Great Schools need Great Teachers using ITT to close the gap

1. Great Schools need Great Teachersusing ITT to close the gap Seminar/workshop Marva Rollins Leon Kuforiji Rachel McGreal

2. Proposed Approach • Raynham’s context, experience and rationale for ITT. • Experiences of trainees • Share participants experiences • Recommendations for schools, LAs and policy makers/changers at National level.

4. Context • School’s profile – all major deprivation features • Historical issues with recruiting teachers • Response “Grow our own” • Need teachers who understand our commitment to meeting the needs of children “Schools cannot reverse poverty directly, but they can reduce its impact on children’s life chances.” ‘Narrowing the Gap – Giving every child the chance to succeed’ www.oxfordprimary.co.uk Great schools (all schools) need Great Teachers

5. Your context • Participants share contexts • Issues of recruitment and retention

6. Impact on Recruitment and Retention • No of teachers – 16 GTP/OTT, 8 PGCE placements • Greater stability • Clear understanding of the school’s ethos • Commitment – putting back – know needs of the area • Starting point at least ‘Good’ – leadership know this. • Have been part of on-going CPD • Planning with year groups • Limited external appointments

8. Organising ITT in school Mentor • Deputy Head – lead on trainees and NQTS • Dedicated Mentor – only role x 2 days • Responsible for knowing QTS standards/National Curriculum • Ensuring teachers/students knows standards • Liaise with class teachers/whole school overview programme • Co-ordinates support + other school placements • Liaise with universities re placements and observations by tutors, • induction of students with Head’s PA • Mentoring students through an action plan designed to help them meet their targets and collect evidence against the standards • Support for class teachers/joint observations with the them

9. ITT in School • Class teacher –supporting students/pupil learning • Specialist advice/or observation by subject leaders, SENco, Phonics co-ordinators, Child Protection Officer • Head’s PA – ensuring students meet all professional requirements, H&S, child protection issues • Monitoring of approach by Deputy Head through Appraisal

10. Working with Teacher Training Agencies • Middlesex University – GTPs and PGCE • Range of London Universities - PGCE • Gloucester University – Urban placements • Schools Direct – Bowes Alliance

11. Bowes Schools Alliance • Greater involvement in the process • Selection, interviewing, appointing • Skills test completed before start of programme • September start • On-site training across the partnership • Expectation of employment – decided to share expectation across the schools in Alliance – address needs for NQTs in summer term

12. Strengths and Areas for Development • Development of strong partnerships • Share expertise • Alliance can address concerns from either schools or trainees • Dependent on quality of support from schools/teachers • Skills tests – good teachers? • Maybe more areas for improvement – but stayed close to GTP model for first year

13. consider From your experiences : • Strengths • Areas needing further consideration

14. Experiences of colleagues • Rachel and Leon

15. Way Forward What do each of the below need to do to enhance teacher training, recruitment and retention (50% of teachers leave within 5 years + increase in number of pupils in some areas) • Schools • LA • National