice of school-based teacher training.
NASBTT represents and draws on the collective experience of SCITT providers, School Direct Lead Schools, Teaching Schools and HEIs as well as a range of other organisations involved in the education and professional development of teachers.
NASBTT contributes to the development of high-quality teacher training by promoting rigour in programmes of initial training, education and professional development of teachers with the intention of raising standards of learning and teaching for children.
The object of the National Association of School-Based Teacher Trainers (NASBTT) is the advancement of education of pupils/children in schools through the raising of standards and development of high quality learning and teaching by:
- Promoting programmes of initial training, education and professional development of teachers;
- Representing, supporting and developing schools-led/driven teacher training;
- Facilitating co-operation/communication between member institutions;
- Providing a forum for sharing information and evidence-based research;
- Representing the interests of schools-led initial teacher training (ITT) provision in relation to the development, implementation and influencing of national policy to the extent this is permissible within the legal framework for a charity in England and Wales;
- Supporting those with responsibility for the overall management of schools-led ITT provision, schools and other institutions present or future.
Representing the ITT sector at a national level
NASBTT has excellent working relationships with key stakeholders including, but not exclusive to, the Department for Education, Ofsted, Student Loans Company, UCAS, the Office of Independent Adjudicator and the Universities Council for the Education of Teachers (UCET).
Our Executive Director is invited to be a member of expert groups relating to Initial Teacher Training (ITT) where she is able to represent the sector's voice in relation to the development and implementation of national policies. She is part of the ITT Core Content Advisory Group and the Ofsted ITE External Advisory Group. She also attends the All Party Parliamentary Group (APPG) for the Teaching Profession.
We have a Memorandum of Co-operation with the Universities Council for the Education of Teachers (UCET) and worked together to provide guidance on safeguarding in the ITT context.
Advising on Course Management
We think most of our members would say the principal benefit of membership is that we operate a sort of ‘one stop’ shop for them to raise, by e mail, phone or through the website, queries and concerns. The staff have many years of experience in the ever changing world of schools-led ITT and if we don’t know the answer we have the contacts to attempt to find it.
We have an extensive Management and Administration Handbook which really is a must read for those new to ITT and an invaluable aide-memoire to the more experienced. We have instigated a Management Support Partner service to enable new and recently accredited providers access to an individual with proven experience of the management of schools-led ITT and its numerous quirks and challenges.
We also offer specific support for the administrators of schools-led ITT both by national and regional meetings and access to a named NASBTT Regional Administrator Lead. Over the past years we have been very active in identifying and resolving a number of issues affecting schools-led Initial Teacher Training provision, working particularly closely with the National College for Teaching and Leadership (NCTL), the Department for Education (DfE), Student Finance England (SFE, formerly the Student Loans Company), the Office of the Independent Adjudicatorn (OIA), UCAS Teacher Training (UCASTT) and Ofsted. Our work in advising on policies, partnership agreements and trainee contracts has been well received.
Advising on Course Development
As we become aware of issues affecting ITT provision we put together working parties of experienced individuals to identify and share how provision might be developed. This has resulted in our Training and Assessment Toolkit, our SEND toolkit, annual seminars to help providers prepare for Ofsted Inspections (including additional seminars for providers mid inspection) We also collect data (distinctive from that collected by NCTL) for benchmarking purposes. We are about to publish thoughts on the preparation of Self Evaluation Documents and Improvement Plans. There have been routinely high satisfaction ratings given in evaluations from participants at our conferences and seminars.
Keeping you informed
Members get a login to our website which has a wealth of information and most usefully, the blog posts (some 700 per academic year) from the Executive Director and other staff about anything members need to know or be aware of in the current circumstances. Every week members receive a newsletter of the latest blog posts, which are categorised by importance, subject and date to make it easier to look back at any that have been posted in the last two years.