Great Schools need Great Teachersusing ITT to close the gap

Seminar/workshopMarva RollinsLeon Kuforiji

Rachel McGreal

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.

Proposed Approach

EthnicityBlack - SomaliTurkishBlack CaribbeanWhite Eastern EuropeanOther Black AfricanBlack - GhanaianBangladeshiSri Lankan TamilWhite - EnglishTurkish CypriotBlack - NigerianOther AsianWhite and Black CaribbeanAlbanianIndianBlack - CongoleseAny Other Mixed BackgroundBlack and Any Other Ethnic GroupOther BlackAfghanAsian and Any Other Ethnic GroupKurdishOther White BritishArab OtherGypsy / RomaMoroccanVietnameseAsian and BlackBlack EuropeanOther PakistaniPortugueseWhite and Any Other Asian BackgroundWhite and Black AfricanWhite OtherAfrican AsianEgyptianFilipinoGreek CypriotIraqiOther Ethnic GroupRefusedWhite and Any Other Ethnic GroupBlack - AngolanChinese and Any Other Ethnic GroupGreekIranianItalianKosovanLatin/ South/ Central AmericanLebaneseSerbianWhite Western European

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

Context

Participants share contexts

Issues of recruitment and retention

Your context

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

Impact on Recruitment and Retention

Staff Ethnicity White - English

Black Caribbean

Turkish Cypriot

White And Black African

Black - Somali

Indian

Greek/Greek Cypriot

Other Ethnic Group

Turkish

White - Irish

Black - Ghanaian

Italian

Other Asian

Other Black African

Sri Lankan Other

White And Indian

White Eastern European

Albanian

Asian And Black

Bangladeshi

Black - Congolese

Black - Sierra Leonian

Kosovan

Kurdish

Other Pakistani

Refused

White - Scottish

White And Any Other Asian Background

White Other

White Western European

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

Organising ITT in school Mentor

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

ITT in School

Middlesex University – GTPs and PGCE Range of London Universities - PGCE Gloucester University – Urban placements Schools Direct – Bowes Alliance

Working with Teacher Training Agencies

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

Bowes Schools Alliance

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

Strengths and Areas for Development

From your experiences :

Strengths

Areas needing further consideration

consider

Rachel and Leon

Experiences of colleagues

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

Way Forward