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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.

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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:

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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.

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Training Provided in Year 1

Pre-Employment Training

School Orientation Experience One week of structured observation in a secondary school and a written reflection

Summer Institute Six week intensive program of professional and subject studies, including two weeks in schools

Training during the Academic year

Subject 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

Professional 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

Individualised Training Weekly meetings with subject mentors supporting an ongoing individualised training programme

Second School Experience The equivalent of five days’ professional development experience in a second school

Final Summer Institute Short Summer Institute to complete accreditation requirements and prepare for Newly Qualified Teacher (Induction) year

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Aims of School Orientation and Institute

1. 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.

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Institute - Responsibilities

Teach First

•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

Schools

•Placement schools create induction program for Week 2.

•Partner schools offer meaningful experiential learning placements in Week 3.

Summer Institute

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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

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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.

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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;

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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)

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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

CollegiatesClusters of schools who collaborate

with each other to provide more effective support.

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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

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Ongoing Training Structures: Professional Support

Professional Tutor School Visits

• Classroom observation and debriefing• Discuss progress• 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

Online Resources• Teach First Extranet• Blackboard• 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

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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.