Tf training for working with partners pagePresentation Transcript
Participant Goals For Training and Support Year 1 Year 2
Participants attain a score of “very good” on Qualified Teacher Status (QTS) assessments – competencies which all new teachers in the UK must demonstrate to be accredited. This score is difficult to attain.
Participants work toward Teach First’s definition of Excellence
Participants achieve the ambitious goals they set as part of the “maximum impact” process
Participants achieve the status of Teach First ambassador*
*Participants who complete their two-year commitment at Teach First are not automatically considered ambassadors. The title is a privilege they need to earn by attaining a certain number of credits during their 2-year commitment and demonstrating their commitment to the program. Being an ambassador entitles them to a suite of benefits and access to the Teach First network.
Expectations of Teachers (1)
An excellent Teach First teacher has high and demanding expectations of pupils, while using knowledge of each pupil’s prior attainment as a starting point for teaching and learning. He or she has high and demanding expectations of him or herself as an instigator of pupil learning and achievement.
Teach First expects all new teachers to work toward the criteria for “very good” in the professional development matrix for QTS (QTS can be obtained with a “satisfactory” rating). In addition, throughout the two years, Teach First teachers should work toward the following definition of excellence:
Expectations of Teachers
An excellent Teach First teacher believes that each pupil is capable of achieving academic success, regardless of his or her prior academic achievement. He or she ensures that pupils of low prior academic attainment are given every chance to succeed and progress beyond their expectations. Equally, he or she ensures that academically successful children are given the opportunity to progress beyond their expectations.
An excellent Teach First teacher produces outstanding daily lesson and unit plans, which drive pupils towards the overall goals for academic achievement for each class. He or she teaches inspirationally and demonstrates how the planned goals can be achieved. The goals are articulated to a wide range of stakeholders including other teachers, parents and governors and the Teach First teacher demonstrates investment in the goals. He or she ensures that pupils contribute to the setting of these goals and expectations and can articulate them.
Training Provided in Year 1 Short Summer Institute to complete accreditation requirements and prepare for Newly Qualified Teacher (Induction) year Final Summer Institute The equivalent of five days’ professional development experience in a second school Second School Experience Weekly meetings with subject mentors supporting an ongoing individualised training programme Individualised Training Equivalent of eight hours of training per term provided by University tutors Programme of training provided by individual schools or groups of schools Visits from a Professional Tutor twice per half term Professional Training Six days of subject studies, one per half term, held on school days Individualised training and support from subject mentors based on the Journal and weekly meeting Termly visit from a Subject Tutor Subject Training Training during the Academic year Six week intensive program of professional and subject studies, including two weeks in schools Summer Institute One week of structured observation in a secondary school and a written reflection School Orientation Experience Pre-Employment Training
Aims of School Orientation and Institute
Set Expectations. Instill high expectations in trainees in order to provide a foundation for the achievement of the Teach First mission
2. Develop Teaching Skills. Develop understanding and experience of educational systems and contexts, pedagogy and practice, and establish reflective practice.
3. Leadership development. Prepare trainees for the development of leadership skills in the educational context.
4. Build culture. Lay the foundation for intra-/inter-cohort Teach First participant collegial relationships.
Institute - Responsibilities
Reviews content of all training sessions and materials.
Recruits and trains Ambassadors to support all subject studies and professional studies and to lead workshops
Facilitates opportunities to develop esprit de corps
Leads sessions on values / leadership programme preparation
Regional Training Partner - University
Leads subject studies and professional studies in Week 1.
Provides tutors who support participants in schools in Wks 2 & 3
National Training Provider - University
Co-ordinates the regional partners
Leads subject and professional studies in Weeks 4, 5 & 6
Placement schools create induction program for Week 2.
Partner schools offer meaningful experiential learning placements in Week 3.
Institute – Features of the Curriculum Professional Studies Teaching, Leading and Learning in the Urban Context; Personalizing Learning in the Urban Context; Developing Professional Identity in the Urban Context; Enhancements Tutorial opportunities; Curriculum resources library; Workshops led by TF Ambassadors; Guest speakers; Work on subject knowledge and ICT audits and development plans. Experiential Element Week-long Induction in school where they will be teaching; Contrasting school placement Subject Studies Experience of the subject; pupil learning and teaching; the National Curriculum; Approaches to teaching and learning; Special Educational Needs; English as an Additional Language; progression, assessment; Effective lesson planning, teaching and assessment; schemes of work; ICT; planning workshops; Teaching workshops; Curriculum
Time-table of Institute (1)
Week 1 – Regional Institute
Experiences of the subject; pupil learning and teaching; the National Curriculum; subject knowledge development;
Teaching, Leading and Learning in the Urban Context;
Week 2 – Placement School
Induction in school where they will be teaching: to include gathering detailed insight, information and materials about time-table, planning materials, school systems, investigate ethos, etc.
Week 3 –Contrasting School
Contrasting school placement (in a school other than the placement school): involving range of projects investigating learning including learning styles, learning as change, theories of learning.
Time-table of Institute (2)
Week 4 – National Institute
Group seminars to build skills in:
Approaches to teaching and learning; Special Educational Needs; English as an Additional Language; Progression; Assessment
Personalizing Learning in the Urban Context
Week 5 – National Institute
Effective lesson planning, teaching and assessment; schemes of work; ICT; planning workshops;
Week 6 – National Institute
Planning and teaching workshops; working beyond the classroom
Developing Professional Identity in the Urban Context;
Key Staff Members in Year 1 Professional Mentor Subject Mentor Professional Tutor Subject Tutor
School’s lead mentor and program coordinator
Arranges trainings for participant to help attain Qualified Teacher Status
Leads termly review (three terms per year) and assessment
Liaises with Teach First, professional tutor and subject mentor
School mentor who organizes subject-specific support
Monitors the trainee’s teaching file and subject and ICT audits
Meets weekly with the new teacher and observes regularly
Works with university tutor and subject mentor
University partner who visits fortnightly to support trainees
Conducts lesson observations
Monitors trainee progress and reports it to Teach First and university
Arranges additional support to struggling participants
Provide subject training at institute and for 6 days of the year
Visit each trainee once per term to observe and give feedback
Provide electronic subject-specific support to the trainee
Oversee teaching and assessment of the second writing assignment (for details on writing assignments, see appendix)
Additional Committee Structures to Support Training Staff Participant Liaison Committee (SPLIC) Allows participants to have a voice in the training – participants elected based on subject specialism or region. Minutes of meetings are posted on blackboard and the extranet. London Schools Advisory Group Meets on a half-termly basis to discuss the development of the programme. The minutes of LSAG meetings are sent to all partnership schools. Membership open to all Principals and Professional Mentors Collegiates Clusters of schools who collaborate with each other to provide more effective support.
Ongoing Training Structures: Subject-Specific Support Subject Days
6 days of presentations, discussion, workshops, etc. on subject training to develop subject knowledge and application
Presentations by new teachers about their ongoing work
Subject Tutor School Visits
Classroom observation and debriefing
Meetings to discuss progress
Individualized subject training
ICT and Subject Knowledge Audits
Trainees report progress and get access to resources
Tutors provide guidance and support
Trainees develop action plans
Weekly Progress Meetings
Meet with subject mentor to discuss progress and review file
Identify professional development opportunities
Teachers reflect on own progress
Ongoing Training Structures: Professional Support Professional Tutor School Visits
Classroom observation and debriefing
4 days of professional training in each school
Second School Experience
Teachers spend five days in a second school, including some teaching
At least one day in a primary school
Teach First Extranet
Secondary Professional & Subject Studies (SPSS) Website
Formative Lesson Observations
5x/ term - require preparation, observation and discussion
Monitor success and identify areas for improvement
Help teachers develop through prompted reflective analysis
Final Summer Institute
At the end of year 2, completion of QTS requirements
Review and evaluation of Year 1 and prep for Year 2
Interaction with next cohort of trainees
Key Requirements for Participants in Year 1 Teach First Journal Teaching File Planning, Assessment and Evaluation Records Termly Reviews and Reports Written Assignments A place to record goals, progress, and reflections. Contains reminders for key tasks and provides focus for weekly meetings. Contains lesson plans, student progress tracking, records of out-of-school activities, and other evidence of meeting QTS standards. Formal reviews of participant progress. End product is a formal report on progress, targets, and an action plan. Plans for all lessons and units of work. Must meet a set of standards designed to ensure rigor and effectiveness. Four written assignments throughout the year based on four prompts that align with QTS standards.