Enhancing Professional Development in Teaching School Hubs
National Forest Teaching School, now a Teaching School Hub, will continue supporting and developing staff in schools, focusing on Early Career Framework and Appropriate Body work. They play a significant role in School-based ITT, Early Career Framework, Professional Qualifications, and Appropriate Body Services, aiming to enhance provision and raise attainment. The focus is on effective mentoring, aligning career development with CPD and performance management.
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National Forest Teaching School has recently been successfully announced as one of the 87 national Teaching School Hubs from September 2021. Our name will change but we will continue to support and develop all staff in schools with enhanced support for those in their Early Careers by leading on the Early Career Framework and Appropriate Body work for schools across the East and West Midlands. Effective Mentoring: an exploration into the Early Career Framework 10th April 2021 Mike Simmons, John Taylor High School Katie Simmons, Walsall Academy
Our context: ITE Partnership working CPD Enhancing Provision and Raising Attainment for DA Partnership Working ITE NQT CPD Appropriate Body School Improvement - Established as an ITE provider since 2015. - Primary (approx. 20) - 9 subject routes at Secondary (approx. 5 per subject per annum) - Central and subject specific training lead by dedicated Subject Pedagogy Tutors.
National TSH Regions Teaching School Hubs are expected to play a significant role in: - School based ITT - Early Career Framework - National Professional Qualifications - Appropriate Body Services TSH Region WM3 Approx. 250+ Schools
NQT+1/RQT Initial Teacher Education NQT The current system of developing those in their Early Careers has been quite institution centric in recent years. Many ITE institutions will have replaced the now non-mandatory Career Entry Development Profile with their own transitions targets that often will get sent to the employing school.
NQT+1/RQT Initial Teacher Education NQT NQT provision has been often school-led with schools being required to provide, - a personalised programme of development, support and professional dialogue with monitoring and an assessment of performance against the relevant standards . - the programme should . Demonstrating their performance against the relevant standards is satisfactory by the end of the period and equip them with the tools to be an effective and successful teacher. NQTs have been assessed three times formally over the induction year with the final judgement being made against the NQT successfully evidencing performance against the Teachers Standards.
NQT+1/RQT Initial Teacher Education NQT Moving beyond the NQT year will often lead to those in their early careers aligning with whole staff CPD and performance management expectations and wider line management structures. Some schools will have looked to other CPD opportunities for their NQT+1s to support their continued development.
NQT+1/RQT Initial Teacher Education NQT Professional Skills Tests (Maths and Literacy): - Used to be completed during the ITE year but prior to completion of the course. Three chances and then banned for two years. - Then moved to completion prior to embarking ITE course. Unlimited chances. - Now the Professional Skills Tests have been replaced with provider-led assurance for all new entrants into teacher training from 1st April 2020. - This may be referred to us fundamental competencies.
NQT+1/RQT Initial Teacher Education NQT From your experience to date: What have been the big challenges in mentoring those in their Early Careers?
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The Early Career Framework reforms will create a step change in support for early career teachers, providing a funded entitlement to a structured 2-year package of high-quality professional development The reforms are part of the government s teacher recruitment and retention strategy, which aims to improve the training and development opportunities available to teachers https://www.gov.uk/government/publications/early-career-framework-reforms-overview/early- career-framework-reforms-overview
Initial Teacher Education Early Careers Teacher From September 2021, the government is funding an entitlement for all early careers teachers in England to access high-quality professional development at the start of their career . New teachers will now receive development support and training over 2 years instead of one, underpinned by the ECF . https://www.gov.uk/government/publications/early-career-framework-reforms- overview/early-career-framework-reforms-overview
Overview: - 2 years of new, funded, high quality training - Freely available high-quality development materials based on the ECF - Continued 10% timetable reduction for the first year and funding for 5% time away from the classroom for teachers in the second year - A dedicated mentor and support for these mentors including access to funded high quality training - Funding to cover mentors time with the mentee in the second year of teaching. The end of an early career teacher s induction period will continue to be marked by a decision as to where the teacher s performance against the Teachers Standards is satisfactory. What do you think the challenges are going to be with the introduction of the Early Career Framework?
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The content of the ECF builds on and complements ITT. The ECF underpins what all early career teachers should be entitled to learn about and learn how to do based on expert guidance and the best available research evidence. As is the case for other professions, areas covered in initial training will be covered in greater depth as part of induction as teachers continue on their journey to becoming experts.
There are 3 approaches to enable the delivery of an ECF-based induction. Schools can choose A funded provide-led programme (6 different national providers) Design and delivery of own ECF based induction Delivery of own training using DfE Accredited materials and resources
Example of one strand from the Early Career Framework https://assets.publishing.service.gov.uk/government/uploads/system/uploads/att achment_data/file/913646/Early-Career_Framework.pdf https://www.early-career-framework.education.gov.uk/edt/wp- content/uploads/sites/2/2020/08/Overview-of-Blocks.pdf
So what does this mean for the Geography in the Early Career Framework?
It will be the role of the mentor to apply the ECF training to a subject specific context.
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Curriculum Design: Blocked Human and/or Physical Geography concepts or alternative approaches Cultural Capital requirements of our learners Mathematical and statistical mastery of our learners Written and verbal fluency or our learners The trusted voices of subject specific pedagogy and resources What do we have to assess? Considerations as Geographers? How does our subject extend beyond the classroom? What are the workload heavy elements of our subject? How do we engage & motivate our learners? How does our subject progress along the key stages? Any others you can think of?
Workshop Element: In breakout rooms there are a series of documents that have broken down the elements of the Early Career Framework with a challenge for us to consider the implications for us as Geographers. In your groups jot down considerations for Geographers accessing the Early Career Framework.
From September 2021 there will be two formal assessment points: one midway through induction and one at the end. These will be supported by regular reviews to monitor progress, to take place in each term where a formal assessment does not. Term One & Two Progress Review Term Three Assessment Review Term Four & Five Progress Review Term Six Assessment Review Appropriate Bodies are expected to be sent any progress review record where an ECT is deemed not to be on track. They can request copies of progress review reports for ECTs.
Appropriate bodies will play a key part in these reforms through their role in teacher induction. From September 2021, as well as ensuring that ECTs receive their statutory entitlements, they will ensure that regard is had to the amended statutory guidance and that ECTs are fairly and consistently assessed. Appropriate bodies will also be expected to check that ECTs are receiving a programme of support and training based on the ECF.
So what does this mean for the Geography in the Induction for Early Career Teachers?
Action Planning: Supporting those in their Early Careers Stage of Early Career Personal Objectives Department Objectives Whole School Objectives ITT Early Career Teacher (1st Year) Early Career Teacher (2nd Year)
Mike Simmons Deputy Director - NFTS m.simmons@jths.co.uk
