Initial Teacher Development Programme Guide 2013/14: West Midlands

West Midlands Programme Guide 2013-14
Initial Teacher
Development
Programme Guide
2013/14
West Midlands
© Teach First Initial Teacher Development Partnership 2013-14

West Midlands Programme Guide 2013-14 Page 1
Welcome and Introduction to your Teach First Initial

Teacher Development
Welcome to the Teach First Initial Teacher Development Programme Guide. This document is
where you – participants, tutors and mentors – can find an overview of Teach First Initial Teacher
Development (ITD) programme. ITD forms a central part of participants’ two year Leadership
Development journey. This journey is focused on leadership in the short, medium and long term.
It begins with participants committing themselves to teaching for at least two years in schools
within:
 London  South East

 East Midlands  Yorkshire and the Humber
 West Midlands  South West (new for 2013)
 North East  South Coast (new for 2013)
 North West  Wales (new for 2013)
Supporting participants’ in-school experience are Teach First regional teams, university
colleagues, and in-school mentors who all contribute their unique skills and expertise to
participants’ development. Throughout the two years on the Leadership Development
Programme, participants undergo an intensive programme of education and leadership training.
This guide should be read alongside other key PGCE Programme documentation: the Journal is
designed to support dialogue between tutors, mentors, Leadership Development Officers (LDOs),
and participants as they develop week by week through their training. There are also handbooks
for Primary, Secondary Subjects and for Secondary Professional Studies and Practice. Details of
the two-year Leadership Development Programme (LDP) are also provided through the LDP guide,
and via the Teach First community website.
Teach First’s vision that no child’s educational success is limited by their socio-economic
background is enabled through a community of committed individuals and groups. Our training is
designed to support participants to maximise their impact on this vision through their time on the
programme. Through their training participants will become familiar with the 2022 Impact Goals
which outline the measurable impact that, as an organisation, we hope to see by 2022. We
believe that all members of our community have a role in contributing to this change.
The participant journey begins with an intensive six-week Summer Institute taught by university
and school partners, and Teach First.
Following the Summer Institute, participants follow an individualised training plan documented in
their journal. The Journal is the focus for regular individual reflections which feed into three
deeper reflection assignments on core aspects of teaching which are supplemented by academic
reading and school-based reflections. This work has been designed to promote participants’
development as reflective practitioners to enable them to have maximum impact on the pupils
they teach. Through engaging with the Journal participants also begin the process of developing a
vision for their pupils, and planning what they need to do to achieve this vision. Participants
engage with specialist primary or subject training outside school throughout the year. This is a
valuable opportunity for participants to form professional learning networks and step outside the
school context – the days are designed to complement the in-school training provided on a weekly
basis by the school mentors. This is complemented by sessions supporting leadership in the
classroom and beyond.
Teach First and the university partners share a commitment to the principles and values of equal
opportunities and race equality and seek to ensure that they are adhered to and promoted in all
aspects of the programme.
© Teach First 2013-14

Readers of this handbook, including schools, wishing to find out more information about Teach
First should visit the Teach First website at http://www.teachfirst.org.uk for more information or
contact the Regional/Country team at Teach First.

Regional Introduction
We are delighted to extend a warm welcome from Birmingham City University, your Regional
Training Provider (RTP), and the West Midlands regional team to participants, Mentors and Tutors
involved in the Teach First West Midlands Programme.
The Teach First Initial Teacher Development Programme Guide provides guidance for
participants, Mentors and Tutors about the programme for Teach First participants during their
first year of teaching in schools in the West Midlands. It gives an overview of the Initial Teacher
Development (ITD) elements of the Leadership Development Programme and should be read in
conjunction with other key documentation and referred to throughout the year.
Alongside the school-based training that leads to Qualified Teacher Status (QTS) at the
end of the initial training year, participants will work towards gaining a Postgraduate
Certificate in Education (PGCE) with up to 60 Masters-level credits.
In school, participants will be provided with a personalised training plan, documented in

the Journal, and provided by a Professional Mentor and Subject Mentor from the school, a
Professional Tutor and Subject Tutor from the university, and a Leadership Development Officer
from Teach First. Together this partnership will support each participant in their
professional development as an effective reflective practitioner.
Birmingham City University, along with Teach First, is committed to the principles and values of
equal opportunities and race equality and seeks to ensure that they are adhered to and promoted
in all aspects of the Teach First Programme.
We hope that you find this Programme Guide invaluable. We look forward to working
in partnership with you on the Teach First West Midlands Programme towards the
continued success of all West Midlands Teach First participants and for the benefit of the
Teach First West Midlands’ schools and students.
The tutors and administrative staff in the West Midlands are eager to help all
participants to achieve and to gain the most from the Programme.
With best wishes from all the Teach First West Midlands Regional Partnership team.
Birmingham City University
Summer 2013

Contents
Welcome and Introduction to your Teach First Initial Teacher Development .......... 1
Regional Introduction ............................................................................ 3
Contents .............................................................................................. 4
Section 1: Teach First and the Leadership Development Programme ...................... 6
1.1 Our Vision and 2022 Impact Goals ......................................................... 6
1.2 The Teach First Values ...................................................................... 7
1.3 The Leadership Development Programme ............................................... 8
Section 2: Roles and Responsibilities ........................................................... 10
2.1 Teach First Initial Teacher Development ............................................... 10
2.2 Roles and Responsibilities ................................................................. 11
2.3 Secondary Partnership Key Professionals ............................................... 14
2.4 Primary and Early Years Partnership Key Professionals ............................... 16
Section 3: The Participant Journey through the PGCE Programme ........................ 18
3.1 Recruitment and selection ................................................................ 18
3.2 The Subject Knowledge Audit ............................................................. 18
3.3 Participant Preparation Work (PPW) ..................................................... 19
3.4 Summer Institute............................................................................ 20
3.5 The Year-Long Programme ................................................................ 21
3.6 Final Summer Institute (Intercohort Week)............................................. 21
3.7 RTP Module (60 Masters-level credits) .................................................. 22
Section 4: The Secondary Programme .......................................................... 24
4.1 Overview of the secondary training programme ....................................... 24
4.3 The Year-Long Programme ................................................................ 26
4.4 Working with Subject and Professional Tutors ......................................... 29
Section 5: The Primary Training Programme .................................................. 32
5.1 Overview of the primary training programme .......................................... 32
5.3 The Year-Long Training Programme ..................................................... 33
5.4 Working with University Tutors and School Mentors .................................. 35
5.5 Primary Participant Support Guidance: Weeks 1-6 .................................... 36
6.1 Introduction to Mentoring ................................................................. 44
6.2 Mentor Training and Support .............................................................. 45
6.3 Weekly Mentor Meetings ................................................................... 46
6.4 Formative Lesson Observations ........................................................... 46
Section 7: Assignments ............................................................................ 52

7.1 Timeline for Written Assignments and Reflective Journal Assignments ........... 52
7.2 Introduction to Written Assignments .................................................... 53
7.3 Written Assignment information for 2013/14 .......................................... 55
7.3 Written Assignment information for 2013/14 ....................................... 58
7.4 Reflective Journal Assignments (RJAs) Overview ................................... 68
Section 8: Assessment ............................................................................. 72
8.1 Key Assessment Dates 2013-14 ........................................................... 72
8.2 ITT Criteria and Teachers’ Standards for Qualified Teacher Status ................ 73
8.3 The Journal .................................................................................. 73
8.4 Teaching Evidence .......................................................................... 74
8.5 Records of Planning and Evaluation for participants .................................. 76
8.6 Moderated External Assessment of Teaching ........................................... 77
8.7 Portfolio Assessment ....................................................................... 78
8.8 Formal Assessment Regulations........................................................... 80
Section 9: Participant Support Framework ..................................................... 82
9.1 Participant Support ......................................................................... 82
9.2 What is the Participant Support Framework (PSF)? ................................... 82
9.3 Participant Support Framework .......................................................... 85
APPENDICES ......................................................................................... 86
Appendix 1 - Contact Details .................................................................. 86
Appendix 2 - Equal Opportunities ............................................................. 87
Appendix 3 - Standardisation and Moderation .............................................. 88
Appendix 4 - Evaluation and Quality Assurance ............................................ 91
Appendix 5 - Plagiarism Policy ................................................................ 93
Appendix 6 - Abbreviations and Acronyms ................................................... 94
Appendix 7 - Partnership ....................................................................... 95

Section 1: Teach First and the

Leadership Development Programme
Teach First has been working with schools where the majority of pupils come from low socio-
economic backgrounds since 2003. The 2013 cohort will be the eleventh and biggest group to start
the Leadership Development Programme and to seek to make a difference to the pupils and
communities for whom they work. Section One of this guide provides information about Teach
First and the programme.
1.1 Our Vision and 2022 Impact Goals

Teach First’s vision for education in the UK is that no child’s educational success is limited by
their socio-economic background. This is a vision that is shared by individuals and organisations
across the country. Consequently, in collaboration with the Teach First community and global
educational experts, we have developed the 2022 Impact Goals – goals which seek to raise the
attainment, aspirations and access to opportunities of young people from low socio-economic
backgrounds. These goals will enable us to measure progress towards our common vision over the
next decade and can be seen below:
1. Narrow the gap in literacy and numeracy at primary school.

2. Narrow the gap in GCSE attainment at secondary school.
3. Ensure young people develop key strengths, including resilience and wellbeing, to support
high aspirations.
4. Narrow the gap in the proportion of young people in education, employment or training
one year after compulsory education.
5. Narrow the gap in university graduation, including from the 25 per cent most selective
universities.
These goals can also be articulated in terms of the areas of focus that we want to have when
working with our pupils:
ACHIEVEMENT
We want to see pupils from low-income backgrounds achieve at the same level as their wealthier
peers throughout their compulsory school careers. To monitor progress towards this we will track
attainment gaps in literacy and numeracy and GCSE results, at the end of primary school and at
the end of Year 11 respectively.
ASPIRATION / A WELL-ROUNDED EDUCATION

Teach First believes that a well-rounded education is more than just academic attainment. We
therefore want pupils from low-income backgrounds to have the same ability to meet their
aspirations for educational success and future plans as their wealthier peers. We also want them
to leave compulsory education equipped with the skills and characteristics that will support them
to meet those aspirations, whatever they may be.
ACCESS
We want to see pupils from low-income backgrounds accessing the same high quality education,
employment or training following compulsory education as those from wealthier backgrounds. To
monitor progress towards this we will track access to the top 25 selective universities.

1.2 The Teach First Values

Teach First has five core values which are at the heart of everything we do. These values are
upheld to maximise the impact of our participants, ambassadors, employees and our community
as a whole, and make reference to all avenues of our work
Collaboration – We make a great impact through working with others

As a participant it is expected that you will …
 Take a humble, respectful and empathetic approach to building relationships with others.
 Collaborate effectively with all members of our community, including Teach First
colleagues, tutors, school partners, parents, carers and pupils.
 Proactively seek opportunities to share resources, strategies, ideas and best practice to
influence colleagues and learn from others.
 Build a community with a common commitment to change, ensuring that your work is
sustainable for the pupils you serve.
Integrity – We act responsibly at all times
 Support and challenge one another to achieve the best results for pupils.
 Hold yourself to account and commit to being accountable to others.
 Represent yourself and Teach First professionally to all stakeholders.
 Maintain a belief that everyone can continue to grow and have a sense of possibility as to
what can be achieved.
 Gain a deep understanding of educational inequality.
Commitment – We do all we can to achieve our vision
 Take responsibility for pupils’ progress.
 Persevere in the face of challenge and seek to navigate barriers that arise.
 Manage your energy in times of high pressure to maintain motivation and progress.
 Utilise the resources and people around you to best achieve your goals.
 Drive your own learning and the learning of others.
Leadership – We lead by example in everything we say and do
 Have a strong vision for what can be achieved.
 Achieve demonstrable, enduring results for pupils.
 Maintain a strong, unfaltering sense of possibility and seek to instil it in others.
 Maintain a personal sense of urgency to achieve the best possible results in the time you
have.
 Look to better understand your strengths, weaknesses, drivers and motives and how these
relate to the challenges you face.
Excellence – We strive to be the best we can
 Commit to continuous learning for the benefit of pupils, themselves and their community.
 Actively reflect, seek out feedback and use evidence to inform decision making and
improvements to your practice.
 Strive to instil the belief in pupils and colleagues that intelligence is malleable.
 Foster a mutually supportive learning culture.

1.3 The Leadership Development Programme

By developing their leadership with Teach First, participants will be able to engage with the
following purpose statement:
Everyday, I am pursuing educational equality at the classroom, school or society level for our children and
young people by developing leadership.
The Leadership Development Programme involves full-time teaching as well as additional

opportunities to maximise impact through focusing on enhancing leadership. Every element of the
programme is designed to enable participants to raise the achievement, access and aspirations of
their pupils in service of the vision.
As an integral part of the Leadership Development Programme, participants work towards their
PGCE and QTS throughout their first year. Through the Leading Learning strand they will also
have access to additional, classroom-focused training to help them develop their practice and
become effective teachers.
Through the Leading People strand participants will have training in how to work effectively with
others and how to manage change effectively. Furthermore, through the Leading Self strand
participants will consider how to maximise their own strengths and identify their development
needs. This work supports their development in the classroom context, and provides them with
leadership abilities which can be applied to any context.
The programme aims to enable participants to make a difference to their pupils during the two
years – and to the realisation of the vision in the long term. Teaching for two years is a
significant learning experience for all participants that provides many opportunities for the
demonstration of leadership. Although all Teach First schools meet criteria around pupil intake,
the participant experience in these schools varies greatly. Every context is different, and the
challenges faced will vary school to school and classroom to classroom.
Through the Leadership Development Programme, Teach First and University Training Providers
commit to designing an innovative and effective offer so that participants are best placed to work
for their pupils.


Section 2: Roles and Responsibilities
2.1 Teach First Initial Teacher Development
School University
Leadership Leadership
Team Team
Participant
School Based University
Impact on Tutor(s)
Mentor(s)
pupils
Tutors regularly visit

Mentors provide participants as well as
school and subject/ completing formal
phase based observations of
development and practice in the first
support across two Teach
year
the two years First
LDO
Teach First
Regional/
Country
Team
LDOs work with participants to

develop a vision for their
pupils and provide bespoke
development support to
enable participants to work
towards their vision across the
two years

2.2 Roles and Responsibilities
The Teach First Participant

 To undertake at least one-week pre-programme school observation experience as part of the
Participants Preparation Work. To fully engage with subject and professional training
sessions/ primary training sessions and undertake the tasks and recommended reading
required by the programme.
 To lead their own development throughout the six-week Summer Institute and participate
fully in the programme of professional training provided by the university, Teach First and the
school
 To work under a contract supplied by the school in accordance with the regulations laid out in
the School Teachers’ Pay Review documents published annually
 To engage with the Journal as a means of capturing reflective practice
 To develop and maintain teaching files of evidence leading to the compilation of a final
portfolio of evidence to help demonstrate their meeting of the Teachers’ Standards.
 To complete an initial individual action plan and keep records of professional development
towards meeting the Teachers’ Standards as required.
 To provide a final portfolio of evidence, including written lesson evaluations for all aspects of
requirements regarding the Qualified Teach Status at the conclusion of the training period.
 To teach a timetable not exceeding 80%. For secondary participants this will include at least
51% in their first subject specialism
 To teach a timetable consisting of lessons in subjects for which they are suitably qualified and
in the Key Stages for which they are training (Reception and KS1 for Early Years participants,
KS1 and KS2 for Primary participants and KS3 and KS4 – except Business Studies KS4 and KS5).
 To appreciate that the training programme will be terminated if satisfactory progress is not
achieved or if one of the expectations is not met
The School
 To employ the participant as an unqualified teacher in his or her first year on the programme
and as a NQT in his or her second year.
 To provide a teaching timetable with between 60% - 80% in the first term, and not exceeding
80% timetable at any time. For secondary participants, at least 51% timetable in their main
subject offered by the Teach First programme (i.e. one of: Art, Business Studies, Citizenship,
Design and Technology (DT), English, Geography, History, ICT, Mathematics, Modern Foreign
Languages (MFL), Religious Education (RE) and Science) and which covers two consecutive Key
Stages (normally Key Stages 3 and 4 except for Business Studies, which will normally cover Key
Stages 4 and 5).
 To plan and deliver a weekly programme of professional training collaboratively with the
university.
 To allow the participant to be released from teaching to attend university training days (six in
secondary and nine in primary).
 To ensure secondary participants gain planning and teaching experience in a contrasting
second school experience for the equivalent of at least five days between Christmas and May.
 To ensure primary participants gain planning and teaching experience in a contrasting school
experience. This is for five consecutive days and aims to develop their specific professional
development needs.
 To provide early years participants with high quality training in the education and
care of 0-3 year olds including a placement of 20 days in a 0-3 setting
 To inform the university if the participant is considered a cause for concern or ceases to be
employed at the school.

 To engage with the Teach First Mentor Recognition Framework and support mentors through
the process.
 To ensure, as employer, that all procedures associated with employing the participant are
carried out as soon as possible (health clearance, Disclosure and Barring Service (DBS)).
 To carry out regular monitoring and assessment of the participant’s professional development
through weekly discussions, lesson observations and termly reviews.
 To provide suitable mentors to participants and provide appropriate subject support, with a
total time commitment from staff equivalent to 5% of a teacher’s timetable
 To release the mentor(s) as required for mentor training.
 To take any necessary action as an employer if the participant’s performance as a teacher is
starting to decline or is unsatisfactory. (Teach First Cause for Concern procedure should be
followed.)
 To inform the university as soon as possible if a secondary participant is teaching an
additional subject.
 To inform the University and the Teach First Regional Director (RD) within a maximum of four
working days if the school is placed in Special Measures or Notice to Improve following an
Ofsted Section 5 inspection.
University partners
 To work in partnership with schools and Teach First to prepare Teach First participants for the
recommendation of Qualified Teacher Status (QTS) and PGCE qualification.
 To provide professional, phase-specific and/or subject-specific training.
 In consultation with the participant, mentor and LDO to organise a programme of
individualised training supported by the Journal.
 At the conclusion of the initial teacher development period, (normally one year), to provide
an external assessor to carry out a final assessment and make a recommendation for QTS
where appropriate.
 To ensure the quality assurance across the Teach First Initial Teacher Development
programme through the use of internal moderation processes.
 To check the qualifications (against those declared to Teach First) and suitability of potential
participants.
 To undertake medical checks to assess potential participants’ health and physical capacity to
teach.
 To undertake DBS checks to ensure clearance for school visits during the Summer Institute and
inform schools that they have been completed.
 To ensure the participant is provided with regular formative feedback, through regular visits
to schools and written assessments.
 To provide appropriate training and support for Mentors, including support in engaging with
the Mentor Recognition Framework.
 Following the recommendation for QTS, to notify the National College for Teaching and
Learning (NCTL) and secure the formal arrangements for the participant’s recognition as a
qualified teacher.
 To support participants placed in schools that are placed in Special Measures or Notice to
Improve following an Ofsted Section 5 inspection, in collaboration with the school and Teach
First.
 Support the participant in the organisation and completion of all written assignments.

Teach First
 To work with schools and universities to place those recruited in appropriate primary and
secondary schools that will actively support their development in the classroom and as a
leader
 To support participants in their professional development in conjunction with the university
and school.
 To design and offer a Leadership Development Programme for participants to support their
development as teachers and leaders throughout their two years as a Teach First participant,
ensuring the ITD programme is fully integrated
 To prepare participants, through the Leadership Development Programme, to become
ambassadors who are prepared to enact social change and commit to achieving the Teach
First vision throughout their careers.
 To ensure and support the coherence and high standards of the Teach First ITD programme
across all regions.
 To coordinate and contribute to the subject knowledge audit (SKA) process prior to Summer
Institute.
 To regularly visit schools and ensure key personnel are fully informed about the Teach First
programme.
 To develop a full understanding of individual school’s complexities and work closely with the
headteacher to ensure that participants are suitably supported for maximum success for both
parties.
 To recruit and induct Leadership Development Officers (LDOs) to support participants in
schools throughout the two-year programme
 Ensure that the Teach First programme complies with statutory requirements, standards,
(NCTL) regulations and guidance.
 Oversight, development and implementation of National provider action plan, the
Self-Evaluation Document and Ofsted.

2.3 Secondary Partnership Key Professionals

Secondary Professional Tutor
 Visit the participant regularly throughout the year, including formal lesson observations
 Contribute to the professional development programme for participants, including formative
assessment of their progress, and arranging additional support for participants experiences
difficulties
 Discuss the arrangements for the second school placement with the professional mentor
 Provide input for the termly review and assessment, and report participants’ progress to
Teach First and the university
 Support and guide participants to create the portfolio and prepare for the moderated
teaching assessment.
 Raise any issues regarding cause for concern with the Teach First Regional Director and at the
Executive Group for the region
Secondary Subject Tutor

 Visit each participant regularly during the year to observe, provide feedback, contribute to
and comment on the subject knowledge action plan, and to work with the subject mentor
 Provide a programme of subject-specific training at the Summer Institute and through six
training days held during the school year.
 Provide support and feedback into subject knowledge action plans and updates.
 Ensure all subject days blend theory and practice and focus on the short- and long-term needs
of participants.
 Oversee the teaching and assessment of Written Assignment 2.
Professional Mentor
 Provide a professional studies training programme to support participants in working towards
achieving the Professional Standards for QTS.
 Observe the participant teaching at least once per term
 Monitor the work of subject departments to ensure that the training given enables
participants to achieve QTS.
 Oversee the Second School Experience process to ensure that maximum benefit is gained by
the participant and there is sufficient breadth of experience for QTS
 Organise participants’ opportunities to observe other teachers
 Meet regularly with participants to oversee progress, offer guidance and ensure well-being.
 Communicate with the professional tutor to discuss progress and concerns.
 Advise the headteacher about the progress of the participant.
 Lead a termly review supported by formative lesson observations and feedback from subject
mentors.
 Lead contact with the university professional Tutor and LDO.
 Provide advice on the arrangements for the NQT year.
Subject Mentor
 Organise a training programme to support the participant’s specialist subject knowledge and
pedagogy
 Ensure the participant receives the necessary opportunities to collect evidence to meet the
Professional Standards for QTS
 Monitor the participant’s teaching file.
 Arrange opportunities to observe other teachers in the department.
 Monitor the work of the participant through formative lesson observations, lesson planning
discussions and weekly meetings.

 Helps to promote the journal reflections to advance their professional understanding and
academic skills.
 Discuss participant’s use of the journal, adding formative comments and reflections during
weekly meetings
 Meet with the subject tutor during visits to discuss the participant’s progress in relation to the
subject-specific aspects of the Professional Standards for QTS and moderate standards,
including joint observations.
 Provides input for the termly review and assessment.
Leadership Development Officer

 Focus on the development of a vision for pupils throughout the first term, and progress
towards this in subsequent terms
 Half-termly inputs with participants.
 Facilitate school-based group meetings for participants every half term.
 Support preparation for year 2 in the summer term.
 Act as a guide to the two year leadership development programme and the opportunities that
exist

2.4 Primary and Early Years Partnership Key

Professionals
Primary Professional Tutor
 Responsible for all Teach First participants at the school.
 Liaises with school Mentor as well as the Participants and programme lead.
 Support the process of reflection through the written assignments, the reflective journal
process, the final portfolio and presentation (WA4).
 Conduct 13 visits including at least two formal lesson observations.
 Observe both Key Stage 1 and 2 within the year-long training programme.
Primary Subject specialist Tutor

 One visit per year for each of the core subjects: Science, Maths and English.
 Liaise with professional tutor, programme lead and mentor.
 Provide feedback to participant and programme lead.
 Contribute to the organisation and running of training days.
 Conduct formal observations including a sample of both Key Stages 1 and 2 by the end of the
year
 Carry out a joint observation with subject coordinator or mentor.
School Mentor
 Quality assurance and guidance with headteacher.
 Organise with the participant the contrasting school Placement in the spring term and the
alternate Key Stage placement.
 Agree and implement a year-long school-led training programme for each individual
participant.
 Attend Mentor Meetings and training.
 Conduct weekly meetings with the participant and record on the appropriate documentation.
 Review of Journal, teaching file, lesson planning with evaluations and the setting of new
targets each week.
 Complete termly reviews of progress with participant and in consultation with the university
tutor.
 Contact the professional tutor in the first instance if any concerns arise.
 Conduct at least three formal observations, usually one per term with both Key Stages
observed by the end of the year.
Leadership Development Officer

 Focus on the development of a vision for pupils throughout the first term, and progress
towards this in subsequent terms
 Half-termly inputs with participants.
 Facilitate school-based group meetings for participants every half term.
 Support preparation for year 2 in the summer term.
 Act as a guide to the two year leadership development programme and the opportunities that
exist


Section 3: The Participant Journey

through the PGCE Programme
Application form
Final Summer
Professional
Preparation
Assessment
Participant
Skills Tests
Knowledge
Placement
Year-long
Institute
Institute
training
Summer
Subject
Centre
Audit
Work
Selection
Training
3.1 Recruitment and selection

In order to be awarded a place on the Leadership Development Programme, candidates undergo a
rigorous selection process. This begins with an application form and (for successful candidates) an
assessment centre. During the selection process candidates are assessed against the eight core
competencies:
 Leadership
 Humility, respect and empathy
 Resilience
 Interaction
 Problem Solving
 Planning and Organising
 Knowledge
 Self-evaluation.
Participants will also engage with the eight competencies during Summer Institute to monitor
their progress and identify areas for development
At the assessment centre these are tested through a candidate interview, case study, case-study
reflection and teaching and evaluating a short lesson. Successful candidates are offered a
conditional offer of a place on the programme. This is subject to the successful checking of their
qualifications (against National and Teach First requirements), passing the Professional Skills
Tests, passing the Subject Knowledge Audit for their allocated subject/primary and successfully
completing the Participant Preparation Work and Summer Institute.
3.2 The Subject Knowledge Audit

The Subject Knowledge Audit (SKA) is an important part of the selection process. Before
enrolment, candidates’ suitability to teach the subject they have been allocated or the primary
phase is assessed and validated by University Training Provider colleagues through tutor marking
of the SKAs. Tutors provide individual feedback for candidates on the appropriateness of their
knowledge and the suitability of their action plan and this is further developed during Summer
Institute.

Subject Knowledge Audits cover the following:
Content: There may be areas of content teaching which the participant has not covered and
which may need revising.
Pedagogy: All areas of content, skills and process need to be shared and co-created with
pupils; thus how to teach areas of the curriculum is integral to subject knowledge.
Curriculum: The demands of a particular subject or phase may be clear, but the assessment
processes and progression inherent in these will also require engagement.
Philosophy: In each subject or phase there are significant debates that teachers need to show
awareness of and engagement with. Many of these will be discussed and developed
during the Summer Institute and throughout the year.
The SKA completed in advance of Summer Institute is different from, and in addition to, any
subject knowledge assessment undertaken as part of Summer Institute. The Action Plan and
comments will be printed off by participants before the Summer Institute and inserted into the
front of the Journal.
Both Primary and Secondary participants will be prompted to update their Subject Knowledge
Action Plan at various points during the year, beginning during Summer Institute. Mentors and
tutors will also be asked to comment on the Action Plans and may suggest additional areas for
development.
3.3 Participant Preparation Work (PPW)

After enrolment on the programme, participants receive the Participant Preparation Work to
complete before Summer Institute. This includes a set of reflections on their own skills, strengths
and areas for development as well as a set of activities to engage with during a week of in-school
observations. They are encouraged to complete the experience in a Teach First (or similar) school
which is not their placement school to aid them in developing a wider understanding of the
context.
The Participant Preparation Work aims to support participants to:
 Link personal reflection to the practice observed during their school experience week to:
- Begin to think about teaching and learning
- Consider the role schools play in pupils’ education
- Reflect on their readiness for the Teach First Leadership Development Programme
- See the Teach First vision as a personal endeavour.
 Become familiar with the wider aspects of the role of the teacher including their
professional identity, the teachers’ pastoral responsibilities, the ways teachers work with
other professionals and adults including parents and carers.
 Explore the issue of progression in learning by observing the work of pupils at different
stages of their development, including the issues involved in differentiation and support
for pupils with Special Educational Needs (SEN).
 Reflect on how teachers function as effective leaders and how high expectations can lead
to increases in pupil achievement, access and aspirations.

The modules covered within the Participant Preparation Work are:
1. Pupils at the centre

2. Becoming an effective teacher
3. Having a strong vision
4. Leadership in the classroom
5. Strengthening communities.
After completing their reflections, they are submitted to the training provider in time for
Summer Institute. The completed work will form the focus of elements of the Professional Studies
curriculum (in both Primary and Secondary) and participants will engage with sharing their
learning with colleagues.
3.4 Summer Institute

The Summer Institute is a six-week intensive programme of training to support the participants’
transition to school. For the first time in 2013 the experience begins with four (rather than three)
weeks’ training in the area where participants are placed and culminates with two weeks with
participants together at Summer Institute at the University of Warwick. Weeks 1-4 of Summer
Institute will involve a significant amount of time in schools including time in participants’
placement school and time in at least one other school. During the time in school that is not their
placement school, participants will have the opportunity to teach parts of lessons independently.
Outcomes after four weeks

Participants will:
 Engage with the complexity of educational disadvantage as well as how it can be solved.
 Understand the impact that they can make in the short and long term.
 Understand the regional or country context; how engaging with the community can support
their impact.
 Be part of supportive regional or country cohorts who are prepared to engage with the
wider Teach First network in weeks 5 and 6.
 Engage with the theory of teaching and leadership to inform their professional identity and
how this in turn supports practice.
 Appreciate how far their understanding has deepened within a short time and are able to
identify areas for further personal development.
Outcomes after six weeks

Participants will:
 Be equipped, to plan, lead, and assess their timetabled class(es) from September,
underpinned by a theoretical understanding and a vision focused approach.
 Be prepared for the school environment and culture – understanding the context, both
explicit and implicit, and how to construct their professional identity within it.
 Be empowered and proactive, recognizing the need for support and utilising networks and
communities to support development.
 Understand the partnership between Teach First, schools and universities to support
participants and pupil progress.
 Acknowledge that they are on a developmental journey and demonstrate resilience to
overcome challenges.
 Recognise their own areas for development to become excellent teachers and be proactive
in addressing these.

3.5 The Year-Long Programme

Outcomes at the end of the Leadership Development Programme
 Without a developed understanding of what the intended outcomes are for participants after
two years, any programme of learning/experience will be hard to evaluate in terms of its
impact (success) and will be less likely to succeed as a result.
Participants will:
 Make a difference towards ending inequality in education – by having clear impact goals and
a plan for action, they will ensure a better education for the children and young people they
work with
 Develop purpose, vision and self-awareness – by seeking feedback and reflecting on
experiences, participants will develop a deeper understanding of themselves and use this to
plan for the future
 Lead their own development and the development of others - by relishing the challenge of
leading their own learning and enabling the learning of others, participants will achieve
higher levels of impact
 Develop professional and leadership capability – by engaging in continuous professional
development, participants will deepen their professional and leadership abilities
 Challenge their own world view and the perceptions of others – by seeing the world
differently and helping others to do the same, will ensure innovation, creativity and change at
multiple levels
 Collaborate in a movement for impact – by having clear impact goals, a plan for action and
sharing this within a mission-driven network, to ensure a better education for all children and
young people.
Sections 4 and 5 provide more detailed information about the Primary and Secondary Year-Long
programmes.
3.6 Final Summer Institute (Intercohort Week)

The Final Summer Institute takes place after the end of the school summer term.
It will include:
 completion of requirements for QTS, including WA4 and submission of Final Portfolio
 review and evaluation of Year 1
 preparation for NQT Year
 joint working with the next cohort of participants
 review of Career Entry Development Profile (CEDP) with discussion of an appropriate
leadership role for the second year in the Placement School.
QTS will normally be recommended for participants at the end of the Final Summer Institute, at
the final exam board if all aspects of the Standards have been evidenced.

3.7 RTP Module (60 Masters-level credits)

The Masters
Participants have the opportunity to work towards a Masters qualification which is specifically
designed to further develop their ability to be effective leaders in school. Teach First has
partnered with four leading universities within the fields of education and leadership to deliver
the Masters:
University Region Title

Institute of London Masters in Leadership (Teach First)
Education
University of North West and Yorkshire Masters in Education (Teach First

Manchester and Humber Leadership)
University of East Midlands and West Masters in Educational Leadership

Warwick Midlands (Teach First)
University of North East Masters in Educational Leadership

Warwick (Teach First)
Canterbury Christ South East Masters of Arts, Transformational

Church University Leadership (Teach First)
Structure
The Masters is a two-year opportunity to engage in deeper reflection and classroom-based
research building on the M-level credits gained through the initial teacher training programme.
The second phase starts at the end of participants’ first year on the Leadership Development
Programme after they have achieved their Postgraduate Certificate in Education (PGCE) with
Qualified Teaching Status (QTS). The PGCE and Leadership Development Programme are
commitments that all participants are asked to meet when joining Teach First. The 180-credit
Masters programmes have been designed to utilise and take advantage of work to which
participants are already committed. This includes the achievement of their PGCE which gives
participants 60 credits to transfer to the Masters, and their involvement with the Leadership
Development Programme which is used as the basis of a reflective essay called the Independent
Self Study.
The 60 credits awarded for the PGCE are for the following elements of the programme:
 Journal and Extended Reflections – This includes the weekly reflections for the Journal
which will feed into an extended reflection that participants will complete at the end of
each academic term focusing on the key areas of behaviour for learning, assessment for
learning and professional development.
 Written Assignments 2 and 3 – This includes two of the written assignments that
participants complete during the year and will therefore require increased reflection,
reference to professional practice and academic referencing and research.
The basic structure of the Masters is the same for all four universities; however, the content and
focus differ slightly to reflect areas of expertise.

Year 1 Year 2 Year 3

Postgraduate Certificate in Independent Self Study Research Methods Module
Education (PGCE) Credits: 30 credits Credits: (dependent on
Delivery: Teach First university - either 30 credits or
Credits: 60 credits transferred Leadership Development none)
from the Training Provider delivery Partners Delivery: Masters Institution
(RTP of the PGCE) Assessment: Essay Assessment: Dissertation
Delivery: Training Providers Proposal and/or research essay
Assessment: Essays and University taught Module Dissertation / Report
observations Credits: 30 credits Credits: (dependent on
Delivery: Masters Institution university - either 30 credits (+
Assessment: A research / 30 credits for Research
practice-based essay(s) Module) or 60 credits for
dissertation report.
Delivery: Masters Institution
Tutor support
Assessment: An extended
research-based dissertation.

Section 4: The Secondary Programme

4.1 Overview of the secondary training programme
The Secondary Training Programme includes the following:
Pre-employment Training
The Subject Knowledge Participant review of subject knowledge and action plan, reviewed
Audit by subject tutor in advance of Summer Institute.
School Orientation One week of structured observation in a secondary school that is not
Experience the participant’s placement school
Summer Institute 2013 Six-week intensive programme of Professional Studies and Practice
and Subject Studies and additional content to support their
development as teachers.
Training during the Academic Year 2013-2014

Subject Training Six days of Subject Studies throughout the year (held on school days).
Individualised subject training and support from the Subject Mentor
based on the Journal and weekly meeting.
Visits from the Subject Tutor.
Professional Training Programme of professional training provided by the Professional
Mentor.
Visits from the Professional Tutor.
Professional training provided by the Professional Tutor.
Individualised Training Weekly meetings with the Subject Mentor supporting ongoing
individualised school-led Subject Training which will also promote
development towards the effective preparation of M-level
assignments and reflections.
Second School The equivalent of five days’ professional development experience in
Experience another school, with one additional day spent in a primary school
with a focus on transition from Key Stage 2 to Key Stage 3.
Final Summer Institute Short Summer Institute to complete QTS requirements and prepare
2013 for NQT year.

Secondary Participants Professional Studies: Weeks 1, 2, 3, 4, 5 and 6
The programme has a national core which will be experienced by all participants, but there will
be regional variations in the detailed content and materials used, to reflect the different
contexts in which participants will be working.
Week 1: Understanding yourself in the school context – confronting barriers to learning

Week 2: Understanding your school and its community – community engagement
Week 3: Addressing learning needs – personalisation, diversity, EAL and SEN
Week 4 Practitioners within the classroom – excellence and innovation
Week 5 Developing within the teaching community – professionalism, twenty-first
and 6: century schools including advanced behaviour for learning

Further information about Professional Studies and Practice in the Summer Institute can be found
in the Professional Studies and Practice Handbook. Mentors should use an early meeting with
participants to discuss what they have learned from the Professional Studies and Practice
programme.
Secondary Subject Studies: Weeks 1, 2, 4, 5, and 6

There will be subject variations in content and timing but the topics studied will broadly be as
follows:
Weeks 1 & 2: Participant experiences of the subject; the character of the subject; pupil learning
in the subject; teaching the subject; the subject in the National Curriculum;
subject knowledge development
Week 4: Approaches to teaching and learning in the subject; the subject and English as an
Additional Language (EAL); progression, formative and summative assessment
Week 5: Effective lesson planning, differentiation within the subject, inclusion, teaching
and assessment; schemes of work; planning workshops and project-based cross-
curricular learning
Week 6: Planning and teaching workshops; the subject and the 14-19 curriculum; working in
the subject beyond the classroom
Further information about Subject Studies in the Summer Institute can be found in the Subject
Studies Handbooks. Mentors should use an early meeting with participants to discuss what they
have learned from the Subject Studies programme.
Week 1: Placement School: initial visit

Participants will visit the schools where they will be employed to meet staff, observe pupils and
have an initial introduction to the school.
Week 2: Secondary Teaching Experience Week

Three days during week 2 of the Summer Institute are spent in a school (other than the
Placement School) focusing on a range of projects investigating learning. Secondary Participants
will have the opportunity to teach in groups and to take at least three teaching episodes
individually. Participants carry out required reflection tasks on:
 Learning Implies Change

 Theories of Learning
 Pupil Conceptions
 Multiple Intelligences
 Synthesis.
Week 3: Secondary Placement Week

During week 3 of the Summer Institute participants revisit the schools where they will be
employed:
 to learn about the school’s professional support and expectations

 to gain detailed information about autumn timetables, classes to be taught, departmental
schemes/units of work and resources
 to gain detailed information about school procedures and policy with particular reference
to all inclusion issues and behaviour management policies
 to carry out investigations into school ethos, school targets, school curriculum (KS3 – 14-
19), assessment and reporting, inclusion and behaviour management
 to develop a Summer Institute Action Plan of development needs with their Subject and
Professional Mentor in school (see the Journal for further information)

 to collate the materials relating to their school in the light of the targets in Written
Assignment 1.
Participants and schools are provided with a detailed guidance booklet for weeks 1, 2 and 3 in the
Professional Studies and Practice Handbook.
4.3 The Year-Long Programme

Subject Training
 Training days: During the year there are six days of Subject Studies for participants held
throughout the year. The training is held on school days, therefore participants are
required to be released from school to complete them.
 Mentor meetings: participants’ weekly meeting with their subject mentor provides
individualised subject training and support through the use of the Journal.
 Subject tutor visits: participants are visited by a subject tutor to support the development
of their subject knowledge pedagogy. Participants will be visited by a tutor every three to
four weeks, some of these visits will be their subject tutor.
Training days are staggered so that schools are not asked to release all their participants on the
same day. The training will include:
 presentations and workshops on subject teaching issues

 subject knowledge and subject application development, including the development of a
rich subject teaching repertoire
 presentations by participants about their ongoing work and opportunities to share practice
and experience
 presentations and discussions led by a wide range of external education experts
 visits to schools and other sites which model and promote stimulating approaches to
teaching and learning
 support from tutors on meeting subject-specific aspects of the Teachers’ Standards.
Details of Subject Training Days are included in Subject Studies Handbooks. Participants will be
prompted to discuss the content of sessions with mentors and reflection and evaluation relating
to subject training days will be included in the journal.
Secondary Subject Training Dates

Subject studies training days taught by the Regional Training Provider take place on the following
dates.
Subject Subject Subject Subject Subject Subject

Subject Training Training Training Training Training Training
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
English 18-09-13 11-10-13 18-11-13 14-01-14 05-03-14 30-04-14
Geography 02-10-13 08-11-13 25-11-13 22-01-14 04-03-14 01-05-14
History 14-10-13 18-11-13 29-01-14 12-03-14 18-04-14 16-15-14
ICT 24-09-13 14-10-13 13-11-13 09-01-14 11-03-14 23-04-14
Maths 27-09-13 15-10-13 22-11-13 17-01-14 06-03-14 02-05-14

MFL 25-09-13 18-10-13 02-12-13 30-01-14 17-02-14 13-05-14
Music 30-09-13 07-11-13 25-11-13 28-01-14 07-03-14 07-05-14
Religious 20-09-13 17-10-13 07-11-13 08-01-13 11-03-14 23-03-13

Education
Science 03-10-13 14-10-13 13-11-13 09-01-14 18-03-14 28-04-14
Twilight Sessions
In addition to the Subject Days all participants are expected to attend Twilight Sessions which
will provide support for academic writing, guidance about each assignment and the Final
Portfolio, as well as additional sessions on using your voice, systematic synthetic phonics and
classroom routines.
The dates for the Twilight Sessions are:
3 October 2013
6 December 2013
24 January 2014
20 March 2014
24 April 2014.
Professional Training
Further development of the Professional Studies and Practice curriculum undertaken at Summer
Institute is undertaken during the year-long programme. This is principally through:
 Professional tutor visits: participants are visited every three to four weeks by a tutor.
Some of these visits will be with their Professional Tutor and an opportunity to focus on
the development of their practice.
 In-school professional training: participants will be part of an in-school professional
studies programme led by their Professional Mentor. This will usually involve weekly
sessions.
 Additional Professional Studies training will be provided by participants’ Professional Tutor
and Mentor as required.
Schools are required to provide a pre-planned programme of Professional Studies Training. They
may include participants in the training programmes they offer to trainees following other
training routes.
Regional Training Provider Professional Tutors will work with schools to support and complement
this programme during the regular school visits and other school-based sessions. A pro forma for
recording the Professional Training offered at each school is included in the Journal as an
appendix. Participants should complete this table and the Professional Mentor, together with the
Professional Tutor, should audit the training to ensure that all areas have been covered, using the
same form. The content of the participants’ training experience, taking into account what is
provided by the school and the Professional Tutor, should include the generic professional issues
which participants need to learn about in order to meet the Teachers’ Standards.

Individualised Training
Weekly meetings with the Subject Mentor supporting ongoing individualised school-led Subject
Training which will also promote development towards the effective preparation of M-level
Leadership Development Officers will lead in school sessions around once per half term to support
a more individualised approach linked to vision setting.
In addition to the above there are twilight Leading Learning Groups. Participants are expected to
attend at least two. There are also optional RTP twilight sessions to support written assignments.
Second School Experience

In order to meet the Teachers’ Standards, which require that new teachers are prepared to teach
in a range of schools, all participants must work towards the Teachers’ Standards in a second
contrasting school. This experience must include some experience of teaching as well as
opportunities for the participant to observe outstanding practice. Secondary participants will
also be expected to spend at least one day in a primary school observing and working with small
groups of children to contribute to their understanding of transition and progression in their
subject. A template for the Primary Placement is included in a journal appendix.
Visiting a second school is an immensely valuable aspect of the training. It is vital that
participants have a clear focus for the experience - usually an area that they have had limited
opportunities to gain evidence of in their Placement School. From that focus, it will be possible to
select an appropriate school to support the professional development of the participants. This
will help shape and define the structure of the experience. The experience itself should involve
planning, delivering and evaluating teaching episodes.
While schools have requested that the arrangements for the Second School Experience should be
as flexible as possible, it must be remembered that the purpose is to meet the training needs of
the individual. The programme requires participants to spend the equivalent of five working days
in a second school which must include substantial engagement with planning and teaching. Visits
should be full days. In order for participants to benefit fully from the experience, it should be
completed at a time when both schools can provide appropriate support for the experience.
Professional Tutors will remind Professional Mentors about the need to set up the Second School
Experience at an early stage in the year and it is expected that the participants will take an
active role in the process of arranging the experience including preparing a detailed action plan
based on the template in the Journal. Arrangements should be made by the Professional Mentor
at the end of the autumn term, for participants to go into their second school in the spring term.
The most valuable Second School Experience placements have been where the participant has a
clearly defined focus. The responsibility for setting up the Second School Experience lies with the
Professional Mentor whose planning should be discussed with the Subject Mentor and Professional
Tutor. The whole experience should be reflected upon by the participant, forming a valuable part
of the Final Portfolio.

Example Focus Example Activities

Know how to make Meet with EAL Coordinator
personalised provision for Following a designated pupil for part of a day
those pupils for whom Planning a lesson with an EAL teacher
English is an additional Delivering and reflecting upon the lesson
language
Understanding Meet colleague in charge of primary liaison
developmental, social Meet the Head of Sixth Form
and linguistic factors Work with Sixth Form learners preparing for university or higher
affecting pupil learning education
Plan, teach and evaluate a lesson with Sixth Form learners in subject
Plan, teach and evaluate a lesson with Year 7
Investigate provision for delivery of literacy progress units for pupils
with limited reading skills reflecting on the Rose review in practice
Assessment
Key assessment dates are given in Section 8.1.
4.4 Working with Subject and Professional Tutors

Participants are encouraged to see their Initial Teacher Training as the beginning of their
Professional Development journey as teachers. Through the year they grow in their identity as
‘Leaders of Learning’ as they take the opportunities for development presented to them.
Explanation of Subject and Professional Tutor Visits

The table below outlines the role of the Professional and Subject Tutors in visiting participants
and engaging with the school.
Role of Subject Tutor Subject Visits Professional Visits
and Professional Tutor
Engagement  Setting objectives  Progress both in  Monitoring progress
with for future participant subject  Supporting participants
Participant development knowledge in addressing
 Liaise with mentors, development and in pedagogic challenges,
participant and the progress of e.g. classroom climate,
programme lead their pupils questioning, group
 Maintain an  Subject knowledge work, inclusion
overview of development and  Supporting
participant progress review development and
 Monitor and support  Subject Knowledge target setting
target setting and Audit and Action
journal engagement Plan
 Ongoing electronic
communication
using subject visit
as basis
 Developing links
with subject
training days
Engagement  Quality assurance of  Empowering Subject  Monitoring participant
with Mentors mentoring Mentor to engage in timetable
 Joint observations subject knowledge  Monitoring participant
 Communicating development progress
programme conversations  Quality assurance with
developments and  Engaging with requirements of

progress through Subject Knowledge programme

the year Audits
 Support for M-level  Joint formative
reflections observation
Secondary Tutor Visits to Schools

Tutors will visit the Placement School on a regular basis. Visits will be pre-arranged with the
participant and the Professional and Subject Mentors will be informed. Visits will include:
 classroom observation and feedback

 meetings with the participant to discuss progress
 joint lesson observations between the Subject Tutor and Subject Mentor
 meetings with the Subject Mentor to monitor and review school-based subject training
 meetings with the Professional Mentor to monitor and review school-based Professional
training
 individualised subject training
 discussion of subject knowledge development with participant
 support with assignments or with compiling units of work and extended reflections.
Additional visits will be provided for participants who experience particular difficulties in relation
to subject teaching.


Section 5: The Primary Training

Programme
5.1 Overview of the primary training programme
The Primary Initial Teacher Training Programme includes the following:
Pre-employment Training
The Subject Knowledge Participant review of subject knowledge and action plan, reviewed
Audit by subject tutor in advance of Summer Institute.
School Orientation One week of structured observation in a primary school that is not
Experience the participant’s placement school.
Summer Institute 2013 For primary participants this includes four half days engaging in
structured observations and short teaching sessions as well as three
days in their placement school gathering assessment data, school
policies, audit of resources, discussion with key staff and observation
of teaching across subjects and age ranges.
Training during the Academic Year 2013 -2014

Professional and Subject Primary participants will partake in nine Call Back Training days, held
Training on school days, covering subject and pedagogy.
Individualised Training Weekly meetings with the School Mentor or designated person
supporting on going individualised school-led Training will also
promote development towards the effective preparation of M-level
Contrasting Second Five consecutive days of at least 60% teaching and engagement with
School Experience planning.
Alternate Key Stage Participants spend 20 days, of which ten are consecutive teaching in
placement an alternate key stage.
Final Summer Institute Short Summer Institute to complete QTS requirements and prepare
2014 for NQT year.
Weeks 2 and 3: Teaching Experience Weeks
Weeks 2 and 3 of the Summer Institute include time spent in a school other than the Placement
School focusing on a range of projects investigating learning. Primary participants will have the
opportunity to teach in small groups and to take at least three teaching episodes starting with 15
minutes’ mini teaching session and, where possible, building up to 45 minutes.
Participants will also carry out required reflection tasks on:

 Learning Implies Change
 Theories of Learning
 Pupil Conceptions
 Multiple Intelligences
 Synthesis.

Primary Weeks 1 and 3: Placement Weeks

During weeks 1 and 3 of the Summer Institute participants visit the schools where they will be
employed to:
 meet staff and observe pupils being taught
 learn about the school’s professional support for their year-long school-based aspects of
training and school expectations of them
 gain detailed information about schemes of work, lesson plans, information about the
pupils in their class published schemes, systematic synthetic phonics and other units of
work and resources
 gain detailed information about school procedures and policy with particular reference to
all inclusion issues and behaviour management policies
 carry out investigations of school ethos, the school targets, the school development plan,
the curriculum (Key Stage 1 - 2), scheme of work and lesson planning, assessment and
reporting procedures, inclusion and behaviour management approaches
 develop a Summer Institute Action Plan of development needs with their Primary Mentor
in school (see the Journal for further information)
 collate the materials relating to their school in the light of the targets in Written
Assignment 1.
Primary participants and schools are informed of the requirements for the school-led teaching
and observation days.
5.3 The Year-Long Training Programme

Primary Training Days
The Training Provider provides nine days of specific training for primary participants during the
year.. The primary training will include:
 classroom organisation and managing behaviour

 subject knowledge and subject application development, including the development of a rich
teaching repertoire
 guidance on further reading and research findings
 opportunities to discuss practice and share experiences
 visits to schools and other sites which model and promote stimulating approaches to teaching
and learning
 support from tutors on meeting subject-specific and pedagogical aspects of the Teachers’
Standards.
Details of the Training Days for each region are included in the Primary handbook and on the
RTP’s Virtual Learning Environment (VLE) or portal.

Primary Training days are adapted to meet the needs of the regional cohort and might include:
Day Focus
1 Classroom organisation and managing transition between sessions
Maths games for ‘warm-ups’
2 ICT to support learners. Supporting positive learning behaviours
3 Guided reading approaches and assertive behaviour management
4 Maths problem solving and revisiting planning and assessment
5 Science investigations, planning and ICT
6 SEN SEND SLD
7 Creative approaches to writing
8 Maths problem solving and investigations
9 CED Final portfolio and WA4
In addition to the above there are twilight Leading Learning Groups. Participants are expected to
attend at least two. There are also optional RTP twilight sessions to support written assignments.
Contrasting Second School Experience

In order to meet the ITD Criteria, which require that new teachers are prepared to teach in a
range of schools, all participants must work towards the Teacher Standards in a second
contrasting school. This experience must include significant experience of teaching as well as
opportunities for the participant to observe outstanding practice.
Visiting a second school is an immensely valuable aspect of the training. It is vital that
participants have a clear focus for the experience - usually an area that they have had limited
opportunities to gain evidence of in their Placement School. From that focus, it will be possible to
select an appropriate school to support the professional development of the participants. This
will help shape and define the structure of the experience. The experience itself should involve
planning, delivering and evaluating teaching episodes.
While schools have requested that the arrangements for the Second School Experience should be
as flexible as possible, it must be remembered that the purpose is to meet the training needs of
the individual. The programme requires participants to spend the equivalent of five working days
in a second school which must include substantial engagement with planning and teaching. Visits
should be full days. In order for participants to benefit fully from the experience, it should be
completed at a time when both schools can provide appropriate support for the experience.
University Tutors will remind School Mentors about the need to set up the Contrasting Second
School Experience at an early stage in the year and it is expected that the participants will take
an active role in the process of arranging the experience including preparing a detailed action
plan based on the template in the journal. Arrangements should be made by the School Mentor
at the end of the autumn term, for participants to go into their second school in the spring term.
The most valuable Contrasting Second School Experience placements have been where the
participant has a clearly defined focus. The responsibility for setting up the experience lies with
the School Mentor whose planning should be discussed with the University Tutor. The whole
experience should be reflected upon by the participant, forming a valuable part of the Final
Portfolio.
Primary Participants’ Alternate Key Stage Placement

This placement is to ensure the primary participants are trained to teach children across the age
range of 5 – 11 years. It consists of at least 60% planning and teaching with 80% responsibility of
the class.

It is a National College of Teaching and Leadership requirement and participants must spend a
minimum of 20 days in the alternate key stage to the one they are teaching in. These 20 days can
be split into sections; however, a minimum of ten days must be continuous. Geographically the
school needs to be within reasonable travelling distance for the University Tutor to do at least
one observation visit.
The timing of this alternate key stage placement needs to be considered with great care as it has
to be recognised that the participant must ‘pass’ this placement against all the Teachers’
standards. In the unlikely event of them not meeting the required standards the placement will
have to be retaken.
5.4 Working with University Tutors and School Mentors

Participants are encouraged to see their Initial Teacher Training as the beginning of their
Professional Development journey as teachers. Through the year they grow in their identity as
‘Leaders of Learning’ as they take the opportunities for development presented to them.
Explanation of Tutor Visits
The table below outlines the role of the Primary Professional Tutor in visiting participants and
engaging with the school.
Role of Primary Primary tutor visits (see roles and

professional tutor responsibilities section)
Engagement  Involved in setting  Progress both participant subject
with objectives for future knowledge development and review
Participant development  Subject knowledge and ICT audits
 Logistics and record  Analysing progress
keeping  Generic pedagogic issues – classroom
 Targets/the climate, questioning, group work,
Journal/future visits inclusion
 Units of work (planning)  Reminders
 Liaise with mentors and  Interim development and target setting
participant and ongoing electronic communication using
programme lead subject visit as basis
 Developing links with Training days
Engagement  Quality assurance of  Work in collaboration with mentors and
with Mentors mentoring designated others
 Joint observations
 Acting as reference
point for Teach First
activities
 Support for M-level
reflections
Primary Tutor Visits to Schools

Primary Tutors will visit the Placement School on a regular basis. Visits will be pre-arranged with
the knowledge of the School Mentor, and will include:
 classroom observation and feedback

 meetings with the participant to discuss progress

 joint lesson observations with Mentor

 meetings with the Mentor to monitor and review school-based training
 individualised subject training
 discussion of subject knowledge development with participant
 support with assignments or with compiling units of work and extended reflections.
Additional visits will be provided for participants who experience difficulties in relation to subject
teaching.
Leadership Development Officers are involved in leading sessions supporting participants on

crafting and pursuing a vision for their pupils. Whilst these will be in small groups, there is the
opportunity for more individual support.
5.5 Primary Participant Support Guidance: Weeks 1-6

This has been written to guide mentors, tutors and participants in the first six weeks of the
participants’ school placement. It was created at the request of both mentors and participants
who wanted to ensure that their focus for each week was clear and that progress could be seen as
incremental. This guidance only covers this first six weeks as we have found that once
participants have mastered the basics covered in this guidance, they are well placed to work
closely with their mentors and tutors to develop bespoke development plans.

Week 1
Focus Classroom set-up, Routines, Behaviour for Learning
Action points Mentors and Tutors to support participants to:
 Set up the classroom appropriately

 Group and seat the class to ensure optimum learning
 Identify key routines and introduce them to the class
 Understand the school Behaviour for Learning policy and introduce it to
the class (or if there is not a whole-school policy to develop and
introduce a bespoke class behaviour for learning system)
 Use the Behaviour for Learning checklist
 Read and understand key school policies (including the Safeguarding
Policy)
 Spend up to 0.8 of the timetable with their class and teach for at least
0.6 of the timetable (this should include a significant percentage of
whole class teaching but could also include group work)
 Plan and prepare resources for at least one core subject lesson in
collaboration with their mentor or most appropriate member of staff
 Read and understand guidance on – building relationships with children,
teaching assistants other staff and families
Observations of
Focus on behaviour for learning/routines (ideally a joint observation with their
excellent mentor/tutor or appropriate member of staff)
practice
Journal Focus
Focus on classroom set-up, behaviour for learning, routines
Targets (three Focus on classroom set-up, behaviour for learning, routines

maximum)

Week 2
Focus Building relationships with children, staff and

families
 Reinforce routines and behaviour for learning systems and make

any necessary changes to the classroom organisation
 Review the Behaviour for Learning checklist
 Build effective relationships with children, staff and families
 Spend up to 0.8 of the timetable with their class and teach for at
least 0.6 of the timetable (this should include a significant
percentage of whole-class teaching but could also include group
work)
 Plan and prepare resources for at least one core subject lesson
and one other in collaboration with their mentor or most
appropriate member of staff
 Read and understand guidance on - planning
Observations of Focus on how the teacher is developing relationships with the children
excellent and support staff, including how the support staff are effectively
deployed, (ideally a joint observation with their mentor/tutor or
practice appropriate member of staff)
Journal Focus Focus on building relationships with children, staff and families and this
week’s targets
Targets (three Focus on building relationships with children, staff and families and
maximum) previous targets where necessary

Week 3
Focus Early Review Point
 Reinforce routines and behaviour for learning systems and make any
necessary changes to the classroom organisation
 Review the participant’s development of relationships with children,
staff and families (refer to guidance document)
whole-class teaching but could also include group work)
 Plan and prepare resources for several lessons in collaboration with
their mentor or most appropriate member of staff
 Plan and prepare resources for the equivalent of at least one day
independently, mentor/tutor to review and feedback
Observations of Focus on learning and progression (what have the children learnt during the
excellent lesson and how do we know?)
practice
Journal Focus Focus on reviewing learning to date and this week’s targets
Targets (three Focus on key learning points from the observation and review of practice to date
maximum)

Week 3 review
A formal observation and review of the participant’s planning by mentor and/or tutor will take
place at the end of week 3. The focus of this observation will be:
 Classroom set-up, behaviour for learning, routines

 Relationships with children, staff and families
 The participant’s planning and preparation
The tutor and mentor will consider to what extent the participant has progressed in each of the
three areas above. If the participant has made good or satisfactory progress they should continue
with the plan below.
If the participant has not made adequate progress in more than one of the above three areas the
tutor and mentor may decide to direct the participant to focus on the content and targets for
weeks 1 – 3 before progressing to week 4. If this decision is taken the tutor (in collaboration with
the mentor) should draw up a bespoke support plan for the participant.
NB. ‘Adequate progress’ in behaviour for learning will be context specific. A participant based
with a particularly challenging class may not have the same level of control in place at this stage
as a participant teaching a less challenging group. It is important to gauge the progress made, and
the participant’s potential to reach this level of control quickly.

Week 4
Focus Planning for Progression
 Reinforce routines and behaviour for learning systems and make any
necessary changes to the classroom organisation
whole-class teaching but could also include group work)
 Plan and prepare resources for at least 50% of the timetable
 Review – any attainment data for their class and the ten Principles of
Assessment for Learning
 Understand the attainment data collected by the school and how this
is used to support children’s progress
Observations of Focus should be in line with participant development needs

excellent
practice
Journal Focus Focus on planning for progression and this week’s targets
Targets (three Focus on planning for progression and previous targets where necessary
maximum)

Week 5
Focus Assessment for Learning

 Develop a plan for including the ten principles of Assessment for
Learning in their daily practice
work)
 Read and understand guidance on – Assessment for Learning

excellent
practice
Journal Focus Focus on Assessment for Learning and this week’s targets
Targets (three Focus on Assessment for Learning and previous targets where necessary
maximum)

Week 6
Focus Consolidation and Self–Evaluation

work)
 Review – their progress over the past six weeks, reflect on their
learning and set targets for the next half term

excellent
practice
Journal Focus Focus on consolidation and self-evaluation and this week’s targets
Targets (three Focus on targets identified during the above review

maximum)

Section 6: The Mentoring Experience

6.1 Introduction to Mentoring
Mentoring is a structured, sustained process for supporting professional learners through
significant career transitions. School-based Mentors are fundamental to the quality of the Teach
First participants’ experience and success.
University
Tutors Teach First
Participant
Collaboration
School-Based Leadership
Mentor Development
Officer
Mentors are experienced colleagues with knowledge of the requirements of the role. They
broker access to a range of increasingly self-directed learning opportunities to support the
development of the whole person. Mentors are selected on the basis of appropriate knowledge of
the needs and working context of the professional learner. A professional learner is someone
tackling a new or particularly challenging stage in her/his professional development who seeks
out or is directed towards mentoring.
Mentoring involves activities which promote and enhance effective transitions between
professional roles, including:
 identifying learning goals and supporting progression

 developing and increasing learners’ control over their learning
 active listening
 modelling, observing, articulating and discussing practice to raise awareness
 shared learning experiences, e.g. via observation or video
 providing guidance, feedback and, when necessary, direction
 review and action planning
 assessing, appraising and accrediting practice
 brokering a range of support
Mentoring and Coaching CPD Capacity Building Project, National Framework for Mentoring and
Coaching, Centre for the Use of Research and Evidence in Education (CUREE)

6.2 Mentor Training and Support

Teach First Development Programme Induction
The university provides mentor training for all mentors involved in the Teach First Programme on
an annual basis. This training is designed to introduce mentors to the vision for the Teach First
Programme. The training is also an opportunity to engage with the procedures and
documentation used to support participants to have an impact on their pupils through their Initial
Teacher Development, and the roles of secondary Subject and Professional Mentor and Primary
Mentors. All mentors are expected to attend the mentor training sessions each year as the
programme is constantly developing and the sessions are an opportunity to ensure all partners
involved in supporting participants are up to date.
Mentor and Tutor Development sessions

In addition, the university will provide three sessions of mentor training each year to supplement
the support provided through school visits. The character of the mentor training provided by the
university will reflect needs identified by schools and evaluation processes.
Mentor Recognition Framework

The Teach First Mentor Recognition Framework provides the opportunity for mentors to gain
formal recognition of their role through a process of reflection and evidence-based practice, and
to structure further development of their mentoring skills. Formal recognition will take the form
of a certificate issued by Teach First Initial Teacher Development in collaboration with
universities.
The Mentor Recognition Framework has three phases:
The Effective Mentor outlines the performance criteria related to effective mentoring and
coaching within the Teach First programme. It can be used as a tool for mentors who are in the
process of developing effective strategies in order to work towards becoming an effective
mentor. It can also be used by new or experienced mentors to recognise where current practice
in mentoring is already effective.
The Leading Mentor (Innovation) is for those mentors who have been engaged in effective
mentoring and coaching practice previously, and who are confident to lead others in the
mentoring and coaching process. Leading Mentors (Innovation) are likely to have a leading role in
subject or key stage innovation but not necessarily in a formal leadership position.
Leading Mentor (Initial Teacher Education (ITD) coordinator) is for those mentors who are
engaged in leading mentoring and coaching within a school or organisation, such as the
Professional Mentor and includes an aspect of quality assurance
Further details can be obtained from your university or the Teach First Partnership team.

6.3 Weekly Mentor Meetings

Weekly mentor meetings, around an hour in length, should be timetabled with participants. These
meetings take place:
 to ensure that the participant has a regular opportunity to touch base with the Subject Mentor
in the secondary programme and school mentor in the primary programme
 for discussion of what has been learned from the Summer Institute Subject Studies
programme, Subject Training Days during the year or Primary Programme content and matters
arising from these
 to review the achievements and development needs arising from the previous week
 for discussion of individual targets and training needs and how these may be met
 to review the participants’ progress in developing Subject Knowledge
 to identify how the participant can access the people, resources and professional
development experiences needed to make further progress
 for discussion of the aspects of the Teachers’ Standards which have a subject-specific
dimension, and tasks and activities the participant can engage in to develop knowledge,
understanding and skills in these areas
 to enable the Subject/School Mentor to access and engage with the participants’ developing
reflections on his or her own practice, and progress towards developing a vision for the pupils
they teach
 to enable the Subject/School Mentor to conduct focused monitoring of the participants’
Teaching File.
The Subject/School Mentor provides individualised training and support using the weekly meeting
with the participants and other training opportunities to provide and plan individualised training
in relation to needs identified in the Journal. A pro forma for recording the school-led training
offered to participants is included in the Journal as an appendix.
Subject/School Mentors should be aware of their duty to provide interim targets for participants
that move them forward in their training. This should go beyond preparations for the following
week and should be tailored to the overall progress of the participant.
6.4 Formative Lesson Observations

Formative lesson observations take place:
 to identify the participants’ strengths and areas for development in classroom teaching
 to monitor the participants’ success in achieving previously agreed targets
 to offer strategies and ideas to help the participant improve and to identify new targets
 to develop the participants’ capacity to develop his or her own teaching through prompted
reflective analysis
 to provide evidence of the steps taken toward success for all pupils.
Formative lesson observations should occur throughout the training year. The Teach First
Programme requires a minimum number of observations. It is likely that it will be necessary for
there to be additional observations of participants who experience difficulty in the classroom.
These observations are not graded, but formative feedback is provided in order to help develop
the participants teaching and classroom practice.

It is also recommended that, when possible, joint lesson observations are carried out by tutors
and mentors, enabling them to compare their assessments of the participants, and to ensure that
feedback is consistent. Participants have a minimum entitlement of seven formal formative
observations a term.
Formative Lesson Participant entitlement: at least seven formal formative

Observations observations per term
University Tutor(s) At least four per term except in the summer term where it will be
three from the University Tutor(s) and one from the External
Moderator (lessons in different Key Stages seen over time)
Professional/School Mentor At least one per term (lessons in different Key Stages seen over
time)
Subject/School Mentor At least one per half term (lessons in different Key Stages seen
over time)
Mentors and tutors conducting formative lesson observations must provide feedback on the
participants’ work towards the Teachers’ Standards. It is very important that observations across
the year are planned to enable observers to feedback on participants progress against all the
Teachers’ Standards.
Observers should use the lesson observation pro forma which requires the recording of
achievements, discussion points and targets. However, there may be occasions when another
method of recording is appropriate (e.g. a map could be made of teacher-pupil interactions to
explore whether the participant gives boys more attention than girls, or whether he or she
focuses on one part of the room).
There are three stages to formative lesson observation: preparation, observation, discussion and
feedback.
Preparation
A pre-observation discussion should take place with the participant. In this discussion it is
important to establish:
 A focus for the observation - the participant may wish the observer to focus on specific
aspects of the Teachers’ Standards related to targets that have already been identified,
during the observation. If this is not the case, it is helpful to focus on aspects of development
which gradually shift in focus from the teacher (delivery and adjustment of the lesson
planned, classroom management, subject knowledge) to the effect of the lesson on pupils
(differentiation, individualised learning, meeting of learning objectives, pupil learning,
assessment) and also to how the lesson sets pupils up for success in the long term.
 Familiarity with the lesson plan – the participant should take the observer through the plan.
The observer should be familiar with the pupil learning objectives of the lesson in particular,
and how the participant plans for these to be met.
 The role of the observer – it is usually appropriate for an observer to take up an unobtrusive
and non-participant role but there are occasions when spending some time observing or
supporting small groups may help the observer to form an accurate judgement about pupil
learning. If an observer is trying to assess whether the pupils understand the task, it is
difficult to do this at a distance in some kinds of lessons.
 A time for the post-lesson discussion - participants often feel anxious about what the observer
thinks of the lesson, so it is important that they know in advance when a debriefing will take
place: this should be as soon as possible after the lesson. It is also important to say a few
words to the participant on every occasion before leaving the lesson.

Observation
In general, observers should:
 try to describe objectively what is seen

 try to be precise – although general strengths and weaknesses may be identified, these should
be illustrated by specific examples
 take into account any contextual information
 try to understand why the participant might be doing certain things - what is the rationale?
 try to identify questions for the participant to consider around possible areas for
development, rather than presenting him or her with blunt instructions
 try not to produce an unrealistic or over-complex list of targets: take into account the
participant’s stage of development and report on matters which will help him or her to set
the most appropriate targets.
If something is not working in the way the participant anticipated, the observer should suggest
alternative approaches, and be prepared to discuss why these might work instead.
Observation and the Teachers’ Standards

It is important that observations address, over time, the full range of the Teachers’ Standards
which can be assessed in classroom teaching. To help observers with this task a prompt sheet
identifying Standards which can be seen in teaching appears in the Journal as an appendix, as
well as an exemplar lesson observation pro forma, with a blank copy. It is important that the
lesson observation pro forma is used.
Discussion and Feedback

The observer should encourage the participant to begin by discussing and analysing the lesson
whenever possible. It is important for participants to develop the ability to analyse their own
teaching objectively. Recognising strengths and weaknesses independently is an important factor
in development. Lesson observations should give participants opportunities to test their own
judgements about their work.
It is useful to ask questions which will raise issues which, based on the evidence just collected,
will enable the participant to take the next step, e.g. ‘Hands up or no hands up’ will open the
debate on questioning technique and handling feedback.
It is helpful if the feedback session follows a known pattern. It is also helpful to allow some time
in silence for reflection before the discussion if it takes place immediately after the lesson.
It is important that during formative lesson observation summative judgements along Ofsted
lines are not made. This can often inhibit the formative nature of these vital learning episodes
for participants. The Professional/University Tutor should ensure that all observers take
account of the participants’ trainee status and that this informs their feedback.
Some Tips for Observers

Establish a Constructive Atmosphere
Start with a positive comment, even if it is simply ‘Thank you, I enjoyed that’ or ‘The use of the
interactive whiteboard to present the material was a good choice’. Ask the participant if there
are issues they want to discuss: do this at the beginning so that you know the agenda and can
manage the time available accordingly. Also, if there are major issues that have not been
acknowledged, anxiety over those may get in the way of productive discussion.

Identify Strengths
Having set the context, ask the participant to identify the strengths displayed in the lesson first,
e.g. 'What do you think went well?' 'Why do you think that was successful?'. State what you felt
were the strengths and whether your perceptions were the same as the participant’s.
Identify Possibilities
Ask the participant to identify any aspects of the lesson that he or she thinks could have been
handled differently, e.g. ‘What would you change? How?’. Discuss possible alternative strategies
and the rationale underlying them.
Identify Development Issues

Help the participant to identify the main development issues arising from the lesson, working
through the points for discussion you have recorded. Give evidence from the observation
wherever possible, e.g. ‘There was a point when they all listened really well – what led to that?’.
If the participant doesn’t know, (as is often the case – hence the usefulness of being observed),
then provide evidence from your notes.
Agree Targets
Ensure that targets are specific, time bounded, agreed and attainable. They should also be
focused on pupil success Targets from individual lesson observations should be transferred by the
participant to the Journal for further discussion at the weekly progress meeting. Endeavour to
leave the participant in a position to be able to take the next steps.
Summarise Main Points

It is useful to conclude the feedback with a summary of the main points. It is important to
reinforce the strengths of the lesson at this point as they may well be forgotten if most of the
discussion time has been devoted to areas for further development.
6.5 The Review Process

Preparation
Each term there is a formal summative review point. The precise dates and processes are
determined by each university. This is an opportunity for the participants to actively celebrate,
with their mentors, what has been achieved by drawing on a wide range of evidence, including
lesson observations, from within their evolving teaching files and decide the targets for further
improvement in the form of an agreed action plan. Together participants, tutors, LDOs and
mentors discuss the participants’ strengths, and priorities for development in relation to the
Teachers’ Standards and more significantly in relation to the long-term aims participants have for
their pupils. Together with the University Tutor, a summary is agreed and a grade agreed in line
with current standards. If the rate of progress is less than expected then additional actions will
be required which might include a Support Plan or a more formal process such as an Improvement
Plan, which is part of the Participant Support Framework.
The most effective reviews take place when the Mentors and Professional/University Tutor are all
actively involved in the process and attend the review meeting. The Professional/University Tutor
must always be consulted about proposed judgements and grades as part of the external
moderation process as it is their final judgment that decides the final grade where a discrepancy
arises. The views of the mentor must always be taken into account, and in Secondary schools it is
the responsibility of the Professional Mentor to ensure that judgements and grades are internally
moderated so that participants are treated consistently and the school’s rank order of grades is
secure. All grades are finally moderated by the panel at the Internal Review Board.

The participant should:

 complete the self-review process outlined in the Journal. This involves reviewing subject
knowledge and identifying strengths and development needs in relation to the main areas of
the Teachers’ Standards and their progress towards the vision that participants have set. The
participant will be supported by the University Tutor(s) and LDO in this process
 submit the Journal and Teaching File to the reviewer with the self-review completed well in
advance of the review meeting.
The Professional/School Mentor should:

 discuss with the participant, comment in writing on the outcomes of the self-review either by
endorsing it or amending it referring to evidence from the Teaching File, Journal and/or other
assessment evidence
 grade the participant’s work in relation to the main aspects of the Teachers’ Standards and
indicate an overall, best-fit grade
 enter the same overall grade on the duplicate Internal Review Board Grading Sheet. A copy is
retained by participant, and mentor and a copy returned to the university, clearly indicating
if any grades are a ‘cause for concern’ or a ‘not yet met’ situation.
If there are any difficult issues the mentor intends to raise with the participants, they should be
given advance notice of what these are and any evidence that will be used as a basis for
discussion.
Procedures
Effective review meetings require approximately forty-five minutes. An appropriate room should
be made available so that the review will not be disturbed. The atmosphere should be
characterised by empathy between the reviewer and the participant with a focus on future
development. It is important that the review is not seen as an examination or a disciplinary
process. The reviewer should make the participant feel relaxed and able to talk freely.
Outcomes
A set of targets to be addressed during the next term of the school-led Training programmes will
be identified together with an indication of the means for achieving these targets. These should
also be recorded in the Journal, and signed and dated by the mentor and participant.
Questions for Use in Review Meetings

These are some suggestions for questions to promote open discussion at review meetings.
 How are you getting on in the school? What makes you say that?
 Tell me about the ways have you participated in school life beyond your subject / age phase.
 What aspects of your role have you enjoyed most so far? Why do you say that?
 What aspects of the teacher’s role do you feel most daunted by? What makes you say that?
 How have you gone about familiarising yourself with the policies and statutory frameworks ?
 Tell me something about what you have discovered through your reflections on your lessons.
 In what ways have your first degree or previous experiences helped you in your role as a
classroom teacher?
 Tell me something about the way you are relating theoretical perspectives and classroom
practice.
 What reading have you engaged with recently? What resources have you found to be most
useful?
 Tell me something about the most significant ideas you were able to draw from your school-
based tasks, written assignment(s) and extended reflection(s)?
 Which training sessions have had most impact on your practice to date?
 What sessions have you found difficult to relate to your practice? Why do you think this?

 What aspect of your pupils work have you been particularly pleased with? Why?
 How have you used your assessments to promote further learning?
 How confident are you about using relevant national criteria when assessing work? Explain
why you say this.
 Talk me though your lesson planning process. How are you able to identify pupil learning
objectives and relate these to appropriate activities and progression?
 Which aspects of planning have you found difficult?
 Tell me about the strategies you have found effective to begin and end your lessons.
 Think of an instance when you experienced difficulties in maintaining discipline. How did you
address this?
 How confident do you feel in the classroom?
 How do you use body language to encourage and relax the pupils?
 Do you think that your voice projection and modulation is effective? What makes you think
this?
 Do you feel you have developed positive relationships with pupils?
 What range of resources have you used to promote learning?
 How have you used assessment evidence to inform your planning?
 Discuss with me how you evaluate your lessons so that you can use what you learn in the
future?
 In what ways have you given pupils feedback? How do you know it was effective?
 How have you involved pupils in self and peer assessment?
 Where you making your vision a reality in your classroom?
Skills for Effective Reviewing

A successful review meeting is dependent on the ability of the Professional Mentor to
demonstrate the following skills:
 Creating an empathetic atmosphere - make the participant feel relaxed and able to
discuss his or her strengths and weaknesses openly and honestly. Make sure that your
position of seating in relation to the participant is appropriate to foster interaction. Adopt
an open body posture.
 Listening actively - focus on what the participant has to say, give them your full attention.
Avoid unnecessary interruptions. Give supportive non-verbal feedback like nods and
smiles. Maintain eye contact. Use verbal and non-verbal prompts to facilitate the
discussion.
 Observing non-verbal signals - it is important to be attentive to the participant’s non-
verbal behaviour so that you can respond appropriately.
 Clarifying, paraphrasing and restating - it is important that both participants fully
understand what is being said.
 Asking appropriate questions - questions should be used which allow the participant to
respond openly; they should be exploratory and invite the participant to talk.
 Summarising - it is useful to summarise what has been said at critical points in the
dialogue to aid common understanding and assist target setting.
 Praising - remember to give praise to aspects that have gone well.
 Setting targets - the reviewer must help the participant to identify targets and goals for
the next term. Targets should be achievable and must reflect the major areas of the
Teachers’ Standards.
 Action planning - targets should be accompanied by strategies and activities for
achievement.

Section 7: Assignments
7.1 Timeline for Written Assignments and Reflective
Journal Assignments
Reflective Journal
Written Assignments
Assignments
WA1: Start of SI
June 2013
July 2013 Submit 19 July 2013
Aug 2013
Sept 2013 First reflection
Oct 2013 WA2: Start early October
Nov 2013 Submit 4 Nov 2013
Dec 2013 Second reflection
Jan 2014 Submit 13 Jan 2014
WA3: start once WA3 has been

Jan 2014
submitted
Feb 2014 Submit 24 Feb 2014
Mar 2014 Third reflection
April 2014 Submit 28 April 2014
May 2014
June 2014 WA4: Start May Submit 19 May 2014
July 2014 Submit Summer Institute 2014

7.2 Introduction to Written Assignments

Participants will be required to complete four written assignments (WAs) during the training
programme. These assignments will contribute to the evidence that participants meet the
Teachers’ Standards relating to professional development.
Assessment of Written Assignments

The assessment of written assignments (WA) will be used to model different approaches to
assessment. WA1 and WA3 will be formally assessed in essay form by Secondary Professional
Tutors, and WA2 by Secondary Subject Tutors. WA4 will be assessed as a presentation to peers at
the Final Summer Institute. This will also be assessed by a University Tutor. Primary Professional
Tutors assess all primary participants work.
 WA1 is a diagnostic assessment completed at the Summer Institute and assessed at Level
6.
 WAs 2 and 3 are designed to be assessed according to the guidance at Masters level with
the option to assess at Level 6 against alternative learning objectives - see Programme and
Module Specifications (available on request and online) and the Written Assignment
Assessment Grid.
 WA4, which is assessed at Level 6, will be assessed at the Final Summer Institute.
Note: There are also three Journal Assignments in the form of Reflective Journal Assignments
(RJAs) on Classroom Management, Assessment and Professional Development that together
comprise the third element assessed at Masters level (see the Journal for more information). The
RJA1 and RJA2 are not given marks or grades but concise formative feedback is given. Only RJA3
is marked summatively and by the Professional Tutor.
All assignments will be percentage marked against criteria appropriate to the level of the
assignment. The pass mark at both Level 6 and Level 7 is 50%. In the event that a written
submission requires revision in order to meet the standard required to pass, the maximum mark
attainable after revision is 50%. Participants must pass all assignments to be awarded the PGCE
Teach First and recommended for QTS.
If an extension is required, this must be applied for in advance following the university’s
regulations and procedures. The full procedures are available from your Faculty, Student Services
and the Students’ Union and on iCity at https://icity.bcu.ac.uk/Student-Services/Complaints-
and-Appeals .Where a participant submits his or her first attempt at an assessment after the
published deadline, the maximum mark available will be 50% provided it is submitted no more
than five working days after the published deadline. Work submitted more than five working days
after the published deadline will not be marked and the participant will be deemed to have failed
an attempt at the assessment. Participants who hand in assignments late without reason may
have their progress designated as ‘Inadequate’. Participants who exceed the word limit for an
assignment by more than 10% will be deemed to have failed the assessment. Participants should
always keep an electronic and hard copy of all work handed in.
General guidance for the written assignments

Focus and context
 define a focus and context
 contextualise the work (in the department, school, locally, nationally)
 show understanding of the issues
 define the aims and purposes of the assignment
Use of reading and resources

 demonstrate that appropriate reading and resources influence the assignment

 discuss the material read

 show how the material relates to the practical work carried out
Theory and practice

 make connections between theory and practice
 show an understanding of the theory read and its application
 show how theory and practice can inform each other
Use of supporting information

 organise information gathered from teaching experience as appendices (e.g. lesson plans,
examples of assessed pupil work)
 include information collected in other ways (e.g. interviews with pupils), if appropriate
 analyse this information in the body of the essay
Reasoning
 construct a well-argued discussion
 identify questions and issues and follow them through to conclusions
Organisation and presentation

 demonstrate a high level of presentation using word processing
 ensure there is clear and appropriate use of English
 list books and articles that are actually referenced in the work
 use the Harvard referencing system
Impact on professional development

 reflect on the development of your understanding of the chosen topic
 show how the assignment will affect your teaching and your developing philosophy of
education
 identify areas which you intend to follow up and say how you will do so
 indicate how the work contributes to your attainment of the Teachers’ Standards
Ethics Statement
All Participants are expected to abide by the ethical guidelines provided by the British
Educational
Research Association (BERA) and or the British Psychological Society (BPS) when undertaking
research for
all written assignments.
BERA: http://www.bera.ac.uk/publications/ethical-guidelines
BPS: http://www.bps.org.uk/what-we-do/ethics-standards/ethics-standards
Should the nature of a participant’s research extend beyond activities that might reasonably be
undertaken by a professional teacher, they should, following discussion with a tutor, apply for
ethical approval from Birmingham City University.

7.3 Written Assignment information for 2013/14

Written Assignment 1 (WA1)
4.30 pm, Friday 19 July 2013
Word count: 2000 words
To be submitted electronically. Please also keep an electronic copy yourself.
School and Community Inquiry Assignment

 TITLE
This assignment will enable you to conduct an inquiry into the
relationship between your school and its community.
The assignment aims to enable you to consider the following questions:

 AIMS
 What knowledge and understanding will you need to develop
about the lives of the pupils you teach and the community in
which you will be teaching?
 How have you begun to use this knowledge to develop a
personal view of the wider community in which your school is
situated?
 How effective are the school and community links developed
between your employing school and its community? (If
appropriate, you may make comparisons to other schools, for
example, your PPW or teaching experience school.)
 How can understanding the community served by a school
support your future work as a sensitive, responsive and effective
teacher?
Although not assessed at M level, the assignment also aims to serve a

diagnostic purpose to provide formative feedback on your ability to
write at Masters level.
S1 Set high expectations which inspire, motivate and challenge pupils

 STANDARD
S5 Adapt teaching to respond to the strengths and needs of all pupils
FOCUS

Guidance: a suggested approach to WA1

This assignment will enable you to conduct an inquiry into the relationship between your school
and its community.
Aims
 What knowledge and understanding will you need to develop about the lives of the pupils
you teach and the community in which you will be teaching?
 How have you begun to use this knowledge to develop a personal view of the wider
community in which your school is situated?
 How effective are the school and community links developed between your employing
school and its community? (If appropriate, you may make comparisons to other schools, for
example your PPW or teaching experience school.)
 How can understanding the community served by a school support your future work as a
sensitive, responsive and effective teacher?
Although not assessed at M level, the assignment also aims to serve a diagnostic purpose to
provide formative feedback on your ability to write at Masters level.
Assignment
In your reflective commentary you need to:
1) inquire into how your employing school (please provide a brief profile of the school to set
the context) is influenced by, is served by and serves its community in the context of
changing national and local agendas (make some comparisons with other schools, e.g. your
teaching experience school);
2) present findings from the analysis undertaken in your inquiry focussing on a specific
element of the relationship between your school and its community (some suggestions for
a focus follow);
3) reflect on how schools can further develop community links, considering some of the
current national educational agendas;
4) synthesise ideas from relevant parts of the PPW document and make reference to relevant
literature to further your understanding;
5) reflect on how understanding schools in their communities can support your development
as a sensitive, responsive and effective teacher.
The assignment will include several annotated appendices, which will not be included in the total
word count.
Suggestions for a specific inquiry focus follow (see point 2 above). This list is not exhaustive and
we will explain this aspect of the assignment in more detail in sessions. You should discuss ideas
with your mentors, and your professional tutor before making a final decision about your inquiry
focus.
 Evaluating the school’s approach to promoting community cohesion
 Evaluating an extended school and the extent to which pupils (and other members of the
community) are engaged in out-of-school-time activities
 Analysing the impact of academy or specialist school status on school and community life
 Evaluating how strong school-community links can be used to raise the achievement of
particular pupils, e.g. boys or pupils from minority ethnic groups

 Evaluating how the development of adult education on the school site can be used to raise
the aspirations of school pupils
 Analysing the impact of the school council (if there is one) on school policy, school systems
and the relationship between school and community
Assessment criteria
Your work will be assessed against the following criteria:
1. the quality of your analysis and reflection in understanding links between your employing
school and its community (and other schools, as appropriate) in the context of changing
national and local agendas;
2. the range of ideas you suggest for schools to develop such links further;
3. the range of evidence you have generated, collected and used to draw implications for
your future work as a professional teacher of your subject, including data and reflections,
ideas from your inquiry in your employing school (linked to ideas from other schools as
appropriate), material in annotated appendices and references to appropriate literature;
4. the presentation and structure of the commentary including clear cross-referencing in the
text of the assignment to annotated appendices, which might include statistical
information, photographs, graphs, maps, media files, etc;
5. the technical accuracy and clarity of your writing;
6. your attention to ethical considerations, including anonymity (see below);
7. there must be evidence of criticality of thought.
Ethical Considerations
The purpose of this assignment is to understand and respect how people see their own lives and
community. You need to be guided by principles that correspond to this purpose. You will need
parental permission to include photographs of children in your work. (You should check with your
school about how they handle this.) Remember that this assignment is not a private document; it
will be read by others. Please ensure that the tone and content of your work shows respect for
issues of confidentiality and difference, and that you anonymise school(s) and individuals.

7.3 Written Assignment information for 2013/14

4.30 pm, Friday 19 July 2013
To be submitted electronically. Please also keep an electronic copy yourself.
School and Community Inquiry Assignment

 TITLE
This assignment will enable you to conduct an inquiry into the
relationship between your school and its community.

 AIMS
 What knowledge and understanding will you need to develop
about the lives of the pupils you teach and the community in
which you will be teaching?
 How have you begun to use this knowledge to develop a
personal view of the wider community in which your school is
situated?
 How effective are the school and community links developed
between your employing school and its community? (If
appropriate, you may make comparisons to other schools, for
example, your PPW or teaching experience school.)
 How can understanding the community served by a school
support your future work as a sensitive, responsive and effective
teacher?
Although not assessed at M level, the assignment also aims to serve a

diagnostic purpose to provide formative feedback on your ability to
write at Masters level.
S1 Set high expectations which inspire, motivate and challenge pupils

 STANDARD
S5 Adapt teaching to respond to the strengths and needs of all pupils
FOCUS

This assignment will enable you to conduct an inquiry into the relationship between
your school and its community.
Aims
 What knowledge and understanding will you need to develop about the lives of
the pupils you teach and the community in which you will be teaching?
 How have you begun to use this knowledge to develop a personal view of the
wider community in which your school is situated?
 How effective are the school and community links developed between your
employing school and its community? (If appropriate, you may make comparisons
to other schools, for example your PPW or teaching experience school.)
 How can understanding the community served by a school support your future
work as a sensitive, responsive and effective teacher?
Although not assessed at M level, the assignment also aims to serve a diagnostic purpose
to provide formative feedback on your ability to write at Masters level.
Assignment
In your reflective commentary you need to:
6) inquire into how your employing school (please provide a brief profile of the
school to set the context) is influenced by, is served by and serves its community
in the context of changing national and local agendas (make some comparisons
with other schools, e.g. your teaching experience school);
7) present findings from the analysis undertaken in your inquiry focussing on a
specific element of the relationship between your school and its community
(some suggestions for a focus follow);
8) reflect on how schools can further develop community links, considering some of
the current national educational agendas;
9) synthesise ideas from relevant parts of the PPW document and make reference
to relevant literature to further your understanding;
10) reflect on how understanding schools in their communities can support your
development as a sensitive, responsive and effective teacher
The assignment will include several annotated appendices, which will not be included in
the total word count.
Suggestions for a specific inquiry focus follow (see point 2 above). This list is not
exhaustive and we will explain this aspect of the assignment in more detail in sessions.
You should discuss ideas with your mentors, and your professional tutor before making a
final decision about your inquiry focus.
 Evaluating the school’s approach to promoting community cohesion
 Evaluating an extended school and the extent to which pupils (and other
members of the community) are engaged in out-of-school-time activities
 Analysing the impact of academy or specialist school status on school and

community links
 Evaluating how strong school-community links can be used to raise the

achievement of particular pupils, e.g. boys or pupils from minority ethnic groups

 Evaluating how the development of adult education on the school site can be
used to raise the aspirations of school pupils
 Analysing the impact of the school council (if there is one) on school policy,
school systems and the relationship between school and community
Assessment criteria
Your work will be assessed against the following criteria:
8. the quality of your analysis and reflection in understanding links between your
employing school and its community (and other schools, as appropriate) in the
context of changing national and local agendas;
9. the range of ideas you suggest for schools to develop such links further;
10. the range of evidence you have generated, collected and used to draw
implications for your future work as a professional teacher of your subject,
including data and reflections, ideas from your inquiry in your employing school
(linked to ideas from other schools as appropriate), material in annotated
appendices and references to appropriate literature;
11. the presentation and structure of the commentary including clear cross-
referencing in the text of the assignment to annotated appendices, which might
include statistical information, photographs, graphs, maps, media files, etc;
12. the technical accuracy and clarity of your writing;
13. your attention to ethical considerations, including anonymity (see below);
14. there must be evidence of criticality of thought.
The purpose of this assignment is to understand and respect how people see their own
lives and community. You need to be guided by principles that correspond to this
purpose. You will need parental permission to include photographs of children in your
work. (You should check with your school about how they handle this.) Remember that
this assignment is not a private document; it will be read by others. Please ensure that
the tone and content of your work shows respect for issues of confidentiality and
difference, and that you anonymise school(s) and individuals.

Written Assignment 2 (WA2) Overview

4.30 pm, Monday 13 January 2014
Word count: 5000 words (IOE +/- 10%)
Please keep an electronic copy of your assignment.
Title What theories of learning and teaching influenced, and were

developed by, your planning, teaching, assessment and
evaluation of a unit of work? Critically evaluate and analyse the
contribution of these theories and their application in the unit
of work to student attainment.
Aims
To examine and better understand the process of planning and

its link to teaching and learning theory. You will be required
to explore the relationship between theory and practice in the
classroom, linked to work that has been produced by the
students you teach.
Standards Focus
S2 Promote good progress and outcomes by pupils
S3 Demonstrate good subject and curriculum knowledge
S4 Plan and teach well-structured lessons
S6 Make accurate and productive use of assessment

You need to identify a unit of work which you have planned (or played a significant role
in planning), taught, assessed and evaluated. The unit of work should be long enough that
progression in learning can be assessed and evaluated but not so long that a rigorous
approach to its evaluation is unrealistic within the word limit. You can negotiate the
length of the unit with your subject tutor but six one-hour lessons is about right.
In this assignment there is a strong emphasis on the link between theory and practice.
You must identify reading that develops your thinking around the subject of planning and
teaching and learning theory. You should adopt a critical approach justifying why you
have used the theory and, where you have rejected theory, your rationale should be
given. For example, the theory may not be suitable for your context.

You should include an explanatory narrative commenting upon the processes you used to
plan the unit of work and any demands this made on you to develop new subject
knowledge. You may want to address the following questions:
 What is the context framework for this planning?
 How is the series of lessons connected by shared, overarching aims and
objectives for pupil learning?
 How does your planning ensure that there is progression in pupil learning?
 What strategies have you used to assess the learning that takes place across
the series of lessons?
 Why did you choose particular resources and teaching and learning methods?
 How have you developed pupils' specialist subject knowledge, skills and
understanding through the unit of work? What is your understanding of how pupils
develop their knowledge, skills and understanding of particular topics/areas of
your specialist subject through their lessons on your unit of work?
 Why and how you planned what you did and what issues you considered in the
planning process?
 Which theoretical works have informed planning in your subject?
 How has this theory interacted with your practice of planning this term?
 Does the theory contradict your practice?
 Does the theory raise further questions about your practice in planning?
 Does the theory and practice lead you to develop your thinking about planning
and developing subject knowledge to teach your subject?
 How has your pedagogical knowledge developed?
 How does this link to your developing understanding of educational theory?
Having delivered the unit, your critical narrative needs to develop into an exploration of
the processes involved after its planning. In other words, an exploration of the teaching
and learning methods adopted, the assessment of the pupils' progress made and an overall
evaluation of the unit in terms of its impact on learning. You should apply similar
questions to those above but in relation to the implementation of the unit. Again,
responses should be informed by theory and critical reflection.
Within the last 400-500 words you should briefly define your conclusions about the
principles you should adopt when planning and using teaching and learning theory. In
addition, indicate how far your work has enabled you to meet the requirements of the
Teachers’ Standards and the impact on your professional development in terms of
planning, teaching and learning.
Appendix
The appendix may include material such as lesson plans, evaluations and pupils' work. Any
reference to names must be obscured. Only material referred to within the main body of
the assignment should be included in the appendices. Consider the reader when making
decisions about what to include. You should submit the appendix electronically as part of
the assignment (not as separate files). This may mean you need to scan some documents,
so leave yourself time to do this.

Written Assignment 3 (WA3) Overview

What theories influenced your practice in order to improve the

Title learning of two students with similar specific educational
needs? Critically evaluate and analyse the contribution of these
theories and their application to students’ learning.
To explore the interventions and progress of two students

Aims with the same specific need and evaluate the support
provided for them.
S2 Promote good progress and outcomes by pupils
S5 Adapt teaching to respond to the strengths and needs of

Standards Focus all pupils
S8 Fulfil wider professional responsibilities


Identify the specific focus area (SEND or EAL) that you are going to research. You will
need to develop your understanding of this area by reading some relevant theory. You
will need to demonstrate some critical engagement with this theory and summarise your
findings. You should identify the significance of the theory to informing best practice
and the relevance of this practice to raising pupil achievement, i.e. you need to show
that you understand what SEND or EAL means and you know what could and should be
done in schools to address the issues.
You need to identify two pupils you teach that have been categorised as being within your
focus area. You need to describe how these pupils’ educational experiences within the
school have been shaped by being categorised i.e. you need to audit the provision made by
the school. Within this you need to identify the school's policy. You need to critically
evaluate the provision made by the school. This evaluation must link directly to your
findings from the theory and best practice and be based on the experiences of the pupil
identified. You may evaluate the school's policy as well as practice, identify where the
policy is being implemented effectively or not and how provision is meeting the needs of
the pupil (or not). You should identify areas where the school may need to develop its
policy and practice.
You need to concentrate your discussion upon your practice, i.e. the ways in which you
have been able to meet the needs of the pupil identified. This needs to be more than a
description of what you have done but a critical analysis of the strategies adopted and
the decisions you made. This discussion of practice must reflect the theory you have
identified to guide your practice and an evaluation of its relevance and use. You must
use specific data to inform your response. For example, when evaluating the progress
the pupil made, you need to refer to baseline data (e.g. CATs, SATs, GCSE grades, etc.)
and any formative or summative assessments made. Data can include attendance and
punctuality records and their implications for your teaching.
Within the last 400 words of the assignment, briefly define your conclusions about the
principles you should adopt for personalised learning. In addition, indicate how far your
work has enabled you to meet the requirements of the Teachers’ Standards and the
impact on your professional development in terms of teaching and learning.
This assignment requires you to refer to a specific pupil and your placement school.
These must not be named within the assignment and appendices. Any reference to names
must be obscured. Under no circumstances is the pupil identified to be interviewed or
questioned in any way for the purposes of this assignment.
Appendix
The appendix may include material such as assessment data, lesson plans, evaluations,
school policy, individual educational plans (IEPs) and so on. As already mentioned, any
reference to names must be obscured. Only material referred to within the main body of
the assignment should be included in the appendices. Consider the reader when making
decisions about what to include. You should submit the appendix electronically as part
of the assignment (not as separate files). This may mean you need to scan some
documents, so leave yourself time to do this


Summer Institute 2014
PowerPoint presentation with accompanying handouts for audience and speaker’s notes for
use by the tutor assessing your work.
How have you demonstrated high

expectations of students and a commitment
to raising attainment in your placement
Title school? Making reference to the theories
which influenced your work, you should
evaluate some examples of your practice,
focusing on the impact of the strategies you
adopted on student learning and attainment
To share with your peers and the next cohort

of participants some evidence of the
outcomes arising from your commitment to
high expectations of students. The
presentation should initiate debate amongst
participants about successful practice and
Aims issues surrounding the establishment of high
expectations and high-achieving practice.
The presentation should also show how
theory has underpinned your practice. The
next cohort of participants should be able to
use the findings from the presentation to
inform their own future practice.
S1 Set high expectations which inspire,
Standards Focus motivate and challenge pupils

You will deliver a presentation to Teach First participants and to assessing
tutors at the Summer Institute. The presentation must be accompanied by
speaker's notes. You will have ten minutes to deliver the presentation with
additional time for questions.
Speaker's notes (2000 words equivalent) should be submitted to the tutor. These
notes should outline the theory underpinning the practice discussed.
The aim of this assignment is for you to share with your peers and the next
cohort of participants some evidence of the outcomes arising from your
commitment to high expectations of pupils. The presentation should initiate
debate amongst participants about successful practice and issues surrounding the
establishment of high expectations and high-achieving practice. The next cohort
of participants should be able to use the findings from the presentation to inform
their own future practice. You should therefore consider carefully how your
presentation engages the audience and provokes insight into the issues discussed.
The visual and aural elements of the presentation will be assessed, as will the
means by which the speaker interacts with the audience.
When planning the presentation, you should consider the following as it directly
relates to how evidence for S1 is assessed. When assessing your progress towards
meeting S1, the QTS assessor will consider the following questions:
 Has the participant planned work at a suitably high level in relation to age
and ability and to external benchmarks such as National Curriculum level
descriptors?
 Has the participant planned to meet diverse needs?
 Can the participant encourage learners to contribute views, and to
reflect on, evaluate and learn from their mistake?
 Can the participant resolve conflicts and learners' problems
sensitively to protect their self-esteem?
 Does the participant succeed in teaching learners to cooperate, to
collaborate and to listen to others?
 Is the participant able to build learners' confidence?
 Do learners show respect and sensitivity in their relationships with
one another and in their responses to the participant?
You must show that you have engaged with at least some of these
questions and understand their relationship to educational achievement.
You should use specific examples to illustrate your presentation. These examples
could be individual pupils, groups of pupils or classes. Your choices of examples
should be linked so that the presentation has some unifying principle, which you
define. For example, you might like to choose a class where the majority of
pupils met high expectations you set, but for some interesting reason, some
pupils were unable to do so. There must be evidence that you understand the
theory underlying progression in your subject and that this underpins the
strategies you adopted.
The synthesis of theory and practice must be illustrated. You should clearly
identify the most important influences on the practice you describe which may
include theory from your subject studies and professional studies; policy guidance
from your school, local or national sources; and any other appropriate material
you have used to inform your practice. You should engage critically with the
material and state how your view of any guidance in the material has been
modified by
your experience. Theory should be referenced and explained within the speaker's
notes.
You are providing a critical evaluation of the work you have undertaken,
analysing the reasons for success and/or failure in your attempt to set and
achieve high expectations,
and identifying strategies for your own future practice and that of others where
appropriate. This should be exemplified in the speaker's notes. You should
conclude the presentation with a discussion of its implications for your
practice in the future, making clear how your findings have impacted upon your
evaluation of your own future professional development needs.
Speaker's Notes
The speaker's notes must illustrate to the tutor that you understand the theory
you reference, you have engaged critically with it and have a rationale for its use
or dismissal. It must be clear how you have used theory to identify strategies for
your (or the school's) future practice and professional development. The word
limit for these notes is 2000 words not including references.
Ethics
In order to pass WA4 you must include contextual detail. However, you are
reminded of the need to respect the privacy of the people and organisations you
cite and refer to. In practice this means that you must render them anonymous
by giving them pseudonyms or obscuring references to them on documentation. If
you wish to use photographs or videos of pupils and their work you must follow
the school's policy. The presentations are likely to be posted on the website as a
means of celebrating your successes and supporting your peers so you and the
school should be aware of this. Teach First would not include this material on the
shared website.

7.4 Reflective Journal Assignments (RJAs)

Overview
To record, in an incremental process, your

 Aims developing knowledge and understanding which
forms the core evidence of your development
as a reflective practitioner.
Teachers make the education of their pupils

their first concern, and are accountable for
achieving the highest possible standards in
work and conduct.
S1 Set high expectations which inspire,

 Standards motivate and challenge pupils
Focus
S2 Promote good progress and outcomes by
pupils
S6 Make accurate and productive use of

assessment
S7 Manage behaviour effectively to

ensure a good and safe learning
environment
S8 Fulfil wider professional responsibilities
 Submission Word count and submission dates:

Part 1: 2000 Monday 4 November 2013
Part 2: 2000 Monday 24 February 2014
Part 3: 2000 Monday 19 May 2014
Please keep an electronic copy of your
assignment.

Part 1: Classroom Management (RJA1)
Reflect on the practical approaches that are offered in two officially endorsed documents:
- The Report of the Practitioners Group on School Behaviour and Discipline,

chaired by Sir Alan Steer (2005) updated 2009
- School Ofsted Report or alternative local document selected in discussion with your
Professional Tutor.
Examine these approaches in the light of your reading of the theory and
background research underpinning these reports.
Analyse how your future development as a classroom practitioner has been (and
continues to be) informed by blending these reports with your own further evidence on
behaviour management.
Part 2: Assessment for learning (RJA2)

Reflect on the impact that assessment has had on your teaching and learning, as informed by
theories of Assessment for Learning (AfL) in the classroom.
The following is a summary of the centrality of assessment to classroom learning:
Good assessment for learning:
 is embedded in a view of teaching and learning of which it is an essential part;

 involves sharing learning goals with pupils;
 aims to help pupils to know and to recognise the standards they are aiming for;
 involves pupils in self-assessment.
Hence, much of what teachers and learners do in classrooms can be described as

assessment. That is, tasks and questions prompt learners to demonstrate their knowledge,
understanding and skills. What learners say and do is then observed and interpreted, and
judgments are made about how learning can be improved. These assessment procedures are
an essential part of everyday classroom practice and involve both teachers and learners in
reflection, dialogue and decision making.
Part 3: Professional Development (RJA3)

Critically reflect on your continuing professional development (CPD); the extent to which it
has improved and how it will improve pupil learning; and how it will inform targets for your
NQT year.
 Ensure that reference is made to your emerging portfolio of evidence linked to

the Teachers’ Standards.
 Ensure that reference is made to current CPD research.
Guidance
Reflective assignments are accounts of your practice designed to empower you and help you
improve your practice. This account should not solely be descriptive narrative. Concise and
thoughtful descriptions should be analytical, identify critical moments in your practice that
have led to change and should be informed by theory. Carefully selected, relevant and
useful theory should be synthesised into the account. Your reflective Journal should be a
significant point of reference when writing up these assignments. Journal entries will serve
as an aide memoire and facilitate the process by which you can focus on specific incidents
to develop and analyse your professional practice.

Part 1: Classroom Management (RJA1): A suggested approach

Introduction
What is reflective practice? Very briefly outline the theory, for example, David A. Kolb.
Discuss why you think it is important to develop your skills as a reflective practitioner, i.e.
say why you think reflection is important to your professional learning and give one or two
practical and real examples. (300 words approx.)
Development
You must illustrate your discussions by making reference to your own practical experiences,
i.e. highlight how you are making the link between theory and practice.
What are you doing/not doing/hope to do in relation to the main points made in the
documents?
Make sure you refer to the reports identified. What is the link between what the reports are
saying and the theory?
For example, at the Summer Institute you learnt about motivation theory so part of your
assignment might read like this:
Steer (2005) identified the role rewards and sanctions (p.80) play in promoting good
behaviour. I have noticed that my Y8 group have responded well to the receipt of 'good
effort' stickers in their planners and often ask for them when they complete tasks. This
links to Skinner's theory that behaviour ‘reinforced by a pleasurable outcome is more likely
to be repeated’ (Capel and Gervis (2009), p.129). However, this has not worked as well
with Y11 as they do not value the stickers ....
Do not be afraid to be constructively critical of the theory and the reports - if you do
not agree and have evidence from practice of why you do not agree, then include this
with your reasons why.
Make it absolutely clear how the theory, reflection on practice and the reports are
helping you to develop.
(1000 - 1400 words approx.)
Conclusion
Identify some really clear and specific targets for your future development linked to the
issue of behaviour management. Ensure these are relevant to the personal reflections
you made earlier and have a basis in theory. Make reference to how these targets link
with the official documents.
(250 words approx.)
Part 2: Assessment for learning (RJA2): A suggested approach

This assignment requires a rigorous academic approach. Central to your response must be
reflection on your practice. The theory must be synthesised seamlessly within your
response.
The theory being assessed here is your understanding of the purpose of assessment and
the strategies available to the teacher to use.
Also being assessed is your ability to reflect upon the opportunities you have identified to
assess pupils, the opportunities that you have, on reflection, missed; the techniques and
procedures you have used in the classroom and how useful they have been and how you
hope to improve your practice and develop your skills.

Introduction
You might start by stating how important assessment is to learning (refer to the QCDA
Assessment for Learning guidance and education theory. Note: the guidance is not
theory).
Describe the purpose of assessment. This should be informed by theory but relate to
you and your practice. Why do you think it's important to assess?
Theory you might want to highlight includes demonstrating an understanding of the

difference between summative and formative assessment.
Development
Identify the assessment procedures available to you. Discuss how you have used them
(or not) with reasons and reflect upon how useful they have been to you in relation to
purpose.
Describe some of the assessment strategies/processes/procedures you have used. State why
you chose them, what you used them for and who with, how successful (or not) they were
and how you would develop their use. You must use specific real examples and also
consider the theory of their use.
Identify any you have not used yet, give reasons and state why you might find them useful in
the future.
Conclusion
This must centre on your reflections about how you can improve your practice in the future.
You might want to set yourself some targets in relation to developing what you have done
well, improving that which you have not had as much success in and identify any gaps in
your knowledge and practice.
Part 3: Professional Development (RJA3): A suggested approach

i) You need to identify and carefully select some critical moments in your practice
that have led to development in your practice and had an impact on learning.
You should reflect on these moments and discuss why they led to change and
justify your conclusions as to why and how they impacted on learning. Theory
should be used to support your response. Your critical analysis should lead to
insightful targets for further development that will form the basis of your NQT
induction.
ii) You need to consider the main findings of the research cited and analyse these in
relation to your own practice. Can you draw comparisons or are you critical of
some of the findings? Are the findings relevant to you within your
organisational context and why? Could there be opportunities to develop CPD
practice in your context?
In order to develop professionally you have been working towards meeting the Teachers’
Standards. How have these standards helped you to achieve professionalism? Does meeting
these make you a teacher professional or are there other additional elements to being a
teacher professional? How would you define teacher professionalism and you professional
identity? You must support your response by reference to the abundance of high quality
theory that has been written on this subject.
NB: Guidance to the assignments is offered here as an introduction to preparation for the
assignments. Further guidance for completing the assignments will be given to you near to
each assignment’s commencement period. Tutors will support you to unpack and act upon
the guidance.

Section 8: Assessment
The assessment of participants includes the following components, which are discussed in more
detail later in this chapter:
8.1 Key Assessment Dates 2013-14
Summer Institute
Date Assessment by
Written Assignment 1 19 July 2013 (am) Professional Tutor
Internal Review Board SI Week 6 Programme Director
Autumn Term
Formative Observations Autumn Term 2013 University Tutors (3)
School Mentors (3)
Termly Review 15 November 2013 Professional/School Mentor
Reflective Journal 4 November 2013 Professional Tutor
Assignment 1 (Classroom
Management)
Internal Review Board 27 November 2013 Programme Director
Spring Term
Date Assessment by
Written Assignment 2: 13 January 2014 Subject Tutor/Primary
Planning Professional Tutor
Formative Observations Spring Term 2014 University Tutors (3)
School Mentors (3)
Termly Review 28 February 2014 Professional/School Mentor
Reflective Journal Assignment 24 February 2014 Professional Tutor
2 (Assessment)
Internal Review Board 13 March 2014 Programme Director
Summer Term
Date Assessment by
Written Assignment 3: Inclusion 28 April 2014 Professional Tutor
Formative Observations Summer Term 2014 University Tutors (2)
School Mentors (3)
Moderated Teaching June/July 2014 Assessor (Moderated by
Assessment External Moderator)
Termly Review 16 May 2014 Professional Mentor
Internal Review Board 12 June 2014 Programme Director
Reflective Journal Assignment 19 May 2014 Professional/School Mentor
3 supported by Professional
Tutor
CEDP Review June/July 2014
Final Summer Institute

Date Assessment by
Written Assignment 4 Summer Institute 2014 University Tutor
Final Assessment and Sign-Off Summer Institute 2014 University Tutor
Final Examination Board Summer Institute 2014 QTS recommended Masters-
level
assignments moderated by
university tutors and External
Examiner.
8.2 ITT Criteria and Teachers’ Standards for

Qualified Teacher Status
During the 2011-12 academic year there was an extensive review of the requirements and
standards relating to QTS. The new Teachers’ Standards and ITT Criteria came into effect
1 September 2012. The Teach First Programme has been adapted in line with the new
guidance.
Initial Teacher Training Criteria

The Initial Teacher Training (ITT) Criteria – what organisations and partnerships providing
training must do - are defined by the Teaching Agency. Part of this means that a detailed
partnership agreement will be sent to all schools working with Teach First. It outlines how
schools, universities and Teach First work together in an ITT partnership, with roles and
responsibilities clearly outlined. The partnership agreement also maps programme
procedures and arrangements against the Criteria for Initial Teacher Training.
All training providers work closely with schools and Teach First to quality assure the
programme with reference to these criteria as well as the General Conditions for the
Graduate, Registered, Overseas-Trained Teacher and Teach First (ITT element)
Programmes laid down by the Secretary of State.
Teachers’ Standards for Qualified Teacher Status

The Teachers’ Standards are defined by the Teaching Agency. A complete list of the
standards is included in the tracking progress document in the Journal. The Journal
provides week-by-week support for the development of participants’ reflective practice.
Further information can be found in the introductory pages of the Journal.
8.3 The Journal

The Journal offers week-by-week support for the operation of the programme and the
development of participants. It provides key evidence of professional development in
operation.
It provides:
 a focus for weekly meetings between the participant and their Mentor
 reminders of administrative tasks which need to be carried out
 reminders of assessment tasks which need to be completed
 space for recording the school-based training programmes (Professional and
Subject)
 space for recording key achievements, issues and targets
 space for recording key reflections on professional development
 space for the Mentor and Tutor to sign and comment on participant progress.
Further information on the use of the Journal and monitoring of the Teaching Evidence can
be found in the introductory pages of the Journal itself.

8.4 Teaching Evidence

This is the key working document participants keep during the training year. It may take
the form of a file, folder or box. It must be available to mentors and tutors for ongoing
formative assessment at any time. It should contain sections headed:
 Section 1; Professional Attributes

 Section 2: Teaching
 Section 3: Out-of-School Activity
 Section 4: Other Evidence
Documents required for effective teaching, including schemes of work, lesson plans,
resources, class data and records of pupil progress, make up the Teaching File, which must
be set up at the beginning of the training year. Other evidence will be collected
throughout the year and will be sifted to provide material for the Final Portfolio.
Section of Description Evidence

Teaching
Evidence
Section 1: This section will include clearly By the end of the school year,
Professional labelled evidence of a participant’s participants should have collected
Attributes contribution to the corporate life of the following:
schools.  details of work undertaken to
support a form tutor, e.g.
preparation work for form
assembly; pupil progress review
interview notes
 a selection of lesson plans that
demonstrate the link between
the subject and citizenship
 evidence of contributions to
meetings, e.g. overheads/notes
for presentation at department
or pastoral group meeting
 evidence of extra-curricular
work, e.g. evidence of the
planning of lunchtime or after-
school clubs
 evidence of communication
with parents or carers, e.g.
notes from a parents evening;
letters home; reports (or draft
reports)
 evidence of collaboration with
other professionals, e.g. SEN
coordinator, planning for a
cross-curricular activity.
Section 2: This section will include a range of The evidence will include:
Teaching evidence to show that in planning,  units of work which the
teaching and assessing pupils and in participant has planned and/or
evaluating their teaching, which their lessons contribute
participants are addressing the to
Teachers’ Standards concerned  detailed lesson plans
with:  lesson evaluations

 setting appropriately  lesson observations carried out

challenging teaching and by tutors, mentors or other
learning objectives teachers
 making differentiated provision  photographs of some examples
for the teaching, support, of resources the participant
monitoring and progress of all has selected and developed
pupils  data and information on
 selecting, preparing and individual pupils and groups of
employing resources pupils (e.g. IEPs, statistics on
 working effectively with other prior attainment)
adults  examples of assessment
 planning and implementing  examples of assessments made
assessment strategies of individuals and groups of
 recording, reviewing and pupils
reporting on pupils’ progress and  assessment records for the
achievements whole class
 establishing and maintaining a  detailed assessment records for
purposeful learning environment individual pupils
 teaching the required/expected  notes and other documents for
knowledge, understanding and reporting to parents.
skills
 teaching clearly structured The teaching section of the
lessons/sequences of work Secondary Teaching File should be
 improving teaching (including by organised so that all the materials
evaluation). concerned with each class taught
are kept together. Participants
may keep a separate mark book
and/or a separate resource file and
cross-reference the contents.
Section 3: In order to meet Teachers’ Standard The Teaching File should contain
Out-of- S4, participants will need to provide detailed records of at least one
School evidence that they can plan activity of this kind planned,
Activity opportunities for pupils to learn in including:
out-of-school contexts, such as  risk assessment and staffing
school visits, museums, theatres, arrangements
field work and employment-based  costing and financial
settings with the help of other staff arrangements
where appropriate.  letters sent to outside
organisations and parents
 teaching plan and materials
used
 examples of assessed work by
pupils
 evaluation of the learning
achieved by pupils.
Section 4: This section of the file should be
Other used to collect all other material
Evidence which may be useful evidence that
participants meet the Teachers’
Standards. This section should be
indexed using the pro forma to be
found in the Journal as an appendix.

Unit of Work Cover Sheet for secondary participants

The Unit of Work Cover Sheet (see the Journal) provides a means of relating medium-term
planning to the Teachers’ Standards. The Teach First Programme philosophy is that
participants should think holistically about the connections between planning, teaching,
assessment and evaluation both as a means of developing good practice as reflective
practitioners and engaging with the Standards. The Unit of Work Cover Sheet groups
connected Standards together, and can usefully prompt participants to evaluate whether
they are taking into account all the planning, teaching, assessment and evaluation
considerations the Standards require them to engage with.
At the end of the programme, the Unit of Work Cover Sheet provides significant evidence
of participants’ engagement with the broad range of Standards. Participants are required
to include in their final evidence for QTS one unit of work for KS3, and one for KS4 (or KS4
and KS5 for Business), supported by the related Unit of Work Cover Sheet. Participants will
be encouraged to choose the evidence of their best work during the programme.
Unit of Work Cover Sheet for primary participants

This sheet can be used in relation to the written assignment WA2 and the planning
undertaken in the alternate Key Stage to ensure at all aspects are fully met at both Key
Stages.
8.5 Records of Planning and Evaluation for

participants
Participants are expected to keep comprehensive planning, assessment and evaluation
records in their Teaching Evidence. This is mainly because the thinking that informs the
production of these records should provide the strongest possible basis for effective
classroom teaching. The programme is also designed so that these records form the core of
the evidence that participants are required to submit as part of the final Portfolio to
demonstrate that they meet the Teachers’ Standards.
The programme requires all participants to plan the lessons and units of work they teach.
There is no single required pro forma for planning or evaluation, although there are core
principles that must be evidenced. Participants, mentors and tutors will consider the
following issues when monitoring planning in the Teaching Evidence, and the teaching and
assessment practices that planning supports.
Planning, assessment and evaluation records should show that the participant is:
 setting appropriately challenging teaching and learning objectives which are

relevant and clear to all pupils
 making differentiated provision for the teaching, support, monitoring and progress
of all pupils, celebrating diversity
 selecting, preparing and employing resources effectively
 working effectively with other adults
 planning and implementing assessment strategies effectively
 recording, reviewing and reporting on pupils’ progress and achievements
 establishing and maintaining a purposeful learning environment
 teaching required/expected knowledge, understanding and skills
 teaching clearly structured lessons/sequences of work
 improving pupil learning by evaluating the teaching .

Every lesson must be evaluated. It is recognised that some evaluations will be more
comprehensive than others. The key questions for participants, mentors and tutors to
consider are:
 Is every lesson and unit of work evaluated in a way which focuses on pupil learning
and the meeting of learning objectives, pointing forward to decisions about the
next lesson?
 Are all the considerations included in the Unit of Work Cover Sheet addressed over
time?
8.6 Moderated External Assessment of Teaching

In June or July, each participant will receive a visit from an external assessor, who will
consider whether the participant is meeting all the Teachers’ Standards which are
addressed through practical teaching experience. At the final Summer Institute, a tutor
will make an assessment of the participants’ portfolio, to confirm that the Teachers’
Standards have been met. The judgements of the assessor and the tutor will be
considered and confirmed, subject to moderation procedures, at the Examination Board.
The process will be as follows:
 the assessment period will be from early June until early July
 each participant will undergo a formal, holistic assessment of his/her progress
towards QTS
 the whole process will be moderated by an External Examiner.
During the course of the visit the External Assessor/ Moderator will need to:
 meet with the Professional/School Mentor (and where possible the Headteacher) to
establish an overview of the participants’ work in the school, particularly
Professional Attributes
 in the case of secondary participants, meet with each Subject Mentor separately
for half an hour to discuss each participant’s work, especially Professional
Knowledge and Understanding
 observe each participant teaching one lesson in the main subject or class in which
he or she is training
 discuss the work of each participant with him or her after the lesson
 have time to scrutinise the documentation (especially the Final Portfolio) of each
participant.
Feedback from External Assessors suggests that the most successful assessments are those
which allow consistent time focusing on one participant at a time. An example format
should be:
Lesson 1 – Review Portfolio

Lesson 2 – Meet Subject Mentor
Lesson 3 – Observe lesson
Lesson 4 – Feedback to participant
Note: It is not expected that the Final Portfolio will be fully completed at the time of the
External Assessment visit, although the material from which the final selection for
inclusion in the Final Portfolio will be made should be present in the Teaching File(s).

After the visit a report will be written and copied to the Professional/School Mentor and
the participant: this will identify any areas on which the participant needs to work in
order to ensure that all the Teachers’ Standards are met by the end of July.
In the event that an External Assessor has major concerns about whether the participant
will meet the Standards, a further visit will be arranged by a different External Assessor
during the final weeks of the summer term. The work of all candidates close to the
pass/fail borderline will be scrutinised by the External Examiner.
Examination Board
The Programme Examination Board meets in July. Its remit is to determine whether or not
participants can be recommended for QTS.
If work in any aspect of the programme has not met the required standard at this time,
the procedures for dealing with failure come into operation.
Procedures for dealing with failure

Procedures for dealing with failure come into operation following the programme
Examination Board.
Any participant whose work was designated as unsatisfactory at the Internal Review Board
previous to the Examination Board, and who does not meet all programme requirements at
the Examination Board, will have failed the programme. Since he or she will have already
attended at least two target-setting meetings with the Regional Programme Director or his
representative and been advised on the last occasion that failure to meet targets in the
next period could result in final failure, such a candidate may not be given any further
opportunity to meet the programme requirements. In this case the Academic Registrar
will write to the participant informing him or her of the Board’s decision.
8.7 Portfolio Assessment

Participants are required to compile a Final Portfolio of evidence of meeting the Teachers’
Standards to be submitted at the Final Summer Institute. There is no need to plan the
Final Portfolio until the summer term, so long as participants have been keeping a
properly organised Teaching File throughout the year, and meeting other assessment
deadlines and requirements.
Towards the end of the spring term, the Professional Tutor will provide guidance on
assembling the Final Portfolio, which should contain the best, holistic evidence of meeting
the Standards for both Key Stages they are being trained for.
The following tables explain the sort of evidence that is required in the Final Portfolio.
The first table explains the relationship between the Teaching File and the Final Portfolio.
The second table (overleaf) lists the required contents of the Final Portfolio and cross-
references these requirements to the detailed information about them elsewhere in this
handbook.

Teaching File Elements to be included in Final Portfolio
Teaching File Final Portfolio

Section 1: Professional Attributes Include a selection of the best evidence from
Teaching File Section 1 in Final Portfolio Section 8:
Other Evidence
Section 2: Teaching Include all lesson observations in Final Portfolio
Section 2
Secondary participants include a Unit of Work
Cover Sheet and one unit of work for each of KS3
and KS4 (KS4 and KS5 for Business) which show your
best practice
Primary include Unit of Work Cover Sheet and
examples of detailed lesson planning, and schemes
of work showing continuity and progression for KS1
and KS2
Section 3: Out-of-School Activity Include a selection of the best evidence from
Teaching File Section 3 in Final Portfolio Section 8:
Other Evidence
Section 4: Other Evidence Transfer the Other Evidence of QTS: Index Pro
forma and relevant supporting material to Final
Portfolio Section 8: Other Evidence
Portfolio Contents and Presentation
Portfolio Contents Source

Cover Sheet (Name/School/Main Front of Journal
Teaching Subject/Professional Tutor)
Contents Page
Section 1 The Journal (including See introduction to the Journal.
completed termly reviews)
Section 2 Lesson Observations There should be at least 21 Journal Appendices
All formal lesson observation records Secondary participants must include a range
from Mentors and Tutors in date order from all mentors and tutors
five by Professional Tutor
three by Subject Tutor
six by Subject Mentor
three by Professional Mentor
Primary to have at least five formal lesson
observations from professional tutors, including
one each for each core subject. Three from the
mentor or delegated other of which at least one
is a joint observation with the tutor.
Section 3 Written Assignments See VLE Primary to include a paper copy of all
assignments and the written feedback sheet.
Section 4 Second School Experience See Journal appendices
with evidence of teaching Primary to include an A4 written summary of
the reflections following the experience
Section 5 Annotated Unit of Work cross- See Journal appendices.
referencing tools for one Unit of Work Examples should be extracted from your
taught and selected planning, teaching, teaching evidence.
assessment and evaluation documents Primary to include a Unit of work that best
for one KS4 unit of work demonstrates attainment in terms of planning,
teaching evaluation and pupil impact such as a

photograph or evidenced by pupil work.

Section 6 Annotated Unit of Work cross- See Journal appendices
referencing tools for KS3 (KS5 for
Business Studies (BS)) and selected Examples should be extracted from your
planning, teaching, assessment and teaching evidence.
evaluation documents for one KS3 (KS5
for BS) unit of work
Section 7 Subject Knowledge Subject Knowledge Audit and evidence of
Development Evidence subject knowledge development from teaching
file and other work.
Section 9 Other Evidence Evidence of meeting Teachers’ Standards not
Use the pro forma provided as an index included elsewhere. This must include the
for all evidence not included in other Professional Attributes and Out-of-School
sections, and to check all Standards Activity sections of your Teaching File.
have been addressed.
Note: The Teaching Agency Database
must indicate that you have passed
both skills tests before QTS can be
recommended
Section 9 Career Entry and Development
Profile: Confirmation of Transition Point
1
8.8 Formal Assessment Regulations

These regulations apply only to the Teach First Programme which leads to the
recommendation of QTS and are distinct from the participant’s contract with Teach First
and with their Placement School in which he or she works. All decisions concerning failure
or potential failure in the training programme will be taken by the Regional Training
Provider through its formal examination board procedures. Teach First and the
participant’s school will be consulted at every stage.
The programme leads to the recommendation of QTS, which is made by the Regional
Training Provider following successful completion. This recommendation is dependent on
the Teachers’ Standards having been met.
Attendance
Primary and secondary participants are required to undertake an initial one-week period
of observation in a school, to complete a six-week Summer Institute, to teach an
appropriate timetable in school for one year, and to attend a Final Summer Institute.
Participants who are absent from training sessions for approved reasons will have to cover
the work missed and complete a pro forma, to be found as an appendix in the Journal,
signed by the relevant University Tutor indicating what cover work has been completed.
This work must then be included in the participant’s Final Portfolio.
Absence from Regional Training Provider sessions should normally be only for reasons of
certificated illness. Any other requests for absence from training sessions for exceptional
reasons must be made in writing in advance. Participants have the rights and
responsibilities of employees concerning attendance when working in school. Unauthorised
absence from training sessions or school may, however, result in the participant’s work
being designated as giving ‘Inadequate’ in the section concerned with Professional
Attributes.

Punctuality
Participants are required to be punctual at training sessions and on teaching days. Tutors
and mentors can report poor punctuality as grounds for a participant’s work being
designated as giving ‘Inadequate’ at an Internal Review Board.
All tasks, written assignments, presentations and the Final Portfolio must be completed at
the times indicated in the programme’s handbooks, where all major deadlines, for the
entire programme, are published in advance. If penalties are to be avoided, any request
for an extension must be made to the Regional Programme Director in advance of the
deadline. Extensions may be granted in exceptional circumstances and will normally be for
a maximum of one week. A participant’s work will automatically be designated as
‘Inadequate’ if deadlines are missed without prior consultation.
Passing the Programme and Review

As the programme is short and highly demanding, and because learning is recursive within
it, a final assessment is made at the end of the programme. For this reason, it is necessary
for arrangements to be in place to review participants’ progress during the programme.
This process is managed through Internal Review Boards.
Internal Review Boards

An Internal Review Board is a formal meeting to review participants’ progress at key
assessment points during the programme. The remit of the Internal Review Board is to
collate the assessment evidence about each participant’s work which is available to date,
to consider the assessments made, to identify participants who are at risk of failing the
Programme, and to recommend the course of action to be taken in individual cases.
With reference to the criteria in the Professional Development Matrix (see Journal
appendices) participants’ work is graded as ‘Outstanding’, ‘Good’, ‘Satisfactory’, or as
being ‘Inadequate’. If work in any aspect of the Programme is considered to be
‘Inadequate’, the procedures for dealing with possible failure come into operation.
Deferred Assessment
When an assessment cannot be made at an Internal Review Board for reasons of
certificated illness, other absence, or because an extension has been allowed for a written
work deadline, a deferred assessment is recorded.
Procedures for Dealing with Possible Failure

Procedures for dealing with possible failure come into operation if an aspect of a
participant’s work is identified as being ‘Inadequate’. The detailed criteria by which work
is categorised as being ‘Inadequate’ are identified in the Professional Development Matrix
(see Journal appendices). Work can be designated as ‘Unsatisfactory’ or ‘Inadequate’ at
any time.

Section 9: Participant Support

Framework
9.1 Participant Support
As a training partnership (Teach First, schools and universities), we believe our role is to
support participants in maximising their impact on pupils in schools in order to achieve the
Impact Goals. In order to do this, we support participants’ trajectory to meet the
Teachers’ Standards at a high level by the end of the training year – and provide them with
the tools to continue to develop as teachers and leaders throughout their time on the
Teach First Leadership Development Programme and beyond.
Participants may require extra support at different stages of what can be a very
challenging year. This can be for a range of reasons and will always be focussed on
supporting them to have the greatest impact possible. Each Training Provider has a range
of strategies which they use in order to fully support such needs. Experience tells us that
there are sometimes unforeseen circumstances that affect participants that are outside of
their control, for example illness (participant or mentor), bereavement or circumstances
impacting the availability or quality of in-school support.
Communication between the supporting parties is key to resolving any issue which may
arise. Experience also tells us that schools which are fully engaged with the programme;
work effectively with tutors and understand a participant’s specific learning needs - in the
vast majority of cases overcome difficulties effectively. Participants must not feel that
they are failing if they are identified by others as requiring extra support with any aspect
of their training or development. However, at times formal procedures need to be
instigated and the details of these are listed below.
This support framework is common to all Teach First participants although there may be
some small differences in structures due to university procedures. In cases of gross
misconduct, university/school/Teach First procedures may be implemented outside of this
framework.
9.2 What is the Participant Support Framework

(PSF)?
It is important to raise awareness with the professional tutor as quickly as possible to
challenges and issues the participant or school may be having so that support can be
agreed and implemented as soon as these are identified. In this way appropriate extra
support may be initiated and will provide opportunities for tutors and mentors to work
together and identify specific training needs and or concerns. Being proactive and
identifying potential challenges early often prevents the need to be reactive, or for
difficulties to arise. The partnership is committed to supporting participants to meet the
standards at a high level by the end of the year; therefore there are a wide range of
situations that may result in extra help.

The following diagram outlines the three stages of the participant support framework:
1. A period of EXTRA HELP
2. A period of CAUSE FOR CONCERN
3. A final period of SUSTAINED CONCERN
1. Extra help:
a. An initial meeting between the school, university and Teach First is convened. This
will usually mean attendance from: the Participant; the Subject Mentor; the
Professional Mentor, Professional Tutor; the Programme Lead (or representative)
and a Teach First colleague (typically a Leadership Development Officer).
All present will have the opportunity to:

 Highlight participant strengths in relation to the Teachers’ Standards
 Formalise concern/s regarding the participant’s progress in relation to the
Standards
 Explore the training provision that is in place
 Form an initial action plan with specific targets based on the Teachers’
Standards. The action plan will outline the specific, measurable impact
expected in the participants’ practice.
 Agree the length of time this phase of EXTRA HELP will last (typically about four
weeks but at the discretion of those involved) and agree a date for the review
meeting.
b. At the first review meeting the participants’ progress will be considered against
the targets set by the group from the initial meeting (see 1 above). Either the
participant has made sufficient progress against the targets in which case the
support framework comes to an end; or, if there has been insufficient progress
against the targets, a period of CAUSE FOR CONCERN is instigated. The review
meeting will:
 Highlight developing strengths the participant has in relation to the Standards

 Ensure that agreed support has been provided
 Explore further training provision
 Create a second action plan with the same targets based on the Teachers’
Standards being carried forward
 Agree the length of this phase of CAUSE FOR CONCERN will last (typically a
further four weeks, but at the discretion of those involved) and agree a date for
a second review meeting.
2. Cause for concern:

a. At the second review meeting the participant’s progress will again be considered
against the targets set by the same group of people who attended the meetings so
far (see 1 above). Again one of two outcomes is likely: either the participant has
made sufficient progress against the targets in which case the support framework
comes to an end; or again, if there has been insufficient progress, a period of
SUSTAINED CONCERN is instigated. This second review meeting will:
 Highlight any developing strengths the participant may have in relation to the
Standards
 Ensure that agreed support has been provided
 Explore further training provision

 Formulate a final action plan with the same targets based on the Teachers’
Standards being carried forward again
 Agree the length of time this final phase of SUSTAINED CONCERN will last
(typically a further four weeks, but at the discretion of those involved) and
agree a date for a final review meeting.
3. Sustained concern:
a. At the third (and final) review meeting the participant’s progress will be
considered against the targets set for the last time by the same group of people
(see 1, 2 and 3 above). At this final meeting one of two outcomes is likely: either
the participant has made sufficient progress against the targets in which case the
support framework comes to an end; or there has been insufficient progress, in
which case the participant will be asked to leave the programme.
At each stage the Programme Lead (or nominated deputy) will confirm the agreed actions
and dates in writing which the participant will sign as indication of understanding and
agreement.

9.3 Participant Support Framework

APPENDICES
Appendix 1 - Contact Details
If you have a query about the Teach First Programme, please contact the following
(telephone numbers and email addresses are given in the next section):
Aspect of the programme Responsibility Contact

Teach First contract Teach First Anita Wheeler
partnership agreement Birmingham City University Programme Director Teach
(BCU) First, BCU
Programme design and Teach First Anita Wheeler
structure Birmingham City University Programme Director Teach
First, BCU
DBS checks, complaints, Teach First Anita Wheeler
feedback and general Birmingham City University Programme Director Teach
enquiries First BCU
Programme administration Teach First Senior Course Administrator
including Summer Institute Birmingham City University Teach First, BCU
For Summer Institute 2013 Teach First Project Officer,

(only) University of Warwick
Teach First fees for Teach First Anita Wheeler
participants in schools
Mentor responsibilities Birmingham City University Programme Director Teach
including induction and First, BCU
training
Teach First
Regional Director, Teach First West Midlands

Anita Wheeler
Email :awheeler@teachfirst.org.uk
Tel: 0121 654 5302
Contact details for the University staff listed below will be circulated following their
appointment.
Programme Director Teach First, Birmingham City University
Regional Secondary Programme Co-ordinator Teach First, Birmingham City University
Regional Primary Programme Co-ordinator Teach First, Birmingham City University
Senior Course Administrator Teach First, Birmingham City University

Appendix 2 - Equal Opportunities

Full details of the Equal Opportunities and Race Equality policies can be found on the
Birmingham City University website http://www.bcu.ac.uk/about-us/corporate-
information/equality-and-diversity
Teach First: see Teach First Community Website

Appendix 3 - Standardisation and Moderation

The following procedures are used to standardise and moderate the assessment of
participants’ work.
June/July 2013
Mentor training introduces mentors new to the Training Programme to the programme’s
assessment
procedures. Mentors who are unable to attend the training are briefed on procedures by
their school’s
Professional Tutor. A database of mentors who have undergone new mentor training, and
those who are
following the Mentor Recognition Framework, is updated on an annual basis. For 2013-14,
schools have
been invited to attend Partnership Cluster meetings to introduce schools to roles and
responsibilities,
key requirements and the Partnership Agreement.
September 2013
Mentor and Tutor Development Training session 1 is provided by the RTP, reflecting needs
identified by schools and evaluation processes. In 2013-14, work with Mentors will focus on
providing
additional guidance and support for Professional and Subject Mentors in providing the
school-based
training and support required by the programme.
November 2013
After at least one lesson observation has been carried out by each of the Professional
Tutor, Subject
Tutor and Subject Mentor, the Professional Tutor discusses the progress of all participants
in the school
with their Subject Mentors and the Professional Mentor prior to the termly review and
writing of the
termly report.
A Termly Review Profile form (Internal Review Board Grading Sheet) is completed by the
Professional
Mentor for the Internal Review Board. Grades are moderated by the Board with reference
to all
available information about each participant’s progress in relation to the Teachers’
Standards for QTS.
December 2013
Any participant whose work was designated as ‘Cause for Concern’ at the November
Internal Review
Board attends a meeting with the appropriate University Programme Lead and a
representative of Teach
First to confirm an Improvement Plan which is monitored by the Professional and Subject
Tutors and the
Professional and Subject Mentors.
January 2014
Mentor and Tutor Development Training session 2 is provided by the Lead RTP, reflecting
needs

identified by schools and evaluation processes.
March 2014
After at least one further lesson observation has been carried out by each of the
Professional Tutor,
Subject Tutor and Subject Mentor, the Professional Tutor discusses the progress of all
participants in the
School with their Subject Mentors and the Professional Mentor prior to the termly review
and writing of
the termly report.
A Termly Review profile form (Internal Review Board Grading Sheet) is completed by the
Professional
Mentor for the Internal Review Board. Grades are moderated by the Board with reference
to all views
and all available information about each participant’s progress in relation to the Teachers’
Standards for
Qualified Teacher Status.
Any participant whose work was designated as ‘Cause for Concern’ or ‘Unsatisfactory’ at
the March
Internal Review Board attends a meeting with the appropriate University Programme Lead
and a representative of Teach First to confirm an Improvement Plan which is monitored by
the Professional Tutor and Professional Mentor.
April 2014
Mentor and Tutor Development Training session 3 is provided by the RTP, reflecting needs
identified by schools and evaluation processes.
May 2014
External Assessors (Professional Tutors carrying out moderation visits to different schools)
undergo
training in preparation for moderation visits, including preparatory work for assessing the
Final
Portfolios.
June/July 2014
External Assessors carry out moderation visits to every participant. An External Examiner
moderates the
assessments made by External Assessors, Mentors and Professional Tutors by visiting a
sample of schools
and observing participants teach. The review of the Final Portfolio is carried out at the
External Assessor
visit, during a visit by the Professional Tutor and/or at the Final Summer Institute Tutorial.
June 2014
After at least one further lesson observation has been carried out by each of the
Professional Tutor,
Subject Tutor and Subject Mentor, the Professional Tutor discusses the progress of all
participants in the
School with their Subject Mentors and the Professional Mentor prior to the termly review
and writing of
the termly report.

A Termly Review Profile form is completed by the Professional Mentor for the Internal
Review Board.
Grades are moderated by the Board with reference to all views and all available
information about each
participant’s progress in relation to the Teachers’ Standards for QTS.
July
The assessments of teaching made by External Assessors and assessments of teaching and
Final Portfolio
assessments made by RTP Tutors at the Final Summer Institute Tutorial are reviewed by
the External
Examiner for the Programme Examination Board. The Programme Examination Board
carries the
authority to recommend PGCE and QTS.

Appendix 4 - Evaluation and Quality Assurance

Programme Evaluation
The Teach First Programme has been evaluated by various interested parties and
stakeholders, including an evaluator contracted by the TA, a ‘critical friend’ to the
programme appointed by the TA, and Teach First. The programme has also been subject to
inspection by Ofsted in 2011.
The ITT training programme is also evaluated by the University as part of their internal
quality assurance procedures. Data from external evaluations are taken into account in the
internal procedures for evaluating the programme.
Where possible, steps will be taken to ensure that there is no duplication in the processes
followed in the internal evaluation with those adopted by other evaluators. As a result,
the processes described below may be modified.
The success of the Teach First Programme depends on a series of complex interactions
among tutors, mentors and participants. It is important that there are opportunities for all
parties to express their views about each other’s work as part of the formal evaluation of
the programme which contributes to its ongoing development.
Participant Evaluation of RTP Provision

 Evaluation is a standing agenda item at meetings of the Staff and Participant
Liaison Committee (SPLiC) which includes representatives from all Subject,
Professional and Primary groups.
 All Summer Institute and ongoing Professional, Subject and Primary training
sessions are evaluated by participants.
 Teach First produces a survey at the end of the autumn and summer terms. RTPs
can feed in to this survey to ensure ongoing evaluation.
 Interim feedback to participants is via reports discussed at SPLiC and information
posted on ParticipantNet.
Participant Evaluation of School Provision

 Discussion groups take place and questionnaires are completed at the Final Summer
Institute.
 Professional Tutors will discuss the views of participants concerning the work of
individual schools with Professional Mentors in the autumn term.
Evaluation of RTP Provision by Schools

 Discussion groups take place and questionnaires are completed at the Final Summer
Institute.
 Professional Tutors will discuss the views of participants concerning the work of
individual schools with Professional Mentors in the autumn term.
Evaluation of School Provision by the RTP

 Evaluation of school provision is a focus of Advisory Group meetings.
 During school visits the Professional Tutor evaluates the work of the school with the
Professional/School Mentor.
School Self-Evaluation
 This year schools will have the opportunity to reflect on their own training
provision with the help and guidance of the Professional Tutor.

Ongoing Evaluation
 Participants will be asked to re-evaluate their training at the end of their first year
as NQTs.
 Headteachers employing participants will be asked to evaluate their work at the
end of their first year as NQTs.
The RTP will take into account all relevant reports on the work of participants and NQTs
published by the TA, and compare data concerned with the quality of training nationally
with its own data concerning the Teach First Programme.
External Examiner
The RTP appoints an External Examiner to monitor the academic standards of the
programme and the internal moderation and assessment processes and to moderate the
work of the External Assessors and to report back to the RTP for further development of
the programme. The External Examiner produces a report on whether the standards set for
the programme are appropriate for its awards and on the comparability of the standards
with those of similar programmes or parts of programme in other UK Higher Education
Institutions. The External Examiner’s report is incorporated with the other evaluation
evidence in the Programme Standards and Quality Report (PSQR).
The findings of all the evaluation procedures described above will be analysed and
included in the annual PSQR which includes an action plan. This report will be subject to
the RTP’s internal quality assurance procedures. It will also be tabled for consideration by
the West Midlands Schools Advisory Group and the Staff and Participant Liaison
Committees. A summary of the report and action plan will be communicated to all
partnership schools and participants. The action plan will be reviewed and updated
annually.
Coordination of Monitoring and Quality Assurance

The Regional Programme Director has overall responsibility for ongoing monitoring of the
quality of the programme. This is carried out making use of ongoing monitoring processes
including:
 monitoring of training provided by the RTP and schools

 monitoring of other programme procedures including joint lesson observations and
review meetings
 monitoring of the RTP and schools’ responsibilities as defined in the Partnership
Agreement and Key Requirements document.
The Regional Programme Director (RTP) and Regional Directors (Teach First) work with the
Internal Review Groups and Teach First West Midlands Management Group to respond to
issues that are raised through regular reports made by Tutors and Teach First. These
responses include the provision of additional support for participants and schools, and
clarification of the Key Requirements and Partnership Agreement with school senior
managers where this is necessary.

Appendix 5 - Plagiarism Policy

For information about the University’s Plagiarism Policy go to
https://icity.bcu.ac.uk/Academic-Registry/Information-for-
Students/Assessment/Plagiarism
It is expected that participants will have read and understood the guidance given by the
University. In
addition, please note that when assignments are submitted participants are required to
complete the
declaration confirming that the assignment is all their own work.
For information on the University’s Regulations and Policies, for example, penalties for
plagiarism, late
submission of assessed work, complaints procedures, etc., visit the University’s VLE at
http://moodle.bcu.ac.uk/elss/course/category.php?id=2 All policies and procedures will
be explained at the Twilight sessions.

Appendix 6 - Abbreviations and Acronyms
AFL Assessment for Learning

CCCU Canterbury Christ Church University
CEDP Career Entry and Development Profile
CPD Continuing professional development
CRB Criminal Records Bureau
DfE Department for Education
EAL English as an additional language
FE Further education
HEI Higher education institution
ICT Information and communications technology
IEP Individual education plan
ITT Initial teacher training
KS Key Stage
LA Local Authority
NQT Newly qualified teacher
Ofsted Office for Standards in Education
PQMER Programme quality monitoring and enhancement report
PS Professional Studies
PSHE Personal, social and health education
QTS Qualified teacher status
SEN Special educational needs
SENCo Special Educational Needs Co-ordinator
SI Summer Institute
SPLiC Staff and Participant Liaison Committee
SS Subject studies
VLE Virtual learning environment
WA Written assignment

Appendix 7 - Partnership
The multi-way partnership involving Teach First, Regional Training Providers (RTPs) and
schools provides the core of the participant training programme. The involvement of
schools in the programme is formalised by a partnership agreement and agreed by a signed
contract.
Schools Advisory Group

The Teach First regional partnership is guided by the Regional Schools Advisory Group
which meets on a regular basis to discuss the development of the programme. The minutes
of Schools Advisory Group meetings are sent to all partnership schools.
Staff and Participant Liaison Committee

The voice of participants is crucial in ensuring Teach First and its training providers
continue to develop the programme in direct response to participant need. Participants
are able to influence Teach First through representation on the Staff and Participant
Liaison Committee (SPLiC).
Following the usual quality assurance procedures for academic university programmes,
SPLiC Regions committees are established at the Summer Institute, one for each region.
The committees comprise representatives from each subject group in the region, Teach
First and the Regional Training Provider and meet half-termly. SPLiC Regions
representatives speak and suggest agenda items on behalf of participants in their subject
studies group.
SPLiC Regions representatives can choose to stand for SPLiC Summit, which is the national
participant liaison body and contributes to key organisational decisions. Four
representatives from each region (two first year and two second year participants) are
elected to sit on SPLiC Summit for a one-year term, as well as Teach First Ambassador
trustees.
The reporting lines are to Teach First’s Trustees, the Chief Executive Officer (CEO) and
the Teach First Advisory Board through the Participant President, who chairs the
committee.
Recruitment and Placement of Teach First Participants

The recruitment process involves staff from Teach First, RTPs, and, when possible, staff of
partnership schools. The recruitment of participants begins with the completion of an
online application form which is designed to enable the applicant to provide evidence of:
1. strong academic background in a relevant degree subject (2:1 or above)

2. appropriate subject knowledge to teach a National Curriculum subject
3. leadership skills
4. initiative, respect, humility and empathy
5. the ability to influence and motivate others
6. the ability to overcome challenges under pressure
7. team-working skills.
Those who are invited to an assessment day undertake the following tasks:
8. teaching a sample mini-lesson followed by a debriefing

9. a written case study and group discussion
10. a critical behaviour and competency interview

11. completion of an initial subject knowledge audit through which candidates consider
the match between the subject knowledge they have and the pupil curriculum.
Successful candidates undergo security clearance, Criminal Records Bureau (CRB) and health
checks, reference and qualification checks organised by Teach First and Regional Training
Providers. Schools are formally notified of the outcome of these checks, where they have
been completed before the Teach First schools week. Schools may additionally undertake a
separate CRB check.

School Placements
Participants are placed in schools which meet a set of criteria indicating that they face
challenging circumstances. Schools are invited to participate in the Teach First scheme
only if it is considered that they can provide strong professional development support.
This support must include the provision of a Professional Mentor, a senior member of staff
who coordinates professional training and a Subject Mentor, a subject expert who provides
weekly subject-specific support and guidance. The key requirements for school
placements are revised by the Schools Advisory Group annually.
Curriculum Enhancement
Schools meet the demands of modern society often in quite radical ways, so teaching in
schools can involve being very flexible. One of the impacts on participants is the necessity
to teach outside their training subject and work with different sets of colleagues. This
should be viewed positively: teachers are teachers of children and young people rather
than teachers of a particular body of skills and knowledge. If participants are teaching
additional areas of the curriculum, schools should inform the Regional Programme Director
as soon as they are aware of the issue. If possible, this should be flagged up within week
four of the Summer Institute. Support for curriculum enhancement will be provided in a
number of ways, including:
 Participants will have access to the Teach First Community Website and the
regional VLE
 workshops will be available for those who will be engaging with flexible curricula
 a named contact for each subject will be available to answer questions and support
early planning.
Key Requirements
Headteachers Employing Teach First Participants
During the first year of the programme, participants are expected to work toward
achieving Qualified Teacher Status and have the opportunity to achieve masters-level
credits following submission of extended reflections connected to their Journal and other
formal written assignments linked to core professional standards. The following
requirements form the core of the partnership agreement which supports this process.
Headteachers should:
 Ensure all school staff have been informed about the Teach First programme, that
relevant staff - including the Leadership Team and Middle Managers - are fully
conversant with the Standards for Qualified Teacher Status, and that staff
understand the status of the participants as teachers in training.
 Gain the commitment of the Leadership Team, who will take responsibility for the
support of the Teach First participants (Headteacher, Professional Mentor,
timetable, person responsible for cover, etc.).

 Ensure participants have a timetable loading no heavier than that given to a Newly
Qualified Teacher (we recommend 17 or 18 out of 25; 20 or 21 out of 30; 23 or 24
out of 35; 27 or 28 out of 40; 34 or 35 out of 50 periods).
 Ensure participants have a timetable that:
 covers Key Stage 3 and Key Stage 4 (Key Stages 4 and 5 for Business
Studies).
 contains a majority of the timetable in the subject in which they are being
trained.
 should not involve the participant teaching more than two subjects.
 Recognise that if schools ask participants to engage with areas over and above their
training subject, the school should provide a named and experienced colleague to
give support in that area. Participants should also be informed at the earliest
opportunity of the expectation of teaching two subjects so that they can
adequately prepare.
 Should inform the Regional Training Provider as early as possible if participants will
be engaging with a second subject.
 Ensure participants are appointed only to those departments in the school which
are able to support a teacher in training.
 Ensure that participants are only required to undertake cover in exceptional
circumstances in line with the national workload agreement and accept that any
cover undertaken and/or any participant engagement with a form group must be
supported by the direction of a qualified teacher.
 Appoint a Professional Mentor who will support the participants in achieving the
requirements of Qualified Teacher Status. This will be achieved through regular
meetings and at least one observation of each participant teaching each term. The
Professional Mentor should engage fully with partnership, including through the
Schools Advisory Group, and understand the purpose and importance for schools
and participants of providing feedback which leads to the further development of
the programme.
 Conduct a pre-planned programme of in-house Professional Studies training
throughout the year, including the opportunity for participants to observe
experienced teachers on a regular basis.
 Appoint an existing suitably qualified and experienced Subject Mentor to support
each participant. The Subject Mentor will have a reduced timetable in which to
provide support through a weekly meeting and observations at least twice each
term. The time allocation for the Subject Mentor will equate to one timetabled
lesson per week for each participant. The Subject Mentor must undergo training
through the Regional Training Provider. In the event that mentoring arrangements
need to be changed during the training year, the Tutors appointed by the Regional
Training Provider should be informed and the school should make alternative
provision in consultation with the provider to ensure that the participant is fully
supported in the training year. New mentors should undergo training with the
Regional Provider e.g. in the spring term, to ensure that the participant is fully
supported.
 Agree that all mentors meet the Teach First Tutors as early as possible (certainly in
July) to ensure that respective roles and responsibilities are fully understood by all
parties.
 Agree to release all participants for a programme of six Teach First Subject
Training Days which will form an integral part of the training programme.
 Ensure provision is made for participants to gain a focused experience in a second
secondary school for five days during the year in addition to the School Orientation
Experience prior to, and Teaching Experience Week during, the Summer Institute,
preferably as a block, but at least in full days. It is recommended that this
experience should take place in either a specialist academy or trust school within

their subject specialism or a training school or school with expertise in an area

which has been highlighted as necessary in the termly review.
 Ensure provision is made for participants to gain a focused experience in a second
secondary school for recommended that arrangements be made for participants to
engage with a primary school to enhance their understanding of progression in their
subject and to promote their understanding of the literacy and numeracy strategies
with which the pupils will be familiar.
 Arrange for participants to spend one day in a feeder primary school to increase
their knowledge of Key Stage 2-3 transition and agree to release them from their
timetable to undertake this during term time.
 Make arrangements for participants to meet Teaching Assistants and other
professionals working in and with the school where appropriate, to develop
individualised teaching strategies and assessment
 Commit to the principle that the school will normally employ at least four Teach
First participants (including first- and second-year participants) at any one time.
 Ensure participants are paid at point 3 on the current pay scale for unqualified
teachers in Year 1, and at the appropriate point on the qualified teacher pay scale
in Year 2.
 Ensure that the school’s equal opportunities and race equalities policies are
highlighted in the induction programme for participants.
 Adhere to the terms stipulated above and the terms of the partnership agreement
mapped against the National Training Provider Requirements among Teach First,
the Regional Training Provider and the school.

Primary Head Teachers employing Teach First Participants

 Ensure that all school staff have been informed about the Teach First
Programme, and relevant staff including the Leadership Team and Middle
Managers have copies of the Teachers’ Standards and Criteria for Initial
Teacher Training and the accompanying TA guidance(when available), and
that staff understand that the status of the participants as unqualified
teachers means that they should not be required to undertake cover or take
responsibility for a form group without the direction of a qualified teacher.
 Gain the commitment of the Leadership team and other relevant staff, who
will take responsibility for the support of the Teach First participants,
(Headteacher, Professional Mentor, those responsible for the timetable,
person responsible for cover etc.) and that they are fully aware and able to
fulfill their commitments.
 Ensure primary participants have a timetable that:

o Expects them to teach at least 60% of the curriculum time in the first
half of the autumn term, although they should be with their class for
80% of the timetable.
o Expects them to increase the extent of their teaching to 80% by the
beginning
of the second half of the autumn term.
 Ensure that participants are placed in a class within the 5-11 range as the lead
class teacher.
 Ensure that participants’ timetables do not involve the participant

undertaking cover in their first year on the programme.
 Ensure, in the second year, that participants’ timetables reflect that of a a

Newly Qualified Teacher.
 Ensure that participants are appointed only to a class in the school which is
able to support a teacher in training.
 Appoint a suitably qualified and experienced Mentor to support each
participant. The Mentor will have a reduced timetable in which to provide
support through weekly meetings and observations at least twice each term.
 The Mentor must undergo training provided by the Teach First Regional
Training Provider. In the event that mentoring arrangements need to be
changed during the training year, the Tutor appointed by the University
should be informed and the School should make alternative provision in
consultation with the University to ensure that the participant is fully
supported in the training year.
 Agree that all Mentors meet the Tutors as early as possible (generally in July
during the participants’ placement week) to ensure that respective roles
and responsibilities are fully understood by all parties.
 Ensure that mentors draw up an in-school support plan for the participant
for the first six weeks. (Detailed guidance for this plan can be found in the
Programme Guide).

 Ensure that the mentors conduct a pre-planned programme of in-house

professional studies training throughout the year, including the opportunity
for participants to observe experienced teachers on a regular basis.

 Communicate that the Mentor is responsible for ensuring that termly
reviews and related paper work are kept up to date and submitted to the
Regional Training Provider and Teach First in a timely fashion.
 Ensure that any changes in Mentoring are communicated to relevant Teach

First and Regional Training Provider staff immediately and ideally prior to
the change.
 Make arrangements for participants to meet Teaching Assistants and other

professionals working in and with the School where appropriate, to develop
individualised teaching strategies and assessment techniques, and
appropriate support for the whole child.
 Ensure that the School’s Equal Opportunity and Race Equality policies are
highlighted in the induction programme for participants.
 Be willing to feed into the ongoing development of the Teach First

Leadership Development Programme through dialogue with Regional
Training Providers and the Teach First School Advisory Group.
 Agree to release the participant(s) for a programme of 9 Teach First training

days at various points throughout the academic year which will form an
integral part of the training programme.
 Ensure that provision is made for the participant(s) to gain a focused

experience in a second primary school. Ideally this should be for a
substantial period of time, but must be for at least five days during the
year. Participants must experience teaching children from different
backgrounds, across the ability range, and in their chosen age ranges
as well as gaining experience of different approaches to teaching
and learning and school organization and management.
 In the second year, agree appropriate communications processes with the

Teach First Leadership Development Officer to support the completion of
the Teach First Leadership Development Programme.
 Adhere to the terms stipulated above and the terms of the Partnership
Agreement mapped against the Statutory Criteria for ITT amongst Teach First,
the University and the School.


West Midlands Programme Guide 2013-14
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© Teach First Initial Teacher Development Partnership 2013-14

Welcome and Introduction to your Teach First Initial

 London  South East

© Teach First 2013-14

© Teach First 2013-14

In school, participants will be provided with a personalised training plan, documented in

Birmingham City University

© Teach First 2013-14

© Teach First 2013-14

© Teach First 2013-14

Section 1: Teach First and the

1.1 Our Vision and 2022 Impact Goals

1. Narrow the gap in literacy and numeracy at primary school.

ASPIRATION / A WELL-ROUNDED EDUCATION

© Teach First 2013-14

1.2 The Teach First Values

Collaboration – We make a great impact through working with others

© Teach First 2013-14

1.3 The Leadership Development Programme

The Leadership Development Programme involves full-time teaching as well as additional

© Teach First 2013-14

© Teach First 2013-14

Section 2: Roles and Responsibilities

2.1 Teach First Initial Teacher Development

Tutors regularly visit

LDOs work with participants to

© Teach First 2013-14

2.2 Roles and Responsibilities

The Teach First Participant

© Teach First 2013-14

© Teach First 2013-14

© Teach First 2013-14

2.3 Secondary Partnership Key Professionals

Secondary Subject Tutor

© Teach First 2013-14

Leadership Development Officer

© Teach First 2013-14

2.4 Primary and Early Years Partnership Key

Primary Subject specialist Tutor

Leadership Development Officer

© Teach First 2013-14

© Teach First 2013-14

Section 3: The Participant Journey

3.1 Recruitment and selection

3.2 The Subject Knowledge Audit

© Teach First 2013-14

Subject Knowledge Audits cover the following:

3.3 Participant Preparation Work (PPW)

The Participant Preparation Work aims to support participants to:

© Teach First 2013-14

The modules covered within the Participant Preparation Work are:

1. Pupils at the centre

3.4 Summer Institute

Outcomes after four weeks

Outcomes after six weeks

© Teach First 2013-14

3.5 The Year-Long Programme

3.6 Final Summer Institute (Intercohort Week)

© Teach First 2013-14

3.7 RTP Module (60 Masters-level credits)

University Region Title

University of North West and Yorkshire Masters in Education (Teach First