Connecting and supporting teachers at the start of their

Connecting and supporting teachers at the start of their careers: from ITT to ECTAn introduction to NACE’s offer

nace.co.uk | @naceuk

Introducing NACE

An independent charity, NACE works with schools, education leaders, practitioners, providers and policy makers to improve provision for more able learners, driving whole-school improvement and raising standards in provision for all.

Drawing on almost 40 years’ experience in the field, we offer support across all sectors, phases, contexts and stages of development.

www.nace.co.uk/about


NACE core principlesOur work is guided by the following core principles, which unite our diverse network of member schools, professionals and partner organisations:

• The education of more able learners is a whole-school endeavour to be embraced by all school leaders.

• Addressing the needs of more able learners will raise achievement for a much wider group of learners in a school.

• Providing for more able learners is not about labelling, but about creating a curriculum and learning opportunities which allow all children to flourish.

• Ability can be revealed across a range of specific domains or more generally, and not only in traditional academic subjects.

• An ethos of high expectations and aspirations is a central plank for any school providing for more able learners.

• Teachers are central to providing challenging and enriching education, and their professional development is paramount.

• Ability is a fluid concept: it can be developed through challenge, opportunity and self-belief.


Our CPD offer for ICT and ECT providersWhat? Using the ‘learn that’ and ‘learn how to’ ECF model with a focus on

pedagogy, curriculum, assessment and professional behaviours

Learn what effective teaching looks like through case studies and explanation

Gain knowledge of practical ways to get started

Understand the research that underpins the practice

How? On-demand expert-led webinars with

supporting resources, checklists and templates

Designed to complement in-house provision

Bitesize sessions to fit with school demands, teacher workload and wellbeing

Easy access at a time that works around other commitments

Reflection pieces to aid wider peer-to-peer discussion or mentor sessions

For those who want to continue their development through peer networking and support, we offer a termly Early Career Teachers Network Group

Why NACE? Underpinned by 40 years’ expertise in the field of more able policy,

provision and research-informed practice

Extensive school links and current examples of effective school practice

Experienced practitioners, school leaders, advisers and coaches


ITT 1 Getting

started with more able20 minutes

ITT 2Taking it further

60 minutes

ECT 1Identification

20 minutes

ECT 2Planning for more able learners

20 minutes

ECT 3Developing

independence20 minutes

ECT 4Effective

questioning20 minutes

ECT 5Cognitive

science for more able learners

20 minutes

ECT 6Ensuring

progress; the importance of

feedback20 minutes

ECT 7Beyond the classroom20 minutes

ITT ECT

Live expert Q&A available for all sessions. Contact us to discuss a bespoke programme.


ITT and ECT programme overviewOur programme has been carefully mapped to cover the Teacher Standards and the Early Career Framework.

Overview ITT ECTFrom ITT to ECT, we offer a range of CPD options which are supplemented by termly Network Group meetings, practical guides, templates, checklists and other resources.

ITT: introduction to more able learners

• 20-minute recorded session with option for live Q&A follow-up

• 60-minute recorded session with option for live Q&A follow-up

ECT: getting started with more able learners

Seven individual 20-minute bitesize sessions linked to ECF: identification, planning, developing independence, effective questioning, cognitive science for more able learners, ensuring progress and effective feedback, enrichment beyond the classroom

Area covered Early Career Framework l Depth of coverage

ITT ECTIdentification Assessment ✓ ✓ ✓Challenge Pedagogy & curriculum ✓ ✓ ✓Feedback Assessment ✓ ✓ ✓Assessment audit Assessment ✓ ✓ ✓Classroom management Behaviour management ✓ ✓ ✓Questioning Assessment ✓ ✓ ✓Enrichment Curriculum ✓ ✓ ✓Cognitive science Pedagogy ✓ ✓ ✓Metacognition Pedagogy ✓ ✓ ✓Self-regulation Pedagogy ✓ ✓ ✓Instructional models Pedagogy ✓ ✓ ✓ ✓Dialogic teaching Pedagogy ✓


ITT programme overviewOur programme has been carefully mapped to cover the Teacher Standards and the Early Career Framework.

Offer Content Focus 20-minute recorded session with option for Q&A follow-up session

Learn how to:

• Identify more able learners

• Challenge learners, including the more able

• Use current research to teach more able learners effectively

To complement existing training with specialist knowledge at an introductory level

Key principles of teaching for all pupils with some adaptations for higher achievers

60-minute recorded session with option for Q&A follow-up session

Learn how to:

• Recognise why is it important to meet the needs of more able learners

• Get started with identification and planning

• Reflect upon the current research you are studying and how it can inform your teaching of more able learners

To complement existing training with specialist knowledge linked to challenging pupils in the classroom


ECT programme overviewOur programme has been carefully mapped to cover the Teacher Standards and the Early Career Framework.

Module Learn that… Learn how to… StandardIdentification • Characteristics of MA learners are varied

• Language used is important• Danger of labelling

• Be clear of systems to review provision and impact

• Record what is appropriate about learners• Identify pupils – criteria and support

Standard 2: Taking into account pupils’ prior knowledge when planning

Planning for more able learners

• Setting high expectations is vital• MA learners do not need to be involved in all

whole-class instruction• Tasks may need to be modified for challenge

• Plan appropriate tasks with challenge• Plan ‘cutaway’ effectively

Standard 1: Using intentional and consistent language that promotes challenge and aspiration. Setting tasks that stretch pupils.

Developing independence

• Independence is vital for learning • How to teach skills for independence• Guiding and facilitating is important

• Design more open tasks that allow for independence

• Support and challenge learners without stifling learning

Standard 4: Explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success.

Effective questioning

• Certain types of questions help MA learners more• When to question and when not to is important

• Use questions stems that develop thinking• Balance the type and pace of questioning • Develop students to ask their own questions

Standard 5: Planning activities around what you want pupils to think hard about. Including a range of types of questions in class discussions to extend and challenge pupils.

Cognitive science for more able learners

• Developments in cognitive science can be used but also questioned

• Cognitive science needs to be examined through the lens of MA learners

• Adapt cognitive science principles for more able learners, such as retrieval practice

• Plan tasks that use cognitive science principles

Standard 3: Increasing challenge with practice and retrieval as knowledge becomes more secure; learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important.

Ensuring progress; the importance of feedback

• Tracking progress is important but should not be narrow

• Verbal feedback is vital

• Provide real-time feedback that develops thinking

Standard 6: Drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments. Verbal feedback during lessons in place of written feedback after lessons where possible.

Beyond the classroom

• Enrichment is vital• Pupils’ talents can be developed further

• Signpost students• Seek opportunities to extend student

experience

Standard 6: Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed.


Early Career Teachers Network GroupExchange ideas, share information, and build connections to support your early career development

Termly online networking sessions for early career teachers: share ideas and experiences, seek advice and build your professional network in a supportive, collaborative community.

Facilitated by Dr Keith Watson, NACE Curriculum Development Director.

Upcoming sessions: www.nace.co.uk/events


Why NACE? Equip your trainees and early career teachers with an understanding of ability

and how to develop it from the start of their careers – supporting all learners to achieve their potential

Practical emphasis on challenge in the classroom, informed by our extensive links with schools which provide examples of current effective practice

Underpinned by 40 years’ expertise in the field and grounded in research, including our own published research

Aligned to Teacher Standards and Early Career Framework

Comprehensive and flexible range of CPD and support options, designed to complement your in-house training programme


Our reach

~950 member schools across England, Wales and internationally, with 3,100+

engaged staff members

450+ schools accredited with the NACE Challenge Award, and ~400 schools

currently working with the NACE Challenge Framework

In 2019-20 our courses received an average rating of 9/10, with 99% of delegates saying

they would recommend NACE CPD to a friend or colleague.

1,000+ registrants for remote CPD events in

2020-21*

*Up to the end of May 2021.


Our senior education and research teamDr Ann McCarthy Research & Development Director

Former MAT Education Director, with 40+ years’ experience in primary and secondary teaching, leadership, research and development.

Hilary Lowe Research & Development Director

Experienced practitioner, leader, trainer and advisor, including roles as Associate Dean and Director of National Training Programme for Gifted and Talented Coordinators.

Christabel Shepherd Challenge and Curriculum Development Director

Executive Headteacher and NLE with 30+ years’ experience in teaching, leadership, CPD, school improvement and research-based approaches.

Dr Keith Watson Curriculum Development Director

Former MAT CEO and Teaching School Leader with 30+ years’ experience, including expertise in coaching, mentoring, ITT and early career development.

Supported by an extensive team of education experts: www.nace.co.uk/associates


NACE membership “Taking advantage of all that NACE has to offer has been a huge advantage to our trainee teachers. The resources, research and current educational thinking has strongly developed their understanding of challenge and enriched the quality of professional dialogue about teaching and learning. We think it has made our trainees better teachers and based on this evidence, NACE membership is now built into our programme design.”

Kathryn Gerrard, Head of Exceed ITE

What’s included? NACE Curriculum Audit© Engagement in NACE R&D Hubs Termly member meetups Library of on-demand CPD webinars NACE members’ resource library of guides, exemplars and template

= over £1000 in exclusive member benefitsPlus… + Discount on bespoke CPD+ Discounted rates on selected NACE events and on-demand CPD+ Discount on NACE Assessment Audit©, “Ask NACE” 1-2-1 support

calls, coaching and mentoring services+ Partner discounts: up to 30% off retail price+ Access to NACE Challenge Development Programme: exclusively for

NACE member schoolswww.nace.co.uk/membership


Next steps…

NACE CPD build your ITT/ECT programme

www.nace.co.uk/itt-ect

NACE membershipfind out more and join today

www.nace.co.uk/membership

Contact us: to discuss how we can support your organisation, or for an informal discussion with NACE Curriculum Development Director Dr Keith Watson

[email protected]

Documents

Connecting and supporting teachers at the start of their