COPD International Qualified Teacher Status (iQTS)

• Prepare for a career as an innovative and creative teacher
• Enjoy placements supported by excellent teacher mentors in an LJMU iQTS Consortium
• Qualify with a Certificate of Professional Development and the option to get Qualified Teacher Status (QTS)
• Spend at least 120 days on school placement over the 36-week, full-time course, predominantly in a Host School
• Benefit from an innovative active blended learning approach in collaboration with international schools
• WATCH: this short explainer video from the DfE

Our iQTS programme is designed to prepare you for a successful career as an innovative and creative teacher in the international school context, and obtain the internationally recognised Qualified Teacher Status (QTS), considered as a gold standard for teaching around the world. You will be trained by highly experienced teacher educators and school mentors.

The LJMU iQTS incorporates high quality school-based mentoring and training, remote supervision, and professional development with LJMU. This will enable you to develop your ability to plan, teach and evaluate learning in different settings and socio-economic contexts, and apply pedagogical theory in your practice.

LJMU has a well-established reputation for delivering innovative approaches to teacher training. Our iQTS team is comprised of experienced teacher educators, coming from successful careers in the classroom, who maintain strong links with schools and professional bodies, ensuring you receive the most up-to-date training and key insights into the field of teaching and learning.

We emphasise the development of teachers who are reflective practitioners, able to apply a deep understanding of the curriculum, pedagogy, and assessment to the learning experience. This provides the very best and most appropriate opportunities for children and young people, with a positive impact on their learning and progress.

The LJMU Teaching and Learning Strategy Active-blended Learning (ABL) as “characterised by students having both cognitive and social presence in the learning environment”. The iQTS will be informed by the ABL principles developed during the COVID-19 pandemic, with online materials and content providing opportunities for both symmetric and asymmetric learning, as well as opportunities for social learning through group and one-to-one online tutorials using Microsoft Teams, and digital remote observation using GoReact.

The role of the iQTS Supervisor (the ‘supervisor’), the LJMU tutor linked to each IQTS Consortium school (the ‘school’), will be crucial in maintaining a quality training experience for the iQTS Trainee Teachers (the ‘trainee’), including liaising with, and supporting iQTS School-based Mentors (the ‘mentor’) and iQTS Mentor Coordinator (the ‘coordinator’).

Technology Enhanced Learning

Online asynchronous remote learning for trainees and mentors will be through Canvas, with mentors accessing training through public modules. All synchronous meetings between the LJMU supervisor, trainees and/or mentors will be through Microsoft Teams, or other university supported, secure digital meeting platform. To support trainee progression and internal quality monitoring, the iQTS will take advantage of audio-visual technology to facilitate live and recorded remote observation, using the GoReact platform.

Qualification requirements

• GCSEs and equivalents
  • A mathematics qualification of the same standard as GCSE (General Certificate of Secondary Education) Grade 4 (C). Note: Level 2 Numeracy qualifications are not acceptable.
  • For teaching children aged 3 to 11, a science (biology, chemistry, or physics) qualification of the same standard as GCSE Grade 4/C. Note: Level 2 Literacy qualifications are not acceptable.

• Interview required

  An interview is required for all iQTS applicants who meet the other entry requirements, and must be undertaken by LJMU Staff

• IELTS

  Demonstrated proficiency in the English language (IELTS score of 6.5 or higher, the equivalent score in another English language testing system, or to have completed some education in English, for example, a degree studied in English)

• Undergraduate degree

  A relevant bachelor’s degree from a UK or non-UK university (or other institution).

Further information

• Extra Requirements

  Candidates with verified evidence of prior teaching experience may apply for the Fasttrack to Teaching (F2T) route, reducing the placement requirement by a maximum of 60 days - to reduce or remove the Practicum phase of training and provide early entry into the Teaching phase (note: the minimum number of school experience days remains as 120). Candidates will normally be required to provide evidence of eligibility for the F2T route to be considered by a LJMU panel, within 4 weeks of being offered a place on the course and no later than 2 months prior the enrolment date. Normally F2F candidates will have been working as an unqualified teacher for at least 2 years and/or be employed as an unqualified teacher where they are training. Where this is the case, a placement in an alternate school setting of up to 20 days will be mandatory. F2T candidates on placement in a new school setting will be required to undertake an Induction (see above). The host school for F2T candidates continuing to work in the same setting where they are employed are required to provide an account and evidence of adequate supervision of solo lessons and support the Teaching phase programme requirements. Note: whilst the placement requirements can be shortened for suitably experienced candidates, the overall length of the iQTS programme must be a minimum of 36-weeks for non-credit bearing courses.

  Applicants must demonstrate sound curriculum knowledge relevant to the key stages and/or subject specialisms they are indenting to teach, and the capacity to identify and address areas for development. This will be assessed through the application and interview, with initial areas for development being recommended to inform early target setting. Candidates without an undergraduate degree relevant to the phase/subject they wish to teach must outline their capability in their personals statement at the application stage, and provide a portfolio of evidence at the interview stage.

  Trainees will audit their subject knowledge during the course and set targets for development with their mentor. Note: there is limited opportunity for subject knowledge enhancement during the course, but trainees will work with a school-based mentor with the appropriate phase/subject knowledge and will have the option as part of their online programme to ask questions of a pedagogical expert.

To apply for this programme, you are required to complete an LJMU online application form. You will need to provide details of previous qualifications and a personal statement outlining why you wish to study this programme.

Consider the following when completing your personal statement:

• Why do you want to be a teacher?
• What knowledge and experience do you bring to the teaching?
• What skills and dispositions will make you a good teacher?
• Why is teaching important, to you and in general?

Applicants will be assessed for their:

• depth of relevant subject knowledge
• potential to work effectively at Masters level
• ability to work with others in teams
• ability to manage people and projects

Applicants will be expected to demonstrate:

• an interest and enthusiasm for their chosen phase/subject area
• the ability to make learning exciting and meaningful to children and young people in a range of contexts
• commitment to supporting learners from different cultural and social contexts
• enthusiasm and resilience
• Location

You should live (or plan to live) within reasonable commuting distance of an LJMU iQTS Consortium and Consortium School for the duration of the course.

All formative tasks and summative assessments are aligned with iQTS CCF and Teachers’ Standards, reflecting the development of Trainees’ competence and professionalism.

The methods used to enable outcomes to be achieved and demonstrated are as follows:

Distance Learning

The development of iQTS trainees’ knowledge and understanding will involve a range of online self-directed activities, including reading and audio-visual materials, and formative assessments such as quizzes, discussion boards and peer-assessments. These are supported by electronic key sources/references, including appropriate texts and policy, accessible online through the LJMU Library or Canvas.

The development of intellectual skills is achieved through the critical exploration of theory, research, policy and approaches/potential approaches to practice in education, by self or others.

A range of appropriate remote learning methods are used across the programme including:

• Bespoke reading materials linked to the iQTS Core Content Framework and iQTS Teachers’ Standards
• Audio-visual materials, including pre-recorded videos and podcast episodes
• Self and peer-assessed reflections and accounts of practice
• Online quizzes
• Online discussion threads and tasks
• School-based Mentoring and Training

Trainees’ remote learning is supplemented by a rigorous mentoring programme using the LJMU iQTS training programme and workshop materials to contextualise the LJMU iQTS curriculum; and provide opportunities for social learning, consolidating their knowledge and understanding.

Building on the trainees’ experiences as they advance through the programme, learning is scaffolded by training programme across two phases: Practicum and Teaching (see below). For trainees’ new to teaching a four-week induction, prior to the training phases, to the host school will be required. For trainees with teaching experience, but undertaking placement experience in a new setting, a minimum one-week induction will be required.

School-based sessions and support will provide trainees with regular mentoring, observation feedback and training, with opportunities for in-person social learning to engage, discuss and interact with peers, teachers and other professionals in the school. A coordinator will be in place to facilitate shared training opportunities and internally monitor and support the training experience for mentors and trainees. Mentors will plan and deliver a training programme based on the outline in the LJMU iQTS School Experience Manual. Mentors will be expected to model effective teaching and learning, including Trainees’ observation of expert practice, as well as collaborative planning, teaching and evaluating of lessons and units of work. The quality of school-based training will be monitored using student surveys, file scrutiny, remote co-observation and shared training sessions.

LJMU Supervision

Trainees and mentors will be supported and monitored by a LJMU supervisor, through structured online synchronous sessions in the form of online meetings, tutorials and training sessions. The roles of the supervisor include: personal tutoring for trainees, mentor training and monitoring of school-based mentoring and training, and quality assurance of the assessment of trainees' attainment of the Teachers' Standards.

Our domestic initial teacher training (ITT) provision in the Liverpool City Region (UK) achieved good rating from Ofsted (Office for Standards in Education) in our recent inspection. Ofsted, noted that the University and its partner schools are dedicated to training a supply of well-qualified, committed and socially engaged teachers who are prepared to make a positive difference to the life chances of pupils across Merseyside and beyond.

Successful completion of the International Qualified Teacher Status (iQTS) course leads to registration for Qualified Teacher Status (QTS), the internationally recognised and sought-after teaching status.