Yorkshire and the Humber and North West regions

TIME TO TEACH PROGRAMME GUIDE 2019

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PROGRAMME GUIDEOUR QUALIFIED TEACHER STATUS PROVIDERWe are proud to be partnering with Sheffield Hallam University who will accredit QTS on the Time to Teach Programme.

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CONTENTS

Welcome ...................................................................... 4Welcome from the regions ........................................ 5 Acronym glossary ....................................................... 6 Overview of the Time to Teach Programme .................................................................. 7 The two-year journey .................................................12 Progress and assessment .........................................19 Appendices .................................................................26 Appendix A: Where to find further information ....................27 Appendix B: Quality assurance ................................................28 Appendix C: Roles and responsibilities .................................29 Appendix D: Participant Support Framework .......................33 Appendix E: Participant expectations ....................................34 Appendix F: Regional information ..........................................35

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WELCOME

Welcome to the Time to Teach Programme Guide 2019. This guide is where participants and mentors can find an overview of the programme.

Teach First is working towards a day when no child’s educational success is limited by their background. This will only be possible through the work of a committed community across England and Wales. Participants, universities, schools, ambassadors, pupils and their parents or carers are all part of this community. By working together across society, we believe this vision can become a reality.

The Time to Teach Programme is focused upon attracting career changers to teaching and developing them to be excellent teachers for their pupils and schools. It also involves teachers developing their leadership and building their contribution to a movement focused on ensuring all pupils have access to a great education.

This starts in the classroom and moves beyond to schools and communities. It begins with participants committing themselves to teaching for at least two years in their placement school.

We are committed to supporting new teachers to thrive and have sequenced our curriculum to ensure rapid and ongoing development throughout the programme.

After two years, participants who have met all the requirements of the programme will become Teach First ambassadors (more information on page 17). Readers of this programme guide, including those based in schools, who wish to find out more information about Teach First, should visit the Teach First website for more information or contact the regional team (see Appendix F for contact details). We look forward to working with you over the coming years, and to us all working together to move closer towards our vision every day.

Reuben Moore

Executive Director of Programme Development, Teach First

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WELCOME TO FROM THE REGIONSWe’re delighted to extend a warm welcome to all participants on the Time to Teach Programme across Yorkshire and the Humber and the North West.

Your programme is delivered in partnership with Sheffield Hallam University. Teach First and Sheffield Hallam University have a long and very successful track record of training and working with teachers. Our partnership includes an experienced and specialised professional team who will be working together to support you throughout your Teach First journey, to help you to become the best teacher possible.

Yorkshire and the Humber is a large area with schools across South Yorkshire, West Yorkshire, North Yorkshire, Humberside and North Lincolnshire which spans rural, coastal and urban districts. As such, it’s an area rich in diversity, history and, of course, challenges.

Teach First has now been working in the North West since 2006, and in this time we have built up strong partnerships with schools across the region. Similarly to Yorkshire and the Humber, we work across a wide geographical area, from Blackpool and Lancashire in the north, to Merseyside, Greater Manchester and surrounding areas.

Across both regions, we have an active and engaged community of just over 1,000 ambassadors (people who have completed our programmes), the majority of whom are still working in schools, many now in positions of leadership. Ambassadors actively support participants, from individual classroom support to workshop facilitation.

We’re very proud of our regions and of the impact that our community has had. We’re looking forward to working with you to ensure the children of Yorkshire and the Humber and the North West get the education and support they deserve.

Carol Gormley Regional Director, Yorkshire and the Humber

Colin Ferguson Regional Director, North West

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CFC: Cause for concern

CKA: Curriculum Knowledge Assessment

ITE: Initial Teacher Education

IRB: Internal Review Board

NQT: Newly Qualified Teacher

PSF: Participant Support Framework

PIF: Personal Information Form

PDL: Participant Development Lead

PDM: Participant Development Manager

QTS: Qualified Teacher Status

VLEs: Virtual Learning Environments

ACRONYM GLOSSARY

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OVERVIEW OF THE TIME TO TEACH PROGRAMME

The Time to Teach Programme ................................ 8 Participant Development Framework ...................... 8 Core requirements of the programme ..................... 9 Participant journey ................................................... 10Tools to track and support participant and pupil progress ............................................................ 11 Introduction to online and blended learning using TeachFirstX (Open EdX) ................................. 11

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TIME TO TEACH PROGRAMME Teach First is an education charity working towards a day when no child’s educational success is limited by their background. We cannot solve this problem alone. We believe working with great teachers and leaders will transform education and make our vision of educational equality a reality. Visit the our mission pages on our website to learn more.

Each year we train and support new teachers to work in early years settings, primary and secondary schools serving low-income communities across England and Wales.

Below are the principles which we have developed to help us ensure the Time to Teach Programme is world class.

Alignment, consistency and simplicity

Programmatic alignment is a key feature of effective programmes. The inputs a participant might experience will likely be varied, this variety can contribute positively to their experience. The programme aims to build greater consistency in all areas, to reduce challenges that arise for participants as a result of inconsistency and ensure a high quality and coherent experience for participants across the programme.

We are explicit about what we do and why Teach First has a strong understanding of what we feel constitutes effective Initial Teacher Education and adult learning. We want to make this clear to participants, so they understand why they are being asked to engage in content and so they can see the relevance of it for their practice. In being explicit about what we do and why, we model an empirically sound and research-informed approach to teacher development and a clear rationale for our programmatic choices.

We include exposure to a wide range of debates in the system ensuring each is rooted in the most robust evidence around what constitutes effective practiceTeach First believes that exposure to a wide range of debates in the system is essential for participants, so participants can make sense of them in relation to their practice and contribute to them accordingly. These debates, and the research underpinning all elements of our programmes are based on the most robust evidence of what constitutes best practice in Initial Teacher Education.

We ensure the curriculum meets the needs of the particular audience it is intended for Our programme has three equally important content strands: Teaching and Learning; Leadership, and Movement, each equipping participants with the critical knowledge and skills to impact in their classroom, in their schools and across the system. The programme will include curriculum content and support that enables participants to both respond to direct feedback about how to improve and critically engage with the impact of theory upon their practice.

All curricula are appropriately sequenced In order to ensure participants receive targeted

development focused on what is essential to their development at any given stage, the programme sequences the curriculum carefully. This starts with a focus on the gatekeeper skills of planning, assessment and classroom management during the supernumerary term and develops into wider subject specific and QTS content from September.

Deliberate practice is an explicit component of our programmesWe believe that defined and deliberate practice towards carefully crafted targets, supported by access to a range of outstanding practice, helps participants build clarity and confidence in all aspects of their teaching.

Our programme is rooted in the most robust evidence around how pupils, and especially pupils from disadvantaged backgrounds, learn best In order to ensure participants begin to quickly understand how students learn best the programme will incorporate a breadth of literature – all informing content and support that is focused on what is going to make the most difference to pupils from disadvantaged backgrounds.

A broad and balanced curriculum, and the importance of knowledge and skillsThe experience of a broad and balanced curriculum is essential for all pupils to ensure high levels of motivation. The research literature from cognitive science shows that knowledge makes learning easier. Skills are predicated on knowledge and so we see knowledge as key for our pupils, and an essential component for participants on the programme.

THE PARTICIPANT DEVELOPMENT FRAMEWORK The Participant Development Framework articulates what progress looks like across the domain of teaching and learning.

The Participant Development Framework incorporates the Teachers’ Standards and will be used by participants throughout their first and second years with their support roles and independently to help them identify their strengths and areas for development. The Participant Development Framework provides the written descriptors for each progression stage. In year 1, participants should be working through levels A-D and in year 2 they should be working through levels C-F.

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CORE REQUIREMENTS OF THE PROGRAMMEThe purpose of the core requirements is to outline the minimum expectations for completing the Time to Teach Programme for Teach First and to become a Teach First ambassador.

We expect many participants will exceed these minimum expectations across the two years.

Core requirements for participants

Core requirement This means that participants are expected to

Attend all supernumerary term development days

• Successfully complete the supernumerary term.

Teach for two years in a school serving a low-income community

• Teach for two years in their placement school.• Demonstrate the Teach First values in their interactions with colleagues, peers

and pupils.

Track their progress • Use BlueSky to track and monitor their progress on a weekly basis.• Demonstrate progress towards the standards in the Participant

Development Framework.

Work professionally with their support roles: mentor, Participant Development Lead (PDL)

• Respond to requests and communications from their mentor and PDL in a timely manner (within 48 hours).

• Attend and engage with all meetings and interactions with their support roles.

Obtain Qualified Teacher Status (QTS), successfully complete their year as a Newly Qualified Teacher (NQT)

• Attend all relevant training and conference days in full and complete any necessary preparation or post work.

• Gain QTS at the end of year 1.• Meet the local requirements of their school for completing their NQT year.

Demonstrate their longer term commitment to addressing educational disadvantage

• Update their core information and contact details to share with the wider community.

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PARTICIPANT JOURNEY

• Application form• Development centre• Enrolment

• Curriculum Knowledge Assessment• Professional skills tests

• Pre-Supernumerary Term• Read preparation materials

Supernumerary Term• Work towards the standards

within the Supernumerary Term Participant Development Framework

Ambassador transition• Share your experiences with

peers and other cohorts • Celebrate your successes • Think about next steps

Participant journey through the Time to Teach Programme

A powerful, growing network of over 8,000 people who share a common experience and commitment to positive change.

Pre-employment stage

Being an ambassador

Being in Teach First makes me feel part of something bigger..... it’s like a family that pushes me to be better while supporting me to do so

Laura McInerney, ‘06 ambassador

Two years teaching in school• QTS and NQT status• Working with your PDL and mentor • Work towards the standards within the

Participant Development Framework• Additional leadership development

opportunities including Summer Projects and the coaching programme

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TOOLS TO TRACK AND SUPPORT PARTICIPANT AND PUPIL PROGRESS

BlueSkyBlueSky is the online tool that all participants will use to reflect upon, track and monitor progress throughout the programme, using the Participant Development Framework.

It is where participants make reflective journal entries, upload evidence of their development, and collaboratively identify areas of development and set objectives and bespoke actions with support roles that will enable them to make progress through the Participant Development Framework.

Key benefits of the BlueSky tool are:

• safe and secure storage of data relating to participant progress

• access to information about progress for participants and their PDLs and mentors

• the ability to comment on progress, set targets and objectives remotely

• provides a platform to store evidence against each of the standards in the Professional Development Framework, helping to reduce time and increase quality of a QTS portfolio

• relevant training materials are hosted in one place. There are further details about how BlueSky will be used over the supernumerary term and during years 1 and 2 to track progress and support development on page 12-18 of this guide.

INTRODUCTION TO ONLINE AND BLENDED LEARNING USING TEACHFIRSTX (OPEN EDX) At Teach First, we value making our programmes as engaging, accessible and high quality as possible. We use a specific platform to help us do this, TeachFirstX (Teach First’s microsite for Open EdX) to host online learning. Throughout the programme selected content may be utilised using the platform and will enable participants to access learning at a time and place that suits them.

Content will be designed and delivered by subject matter experts in their field. Participants will practise, embed or analyse what they have learnt through completing activities and assessments on TeachFirstX, or in follow up conversations with their Participant Development Lead.

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THE TWO-YEAR JOURNEY Recruitment and selection ........................................13 Supernumerary term ..................................................14 Year 1 ............................................................................15 Year 2 ...........................................................................16 The ambassador community.....................................17 Roles and responsibilities .........................................18

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RECRUITMENT AND SELECTION In order to be awarded a place on the programme, candidates undergo a rigorous selection process comprising of an online application form, a selection day at the Teach First development centre and an interview at the placement school. During the selection process candidates are assessed against eight core competencies.

At the development centre these competencies are tested through a candidate interview, a group exercise, a group exercise self-reflection, a sample lesson, and a lesson self-evaluation. Successful Candidates who pass the development centre are then offered a school interview, and successful candidates are offered a provisional place on the programme. This is subject to the successful checking of their qualifications (against national and Teach First requirements), the candidate passing skills tests in literacy and numeracy, and the completion of a Curriculum Knowledge Assessment for the candidate’s allocated subject or phase.

Curriculum Knowledge AssessmentThe Curriculum Knowledge Assessment (CKA) is an important part of the participant selection process. Before enrolment, candidates’ suitability to teach the subject or phase to which they have been allocated is assessed and validated through the CKA by one of our subject specialist PDLs who works on the programme. PDLs provide individual feedback to participant responses to questions, focusing on developing participants’ pedagogical approaches, curriculum content and subject knowledge and an accompanying action plan. Following completion of the CKA, participants will be sign posted to modules pertinent to their development needs within the Subject Knowledge Enhancement course.

Subject Knowledge EnhancementAll Time to Teach participants will complete a Subject Knowledge Enhancement (SKE) course as part of their CKA action plan. PDLs will provide further guidance and support on how to apply to the SKE course. Courses are available all over England through universities, schools and online providers. They will be completed during the supernumerary term.

PREPARATION FOR THE PROGRAMMEParticipants will have access to a cohort group via Facebook.

The virtual group space will be monitored by subject specialist PDLs and allow participants to:

• begin to think about teaching and learning in the Teach First context

• consider the role that schools play in pupils’ education• start to understand:

• the Teach First vision • the key documents and principles of the

supernumerary term• wider aspects of the role of the teacher• which methods and strategies are most effective in

ensuring that children learn.

Engagement with the platform is optional and can be used as needed by the participant in preparation for the programme.

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SUPERNUMERARY TERMThe supernumerary term is a 12-week school-based preparation term to support participant preparation for the two-year programme. The experience begins with a one-day induction before participants enter their placement school.

Participants will be placed in school for four days a week with a fifth day allocated to development which will be led by their subject specific PDL.

The two main priorities of the supernumerary term are:

1. All participants that complete the supernumerary term are prepared and ready for school. This preparation includes gaining the practical knowledge, skills and behaviours they require in order to be confident and successful in their first days of teaching from September.

2. All participants complete the supernumerary term with the mindsets, networks, knowledge, skills and behaviours to start shaping their role and work towards a vision that no child’s educational success should be limited by their background. This is to ensure that Summer Institute capitalises on opportunities to establish participants as future ambassadors and connects them with the wider Teach First network including community members and partner organisations.

The curriculum has been developed based on the Supernumerary Term Participant Development Framework which can be found on the participant portal (the online tool used by participants to access key documentation throughout the programme). The Supernumerary Term Participant Development Framework has five themes, and each theme has a series of standards which participants will work towards across the twelve weeks. The themes have been selected to focus on the core knowledge and skills that a participant needs to develop before starting the programme in its entirety in September. They will be the focus of every learning opportunity across the supernumerary term. This approach enables participants to: make sense of their entire learning experience of the supernumerary term; track and monitor their progress and utilise the support of their Participant Development Lead and mentor, in service of their personal development.

Overview of the supernumerary termThe structure of the curriculum for the twelve weeks has been created collaboratively between the central design team and subject specific PDLs. All subjects will follow the same timetable allowing for differentiated content by subject specialism to inform the sessions.

For all participants, the supernumerary term will include the following:

• Teach First-led sessions focused on teaching and learning and subject specific pedagogy.

• A term in a secondary school, where participants observe lessons, practice teaching and receive constructive feedback; this will be in the schools where participants will formally start their teacher training from September.

• Training on other platforms and tools including BlueSky.

Development days during the supernumerary term will alternate between Manchester and South Yorkshire.

School based experienceThe school-based experience during the supernumerary term is an opportunity for participants to develop their teaching practice within their placement school prior to the start of the programme. Participants will take part in a range of experiences including:

• undertaking focused observations of outstanding practice

• planning lessons and teaching episodes in collaboration with school colleagues

• gradually building up teaching hours; which will be a mixture of shorter and longer teaching sessions

• reflecting on what they have observed and taught including feedback on their own teaching practice

• opportunities to assess pupils’ work through marking, observation or other forms of assessment for learning

• applying theory to practice: allowing participants to have a deeper understanding of the theory and how it affects classroom practice

• experiencing contrasting teaching environments, pupil ability levels and behaviour for learning across the school

• experiencing ‘pupil voice’ and hearing from pupils about how they experience teaching and what helps them to learn

• gaining insight into the professional requirements of being a teacher.

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Other activities when in the placement school during the supernumerary term could include:

• meeting and building relationships with staff and observing pupils being taught in their subject or phase

• learning about the school’s professional support on offer

• meeting with key members of staff • meeting with mentors and heads of department, key

stage or phase• gaining detailed information about school procedures

and policy, including child safeguarding • gaining detailed information about curriculum plans,

schemes of work, lesson plans, information about the pupils in their class or classes and resources

• finding out about school ethos, the school targets, the school development plan, assessment and reporting procedures, inclusion and behaviour management approaches

• gaining understanding of interactions with parents and carers

• observing, planning and contributing to a purposeful learning environment for pupils

• gaining an understanding of, and making plans for, preparations to be undertaken before the first day of term in September.

YEAR 1

Bespoke training and developmentThroughout the first year on the programme, participants are supported by a Professional Development Lead (PDL) and a school-based mentor. Their training and development will be focused on the participant’s individual training needs by reviewing and responding to progress against the standards outlined in the Participant Development Framework. For further details of the support provided by each support role please see Appendix C.

QTSDuring the first year of the programme participants work towards Qualified Teacher Status (QTS). Further assessment details follow, including assignment titles and guidance and information on the QTS BlueSky portfolio.

Throughout year 1 participants attend a number of development days.

The dates for the conference days can be found on the participant portal.

Qualified Teacher Status (QTS) moduleThroughout year 1, participants will work towards achieving QTS through their work during the supernumerary term, ongoing development days and school-based CPD with support from the mentor and PDL. Participants will evidence their progress towards the Teachers’ Standards on BlueSky through the Participant Development Framework. This will culminate in the creation of a QTS portfolio on BlueSky. For further information on the assessment of QTS, please see the assessment section on page 19.

Training and conference daysThe purpose of all training and conference days is to support participants to progress to gain QTS and NQT status. Formal training complements learning they experience as part of their day-to-day teaching and also all of the reading, research and assignments for their QTS modules.

The Time to Teach programme has been designed to ensure all training and development is conducted within the working week and module assessments have been designed to ensure there are expectations for any additional work to be completed outside of these hours are minimal (additional work may include; preparation for scheduled sessions, reading, and preparation for assignment tasks, revision, and so on).

All training is jointly designed and delivered by Teach First. The training and conference days will vary in their content and will include seminars, lectures and practical workshops. These days are in addition to induction and development days provided within the supernumerary term.

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School experiencesContrasting school experience The contrasting school experience is a ten-day placement in a school that provides a different teaching experience to that in the participants’ placement school. Participants will complete five days in a contrasting school during the supernumerary term and a further 5 days in year 1. This is a mandatory element of the programme and is crucial to ensuring participants demonstrate the breadth and variety of teaching experience required to meet all of the standards for QTS (Initial Teacher Training Criteria C2.4).

The school mentor will set up the placement with the PDL supporting and monitoring the appropriateness of the placement. Requirements regarding the placement are below and the documentation that participants and mentors need to complete before, during and following the experience can be found as a resource on BlueSky. Please note that where the experience has not met the requirements, or it is decided that the participant would benefit from a longer experience, this will be arranged in conjunction with the mentor and PDL.

Requirements

The contrasting school experience in the supernumerary term:

• should take place during week 6 of the supernumerary term (W/C 6 June 2019)

• consists of participants of the same subject swapping schools with other Time to Teach participants

• will be organised by Teach First between available schools.

The contrasting school experience in year 1:

• should take place in either term 2 or 3 of year 1 of the programme

• should be arranged with the contrasting school by the end of the autumn term (including dates)

• must take place in a school in England

• must be a minimum of five days in length, designed so that participants can see and plan for pupil progression. For subjects that have single lessons weekly, single days would support this. For primary, early years and subjects that have more regular classes, this should take place in a one week block

• must focus on the development needs of the participant• should take place in an outstanding school if the

participant’s placement school is not currently Ofsted outstanding

• must be in a contrasting context to the participants’ current school to ensure the greatest amount of learning and development. What ‘contrasting’ means will depend on the context of their placement/employment school and may include opportunities for the participant to:

• demonstrate their ability to teach children and young people from different backgrounds and age ranges than that of their placement school

• gain experience of a different approach to school organisation and management

• develop their understanding of pupil transition and progression in their subject

• drive progress in their development areas• undertake significant teaching and receive

feedback on their teaching and progress of the pupils they teach.

• should not take place in a school within the same academy chain

• must have significant opportunities for the participant to teach and receive formal and informal feedback on their teaching.

Two-day primary experience (secondary)Secondary participants need 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 document to support the planning of a quality experience and capture learnings from the experience can be found as a resource on the participant portal.

YEAR 2

NQT statusIn the second year of the programme participants complete their NQT year. Throughout year 2 participants attend six development days to further enhance their teaching knowledge and skills.

All training is designed and delivered by Teach First. The development days will vary in their content and will include seminars, lectures and practical workshops.

Individual supportThroughout the second year on the programme, participants are supported by a PDL and a school-based mentor to support progression towards NQT status through the Participant Development Framework.

Ambassador transitionAs participants complete the programme they will reflect on their experiences and make choices on what they are planning to do next, whether that is moving into a position of leadership in their placement school, continuing to develop as an expert teacher or moving to a new area.

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THE AMBASSADOR COMMUNITY

What does it mean to be an ambassador?After completing the Time to Teach Programme, participants become Teach First ambassadors. The achievement of completing our programme makes every ambassador part of a unique community of leaders, connected through their experiences in the classroom and a common vision of a day when no child’s educational success is limited by their background.

Our goal is people powered change: we invest in supporting ambassadors to become great teachers, school leaders, social entrepreneurs, student mentors and business leaders; whatever it takes to help the least advantaged young people succeed at school and beyond.

What do our ambassadors go on to do?Our ambassador network is over 8,000 people who share a common experience and commitment to creating positive, lasting change in education. It’s a community that lets you come together - online or in person - for inspiration and to share ideas. Here’s what some of them are doing and the positive change they continue to make through the network.

Additional opportunities beyond the programme

Programmes and development opportunities Networks Volunteering

Join a number of leadership training programmes all designed to support your career progression such as:• The School Leadership Pathway

(NPQ)• Leading Together (whole school

senior leader support)• Reconnect (training and support

back into the classroom)• Summer Projects and Coaching

programme

The professional services, ambassador heads and innovation networks are some of our well-established groups. Other community groups are developing all the time for different professions, interests, subjects or locations.

Join the hundreds of ambassadors already volunteering in roles that help make education fair. Develop your skills as a governor, help Teach First by supporting the programme, or use your connections to work with schools in your local community.

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ROLES AND RESPONSIBILITIESThroughout the two-year Time to Teach Programme participants will be supported to develop as a teacher and fulfil core requirements towards becoming an ambassador. In service of this, participants will receive one-to-one and group support from their three support roles. Participant expectations as participant and employee can be found in Appendix E.

Participant Development Lead (PDL)Each participant will work with an experienced Teach First professional who has overall responsibility for their development. The PDL is the key point of contact at Teach First for the participant, coordinating all aspects of the support they receive, whilst also ensuring alignment with the taught curriculum.

The PDL will lead the participant’s development as a teacher and leader, and connect them to the wider Teach First movement. They are experts in teacher development, leadership development and classroom practice. With a focus on participant progress across the Participant Development Framework and the programme, they will also work closely with mentors to develop their expertise alongside participants.

School-based mentorMentors are school-based and have the greatest number of interactions with the participant across the two-year programme. They should be highly effective teachers within the subject/phase the participant teaches and enable them to develop across all areas of the Participant Development Framework. Their main focus is to ensure each participant has a successful experience in school and positively impacts pupils.

CoachParticipants have the opportunity to have a coach; an experienced professional to discuss personal leadership challenges and how best to overcome them. Our coaches provide valuable, impartial support for participants as they continue to develop their leadership skills during the programme. Ambassadors who stay in teaching can also access this support.

We recruit volunteer coaches from a wide range of sectors; many work for our supporting organisations whilst others are either entrepreneurs or representatives from national and international charities, businesses, government bodies and the media. Coaching is focused on supporting participants to overcome leadership challenges, help them reach their own decisions about how best to achieve their goals, and support wellbeing.

For a much more detailed breakdown of roles and responsibilities, please see Appendix C.

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PROGRESS AND ASSESSMENTBlueSky .......................................................................20 Observations of participant lessons .......................20 Participant Support Framework ..............................25

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BLUESKY

Participant Development Framework and BlueSkyParticipants will use the Participant Development Framework during the Time to Teach Programme. The Participant Development Framework is hosted on the BlueSky platform and will be used to support participant development by enabling them to:

• assess progress against the Participant Development Framework standards

• complete weekly reflections in an online journal• set specific objectives and actions • provide evidence to demonstrate progress against

the Participant Development Framework • create an online portfolio which can be used for the

assessment of QTS.

JournalThe journal offers the opportunity for participants to reflect on their practice and development throughout the first year. It provides key evidence of professional development in action. Mentors and PDLs are all expected to engage with the journal on BlueSky by reviewing entries and commenting with constructive feedback when appropriate. Expectations of this will be shared as part of participant and mentor training and can be found in the resource section of BlueSky. The focus of the reflections is decided on by participant and mentor and can be guided by a list of titles linked to the Participant Development Framework (found on BlueSky as a resource).

Objectives and actionsThe setting of objectives and actions will focus participants’ attention on areas of development, supporting progress towards the Participant Development Framework and achievement of QTS. This process will be led by the PDL during Summer Institute and mentor from September. Guidance around selecting a focus and process to set objectives and actions will be shared at mentor training and can be found in the resources section of BlueSky.

Self assessmentBlueSky provides the participant the opportunity to self-assess and share progress against the Participant Development Framework over the course of the programme. This is essential to:

• monitor progress in the Teaching and Learning; Leadership and Movement strands of the Participant Development Framework

• highlight when specific and bespoke support is needed

• support termly review meetings by showcasing and discussing progress against the Participant Development Framework including the Teachers’ Standards.

Evidence To demonstrate progress against the Participant Development Framework standards, including the Teachers’ Standards, participants will upload evidence of their progress over the course of the programme. This evidence can be reviewed by all support roles. Evidence will be uploaded for the termly reviews and as part of the QTS portfolio to gain QTS status.

OBSERVATIONS OF PARTICIPANT LESSONSThis section gives an overview of the purpose of observations across the two-year programme. There is also an overview of the minimum number of observations a participant will receive.

Note: This guidance is focused on observations of a participant. Whilst it is expected throughout the programme that participants will observe other teachers to enhance their understanding of high quality teaching and learning there are no formal requirements for the number or approach for this. Mentors and Participant Development Leads will support participants to identify opportunities for observations.

Purpose of observationsObservations form a key element of the programme to support participants to progress across all elements of the Participant Development Framework. They are there to enable support roles to identify strengths and areas for development, as well as providing formal opportunities for the participant to reflect on their teaching practice.

Alongside these, feedback from observations is used as evidence to support the recommendation of QTS and therefore lesson plans, accompanying resources and feedback should all be uploaded to BlueSky as per the guidance found on BlueSky.

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Number of observationsParticipants will receive at least 12 formal lesson observations in year 1 and at least eight in year 2. The table below outlines which support roles will conduct each observation. Please note that some participants may receive more if identified as being beneficial to support their success on the programme. Some schools also have specific policies in place for how observations are conducted and participants can expect to receive further information on these from their mentor.

The PDL will work with the participant and mentor to schedule observations. In the instance when the date of an observation changes, this should be clearly communicated to the participant, PDL and mentor so everyone is aware of when these take place. Lesson observation forms and a feedback model are provided and should be used by PDLs and mentors; these can be found on the participant portal.

Additional requirementsAcross all observations in the first year of the programme at least two key stages should be seen:

• Secondary (except business) – Key Stage 3 and 4• Secondary business – Key Stage 4 and 5.

Termly reviewsEach term there is a formal, summative review of progress led by the PDL. This is an opportunity for participants to reflect on what has been achieved by drawing on evidence collected on BlueSky with their mentor and PDL. Together, participants and support roles discuss participants’ strengths and priorities for development in connection with the Participant Development Framework and with the long-term aims participants have for their pupils and set objectives for development. The termly review is a formative and summative process with participants awarded a grade in relation to their progress towards QTS but given clear objectives for development on the basis of the conversation.

PDLs and mentors will all be involved in the termly review. To prepare, the mentor and participant will make an initial assessment of progress (using the evidence available on BlueSky) against the Participant Development Framework, and suggest a termly review grade for discussion with the PDL during the meeting. The final decision of the participant grading is made by the PDL and it is the responsibility of PDLs to ensure that judgements and grades are internally moderated so that grades awarded to participants are consistent. All grades are finally moderated by the Teach First internal review board.

In collaboration with their mentor, participants should:

• complete the self-review process, identifying strengths and development needs in relation to the standards of the Participant Development Framework

• ensure journal reflections, and objectives (and associated actions) are up-to-date

• ensure evidence is correctly labelled and uploaded to the Participant Development Framework review on BlueSky.

Number of observations across the two years

Supernumerary term

Mentor At least fifteen observations (five formal observations)

PDL At Least three observations

Year 1

Mentor Weekly drop in observations and at least six formal observations.

PDL At least nine observations

Year 2

Mentor At least six observations

PDL At least three observations (one joint)

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OutcomesFollowing a termly review, the participant will have a set of professional objectives to work towards during the next term together with clear actions for achieving these objectives.

PortfolioA final online portfolio of evidence that demonstrates how the Teachers’ Standards have been met will be submitted by participants in June 2020. This key collection of resources is collated on BlueSky and it is available to PDLs and mentors for ongoing formative assessment at any time. It is recommended that participants begin to compile their portfolio in the spring term and regions will communicate specific dates for the completion of the portfolio on BlueSky.At the beginning of the spring term of 2020, Teach First and university providers will provide additional guidance on assembling the final portfolio which should contain the best evidence of meeting the Teachers’ Standards for both key stages for which they are being trained. The following table lists the required contents of the final portfolio within the structure that will be seen in the portfolio section of the BlueSky review.

Practice Based AssessmentsThroughout the year participants will complete a series of practice-based assessments. These assessments align with the curriculum and you’re your development as a novice teacher. They will be marked at Level 6 and contribute to your QTS portfolio. More information on the assessments, including titles, wordcount and hand in dates will be provided on the participant portal.

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Final assessmentFinal assessment takes place in June. This process is summative and draws all the evidence together in order to make a judgement about whether there is a recommendation for QTS. Each participant will work with a PDL to complete their final assessment.

During this time, PDLs:

• meet with mentors to discuss progress during the year and establish an overview of participants’ work in school

• meet with the participant to discuss their work and progress

• assess the portfolio presented by participants on BlueSky

• also conduct a lesson observation as part of the final assessment.

Headteachers are kept informed during this process. Following the final assessment visit, PDLs make a recommendation as follows:

Recommendation one:

Process completed and the participant can be recommended for QTS.

Recommendation two:

Despite being on track there is insufficient evidence to support the recommendation for QTS at this stage and the participant is required to provide further identified evidence.

Recommendation three:

The participant has not met the requirements and will not be recommended for QTS.

At this stage, recommendations are subject to verification at the final examination board, the QTS provider and, in some cases, by the external examiner. Participants who are given recommendation ‘two’ are required to provide further evidence and to submit this for assessment before the final examination board. Final assessment visits are moderated by external examiners for the programme. Visits are made to approximately 10% of the cohort and external examiners are accompanied by PDLs. The QTS provider will also conduct an assessment review; spending a day with the cohort to review evidence.

Procedures for dealing with potential failureProcedures for dealing with failure come into operation following review by the programme examination board. Any participant whose work was designated as unsatisfactory by the Internal Review Board prior to review by the examination board, and who does not meet all programme requirements at the examination board review, could fail the programme. Since participants at this stage will have already attended at least two target-setting meetings with the university and regional team (or their 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. The PDL will inform the participant of the board’s decision in this instance.

Formal assessment regulationsFormal assessment regulations apply only to the recommendation of Qualified Teacher Status (QTS), and are distinct from the participants’ contract with the placement school in which they work. All decisions concerning failure or potential failure in the training programme are taken by the Teach First through its formal examination board procedures. The participant’s school are consulted at every stage. The programme leads to the recommendation of QTS, which is accredited by our partner university following successful completion. This recommendation is dependent on the Teachers’ Standards having been met.

AttendanceParticipants who are absent from development days for approved reasons must cover the work missed. This may include the need to complete a pro forma signed by the relevant PDL, indicating what cover work has been completed, to be included on BlueSky. Absence from sessions should normally be only for reasons of certificated illness. Other requests for absence from sessions for exceptional reasons must be made in writing in advance.

PunctualityParticipants are required to be punctual at all events. Mentors and Teach First employees can report poor punctuality as grounds for a participant’s work being designated as ‘unsatisfactory’ at a termly review with regard to professional conduct. All tasks, assignments, presentations and the final online portfolio must be completed at the times indicated in this programme guide, page 24, where all major deadlines, for the entire programme, are published in advance. To avoid penalties, any request for an extension must be made to your PDL in advance of the deadline and in line with the guidance. Extensions will only be granted in exceptional circumstances, in line with the policy. More information can be found on the participant portal.

Deferred assessmentWhen an assessment cannot be made by an Internal Review Board for reasons of certificated illness, or other absence, a deferred assessment is recorded.

Participant expectationsWhile the vast majority of participants will act professionally and in line with standards, any breach of the participant expectations will need to be investigated by Teach First and may result in you being withdrawn from the programme. See Appendix E for more information.

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Year 1

Supernumerary term review Date Assessment by

Review End of Supernumerary term Participant Development Lead

Autumn term Date Assessment by

Termly review End of autumn term Participant Development Lead

Spring term Date Assessment by

Termly review End of spring term Participant Development Lead

Summer term Date Assessment by

Termly review End of summer term Participant Development Lead

QTS assessment review day and sign off

June 2020 (exact date to be confirmed by the university)

QTS provider & Participant Development Lead

NQT preparation review June/July 2020 Mentor

Key formal assessment dates 2019-21

Further details around assessment in year 2 will be communicated via the school portal.

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Participants with additional requirements Teach First is committed to providing reasonable adjustments to support participants with a disability.Participants need to share details on any requirements through the Personal Information Form (PIF), as part of the enrolment with their university and also to their school as their employer. Due to our internal data protection policies, we do not share this information on behalf of the participant.

All participants have access to student services at their university and are entitled to occupational health support in their placement school.

If any required reasonable adjustments develop or change over the course of the programme, participants should share this with their PDL and university disability services to make sure appropriate provision can be made.

PARTICIPANT SUPPORT FRAMEWORKParticipants may require extra support during the programme and the Participant Support Framework (PSF) is used to coordinate this. The support could be needed for a range of reasons and the implementation of the PSF will always focus on helping participants make the most progress and have the greatest impact possible.

The Participant Support Framework is a collaborative process involving the participant, Teach First, the school and the university. It can respond to a range of needs, recognising that many participants require some additional support at various points in their training. The PSF ensures this support is approved by all parties and provides a positive framework for the participant to progress by identifying clear support needs and targets. Where a participant does not make adequate progress through the first phase of the PSF, formal procedures may be instigated to allow for increased support and monitoring to hopefully allow a participant to progress successfully. The PSF is consistent for all Teach First participants. In cases of gross misconduct, university/school/Teach First procedures may be implemented outside of this framework.

What is the Participant Support Framework?The Participant Support Framework (PSF) is a three-stage process to align support from schools, universities and Teach First around a participant; the phases are ‘extra help’, ‘cause for concern’ and ‘sustained cause for concern’. Each phase lasts for approximately four weeks, and can be repeated if necessary. While the cause for concern and sustained cause for concern stages focus specifically on issues related to Teachers’ Standards or QTS Standards Wales, the period of extra help can be related to wider areas where support is needed, including for example:

• struggling to progress through the Participant Development Framework

• not being on track to gain QTS• challenges with wellbeing• following a period of absence.Any additional support provided as part of the PSF will be shared with the participant as a support plan, with clear objectives and actions. It is important for participants and mentors to raise awareness with the Participant Development Lead (PDL) as quickly as possible to challenges that the participant may be having so that support can be agreed and implemented straight away. This allows specific training needs and/or concerns to be identified and for PDLs and mentors to work together to provide appropriate extra support. Being proactive and identifying potential challenges early is crucial. Participants are actively encouraged to ask for support where they think they need it. Participants will always be made aware if their PDL and mentor consider that they require a support plan. For a breakdown of each stage of the Participant Support Framework, and implications for not passing the final stage, see Appendix E.

 

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APPENDICESAPPENDIX A: Where to find further information .....27 APPENDIX B: Quality assurance ................................28 APPENDIX C: Roles and responsibilities ...................29 APPENDIX D: Participant Support Framework ........33 APPENDIX E: Participant expectations.......................34 APPENDIX F: Regional information ...........................35

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Participant portalThe participant portal is an online platform that is open to participants, ambassadors, Teach First employees and mentors, and it is where a significant amount of Teach First-related content is held.

The website allows people to create and share content, including blogs, information and resources. It is also where information and resources about the programme are shared, so all users of this guide are encouraged to visit the site regularly and to reach out to members of the community in order to share best practice. Downloadable versions of all Teach First core documentation are available, including this guide, on the guidance section of the portal.

BlueSkyBlueSky is the online tool for participants and support roles (Participant Development Leads and mentors) to track and monitor progress through the programme using the Participant Development Framework. The tool enables participants to reflect, assess themselves and demonstrate progress against the Professional Development Framework, and set objectives to improve their practice. Training on how to use BlueSky is provided at the beginning of the programme for participants, and during mentor training for mentors, by regional teams. Training resources are available on the participant portal in the resources section.

BlueSky is accessible by visiting the BlueSky Education website. Log in details are provided to participants during inducation.

EdX (Teach FirstX)EdX is the provider of the online platform where Teach First hosts online content for participants. Teach FirstX is the name of the Teach First specific institution where Teach First courses will be available. From time to time, participants may be signposted to materials and resoruces on the EdX platform to support their development.

Participants will access the Teach FirstX platform during their induction and will be expected to create an account using the email address they use for Teach First correspondence. Communications about how and when to access Teach FirstX courses will be shared as part of communications to participants prior to the programme.

The programme agreementThis contractual document explains the key requirements and responsibilities of schools, university training providers and Teach First in relation to the delivery of the programme. It includes details on the programme, the fees and financial obligations, mentor requirements, and our equality, diversity and inclusion policy. This document is available upon request from regional teams, or schools may also be willing/able to share this.

APPENDIX A: WHERE TO FIND FURTHER INFORMATION

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Working in partnership with universities delivering a Qualified Teacher Status recommendation, we are required to meet the quality standards of the Department for Education (England only), Welsh Government (Wales only), Ofsted (England Only), Estyn (Wales only) and the Quality Assurance Agency for Higher Education. Our internal quality assurance (QA) processes support the ongoing monitoring of the quality of our Programme. Below is an overview of how each aspect of quality is monitored.

Programme designThe high-level structure of the programme has been designed in collaboration with Teach First and QTS providers through a course committee structure.

The session level content is designed by Teach First and moderated by university providers. All content is quality assured to meet the standards agreed by the partnership:

• 100% of programme design is shared between Teach First and the QTS provider for review and feedback.

Programme deliveryAll Teach First and university facilitators/lecturers have undergone a robust recruitment process to ensure they have the necessary skills and experience to deliver the content. All facilitators/lecturers also receive necessary training and briefings on content. The delivery of the programme is quality assured at the point of delivery

through a Teach First designed process. The survey of participants, mentors and headteachers provides an evaluation of both the design and delivery of the programme.

Mentor provisionMentor provision is quality assured through a number of mechanisms. Training will be provided to all mentors and the mentor development framework and mentor curriculum frameworks support mentors to develop their own practice to offer tailored support to each participant. PDLs work with mentors in school to quality assure through joint observations and provide developmental support.

Programme outcomesProgramme outcomes from each termly review are analysed at a local and national level with recommendations built into the programme improvement process.

 

APPENDIX B: QUALITY ASSURANCE

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APPENDIX C: ROLES AND RESPONSIBILITIES

Participant support: year 1

Area of support Participants Support roles

Initial progress review visit with PDL

Engage in an initial progress review meeting with PDL.Preparation required:• Complete actions for the post supernumerary term

action plan, reflect progress on BlueSky by setting new objectives with the mentor. Based on above, identify continued focus areas and come prepared to discuss.

• Select a lesson for an informal ‘drop in’.• Bring your teaching timetable.• Clarify any upcoming deadlines.

PDL:Engage in an initial progress review meeting with the participant:• Conduct one informal lesson ‘drop in’ with feedback.• Contract ways of working/expectations.• Review progress on Bluesky.• Collect timetable information (spot check mentor

and participant timetables are suitable).• Review and agree any upcoming deadlines or

events including QTS learning days.

Weekly mentor interactions

Prepare for and engage in 39 (one-hour weekly) developmental interactions with mentor.These should include (may differ week to week depending on your needs):• your progress against the Participant Development

Framework including self-ratings and any artefacts you’ve developed (for portfolio evidence)

• gathering data and reflecting on pupil progress• joint lesson planning• practice of key teaching skills• reflection on training or reading undertaken as

part of your development days, linked to your classroom practice

• discussion of informal lesson ‘drop in’• discussion of/decisions on journal reflection topics

based on developmental areas• review of and selection of objectives and actions

to focus development for the following week/s.Preparation required:• Update progress towards professional objectives/

weekly actions on BlueSky.• Complete journal reflections on BlueSky.• Be prepared to communicate your strengths/areas

for development, linked to evidence.• Create and share a meeting agenda.These interactions should ensure you:• receive feedback and input on observed

teaching practice• reflect on teaching practice and progression

through the Teach First programme• set/review/update weekly action plans via

BlueSky as agreed• receive specific support to develop subject

knowledge including subject specific pedagogy.

Mentor:Prepare for and engage in 39 (one-hour weekly) developmental interactions with the participant. These should include (may differ week to week depending on participant needs):• review and discussion of participant progress

on BlueSky• in support of the above, set any actions

as appropriate• joint lesson planning• facilitating practice of/modelling teaching skills• the informal lesson ‘drop in’ and feedback form• providing support to develop pedagogical

subject knowledge• discussion of/decision on journal reflection topic/s

based on developmental areas and interests.This could include opportunities to:• explain how the context of the school,

community and pupils impacts participant planning and assessment

• ensure participant readiness for any upcoming school or Teach First activities (including development days, termly reviews and written assignments)

• provide specific support to develop subject knowledge including subject specific pedagogy

• support wellbeing and workload management.

This table details the expectations of participants and the support they will receive during year 1 of the programme.

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Participant support: year 1

Area of support Participants Support roles

Half-termly PDL progress review visits

Prepare for and engage in six progress review visits with the PDL.Preparation required:• Update progress towards professional objectives/

weekly actions on BlueSky.• Be prepared to communicate your strengths/areas

for development, linked to evidence.• Complete journal reflections.• Create and share an agenda for the meeting.Progress review visits should ensure you:• make meaningful progress as a new teacher and

can evidence this at termly review points• gain clarity and support with written assignments• link taught learning to classroom practice• receive specific support to improve phase specific

teaching practice• gather data and reflect on pupil progress.

PDL:Lead six half-termly progress review visits focused on the participants’ strengths and areas for development. This will take place alongside a formal lesson observation and requires the PDL to:1. Observe a lesson using the Teach First lesson

observation form provided.2. Provide developmental feedback using the

feedback model provided.3. Conduct and facilitate an evaluative review

of participant progress against the Participant Development Framework including a review of evidence uploaded to BlueSky, identifying standards of strength and those of development.• As part of the discussion above the PDL

should provide specific strategies to improve teacher practice.

• Use documentation to cohere support and ensure alignment for professional objective/ weekly action setting.

• Communicate well in advance of the meeting any progress expected.

Any other business should include:• facilitating an evaluative review of pupil progress• ensuring clarity on any upcoming Teach First

activities (including development day sessions, termly reviews, assignments)

• agreeing host schools and developmental objectives for all alternative school-based learning (contrasting school experience, 0 to 3 for early years and alternative key stage for primary and early years, one day in a primary school for secondary).

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Participant support: year 1

Area of support Participants Support roles

Formal lesson observations

Receive a minimum of 12 formal lesson observationswith feedback:• six by school mentor (some observations may

be completed jointly)• nine by PDL (some observations may be

completed jointly)Preparation required:• Identify focus areas from the Participant

Development Framework.• Consolidate and email all related lesson materials

and resources in advance of observation.• Conduct the lesson.• Attend and engage in feedback meeting.• Seek support to translate feedback into specific

actions for improvement.After the observation: update professional objectives and weekly actions on BlueSky as appropriate.

PDL:• Lead the mapping of 12 formal lesson observations

across the year in collaboration with the PDL and mentor using the Teach First lesson observation form.

• Ensure that participants have a minimum of 12 formal observations: each joint observation will count as one formal observation.

• Organise the joint observations of at least three participant lessons with the mentor and/or PDL.

• Where observations are joint: consolidate observations from the mentor and PDL and agree who will lead the feedback conversation.

• Where observations are joint: consolidate feedback and input onto one observation form.

• Complete and email a lesson observation form, post-observation, to other support roles and participant.

• Conduct nine formal lesson observations with feedback using the Teach First feedback model linked to the Participant Development Framework.

Mentor:• Conduct six formal lesson observations with

feedback using the Teach First feedback model (some observations may be completed jointly) linked to the Participant Development Framework review using the Teach First lesson observation form provided.

• Complete and email a lesson observation form, post-observation, to other support roles and participant.

• Use documentation to cohere support and ensure alignment for setting standardised objectives and weekly actions.

Termly review Undergo a formal termly review three times a year.Preparation required:• Complete a self-audit of progress towards standards

outlined in the Participant Development Framework, along with uploading any relevant evidence.

• Meet with mentor in advance of the termly review to discuss feedback and your self-audit.

• Attend and engage in the termly review meeting.• Complete any necessary actions coming out of the

meeting, especially related to BlueSky.• Prepare and update teaching file/portfolio and

bring to the meeting as evidence.• Ensure all documentation supporting second

school placement, alternative key stage (primary and early years only) and 0-3 experience (early years only) are complete and shared as appropriate.

PDL:• Lead the organisation of the termly review, ensuring

the mentor and participant can be present.• At the termly review, record all key decisions and

actions; communicate them in a follow-up email to participant and mentor.

• Report outcome to Teach First.• Complete an overview statement on BlueSky to

sign-off the participant’s grade at the end of each term.Mentor:• Meet with the participant in advance of the termly

review to discuss and moderate their self-ratings on the Participant Development Framework review.

• Attend the termly review.• Report outcome to school (mentor or headteacher).

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Participant support: year 1

Area of support Participants Support roles

Final assessment Prepare for and engage in a final assessment:• Collate and share portfolio evidence as part of the

QTS portfolio on BlueSky.• Ensure all core requirements are complete.• Prepare for and engage in moderation visit by

external moderator (if required).

Mentor:• Ensure all preparatory paperwork is completed

by the participant.• Communicate any concerns or gaps in participant

progress in advance with mentor and PDL.• Attend any necessary meetings.• Liaise with the external moderator and the school

to set up moderation visit (if required).• Report outcome to school (headteacher/mentor/

Senior Leadership Team lead).PDL:• Work with the mentor and PDL to ensure

paperwork, agreed visits and programme requirements are met.

• Ensure BlueSky progress monitoring requirements are met.

• Lead the set up and chairing of any necessary meetings.

• Complete overview statement on BlueSky to sign off participant progress.

• Attend any necessary meetings ensuring agreement on the final assessment and recommendation for QTS occurs within the meeting.

Bespoke Prepare for and engage in any bespoke and/or virtual support from PDL and mentor along with any additional CPD opportunities offered by Teach First, university or school (and others) based on identified areas for development:• Use the Participant Development Framework to

understand and be transparent about strengths and areas for development.

• Ask for help and support when required.• When support or training is directed,

engage proactively.

PDL:• Oversee and document as required all additional

support needs (including the Participant Support Framework if required).

• Provide bespoke support and training as necessary. Mentor:• Provide bespoke support and training as necessary.

Progress to year 2

Complete NQT action plan to ensure focus areas are clear for transition into year 2.

PDL:• Lead the transition process to ensure participants

have plans in place to continue developing in year 2.

Mentor:• Ensure the participant is registered with the

necessary organisation to complete the training requirements for year 2 (e.g. local authority for NQT year).

• Lead the development of the NQT action plan with the participant gaining input from other support roles as necessary.

Further details regarding the roles and responsibilities for year 2 of the programme will be published during the 2019-2020 academic year.

CPD opportunities for all mentorsMentors are required to engage with regular training and development opportunities throughout the year provided by the Teach First regional teams and university. These include an induction to the programme, ongoing development and networking opportunities, as well as recognition and accreditation routes in some regions. More information can be found in the Mentor Handbook and by contacting regional teams.

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APPENDIX D: PARTICIPANT SUPPORT FRAMEWORK

Stage one: Extra help

If an issue with participant progress requiring additional support is identified, a support plan is created on BlueSky. The PDL coordinates this process. The participant, school and Teach First meet to agree::1. targets for development2. any additional support requirements3. success criteria4. review meeting date (usually four weeks).Targets are reviewed during a review meeting.

If targets are met, then the support plan is closed.

If targets are not met, then either:a. period of ‘extra help’ is extended or repeated (up to four more

weeks) ORb. if the targets are related to a concern about progress towards

QTS it can be escalated to ‘cause for concern’.

Stage two: Cause for concern

This stage occurs when a participant has completed the ‘extra help’ stage and targets have not been met AND when the concerns around a participant’s progress link to the achievement of QTS.The participant, school, university and Teach First meet to agree:1. that this is a formal process and if unsuccessful may result in escalation to ‘sustained cause

for concern’2. targets for development3. any additional support requirements4. success criteria5. review meeting date (usually four weeks).Targets are reviewed during a review meeting.

If targets are met, then the support plan is closed (most participants will go back to ‘extra help’ to ensure progress continues and additional support can be slowly removed).

If targets are not met, then either:a. period of ‘cause for concern’ is extended by two to four weeks –

(when targets are expected to be met following some additional time with the same intervention or support) or repeated (if targets have changed or are new) OR

b. if the targets are related to a concern about progress towards QTS it can be escalated to ‘sustained cause for concern’

Stage three: Sustained cause for concern

This stage occurs when a participant has completed the ‘cause for concern’ stage and targets have not been met AND when the concerns around a participant’s progress link to the achievement of QTS.The participant, school and Teach First meet to agree:1. that this is a formal process and if unsuccessful may result in the participant being withdrawn

from the Teach First programme2. targets for development3. any additional support requirements4. success criteria5. review meeting date (usually four weeks).Targets are reviewed during a review meeting.

If targets are met, then the support plan is closed (most participants will go back to ‘extra help’ to ensure progress continues and additional support can be slowly removed).

If targets are not met, then either:a. period of ‘sustained cause for concern’ is extended by two to four

weeks – (when targets are expected to be met following some additional time with the same intervention or support) or repeated (if targets have changed or are new) OR

b. withdrawal process is implemented.

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APPENDIX E: PARTICIPANT EXPECTATIONSThis section sets out the standards of behaviour we expect from all participants as they prepare for, and complete the Time to Teach Programme.

Please note the following:

• Our expectations apply to you as a Teach First participant; however many of the principles are relevant to your future career and as an ambassador.

• These expectations do not have any legal effect and doesn’t replace any standards expected of you by your placement school (your employer) or the Teachers’ Standards (England) and the Professional Standards (Wales) which all teachers must adhere to.

• While the vast majority of participants will act professionally and in line with these standards, it is important that we are clear that any breach of our expectations will need to be investigated by Teach First and may result in you being withdrawn from the programme.

Our expectationsRole modellingYou’ll be a role model for the pupils you teach and in the schools and communities you will serve. We expect you to maintain absolute professionalism and high standards of personal conduct at all times, and you must not engage in any activity or behaviour which would bring Teach First or the teaching profession into disrepute.

Professional valuesThe following are examples of what we mean by professionalism:

• Being punctual; dressing appropriately.• Treating your pupils, their parents, your colleagues,

fellow participants and Teach First and university employees with courtesy and respect.

• Completing work to deadlines, being honest and having a positive attitude.

Professional etiquette We expect you to interact professionally as you prepare for, and during your time on the programme. By this we specifically mean, responding promptly to emails and telephone calls and following instructions or requests provided by Teach First employees.

Engagement with the programmeYou’re expected to engage with all training and professional development opportunities offered by our programme, whether led by Teach First or a university. Any failure to do so (such as missed deadlines, cancelling or failing to attend sessions, or disruptive or unprofessional behaviour during a session) will be investigated and in extreme cases may result in your place on the programme being withdrawn.

Selection validationAlthough you now have an offer, we recognise that no assessment process is perfect. Occasionally participants we have offered, may go on to behave in ways that make us question the validity of the selection decision. Therefore, Teach First may need to review an individual’s place on the programme.

Teach First’s university partners, as well as our employees, will take action if the behaviour of a selected participant raises doubts about their commitment to the programme or suitability to work in one of our partner schools.

If concerns are raised, and they are significant enough to question the selection decision, we may invite the participant to a selection validation interview. Its purpose is to determine whether the individual should enter the classroom in the autumn. Teach First reserves the right to withdraw the offer of a placement at any time and at its sole discretion.

We would expect these interviews to involve a very small percentage of participants, and perhaps none at all. However, we feel it would be wrong not to make you aware at this stage before you join the programme.

If at any time following your acceptance of the offer to participate in the programme, Teach First (1) considers that you have breached;(i) the terms of your offer (ii) the conditions related to your provisional offer tasks (iii) our expectations set out below or (2) has any other grounds to consider that it is not appropriate for you to continue to participate in the programme, then Teach First may, at its sole discretion, terminate your participation in the programme with immediate effect.

Once you have signed your employment contract with your placement school, that school will be your employer and will have responsibility for managing any disciplinary or conduct issues that arise within your teaching role.

Please contact the recruitment team if you have any questions or concerns about this process.

Social MediaWe expect you to use social media in a responsible and respectful manner, whether you are using a social media account that refers to Teach First (including a Teach First Facebook group) or your own personal social media account (even if it does not refer to Teach First or mention that you are a participant).

You must act professionally when posting and sharing content, and must not post content that is abusive, threatening, defamatory, discriminatory or otherwise harmful or offensive.

Teach First is an independent charity and is politically neutral. You must ensure that your social media activity does not suggest, explicitly or implicitly, that Teach First has any party political stance or allegiance to any particular political party.

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APPENDIX F: REGIONAL INFORMATION

Regional communicationsThe participant portal is an online platform that is open to participants, ambassadors, Teach First employees and mentors, and is where all Teach First-related content is held. Participants can access all guidance, policies and resources on the portal and there are links to other key external websites such as BlueSky.

Throughout your time on the programme you will receive regular communication through your Participant Development Lead, so please make sure you keep an eye on your inbox.

Plagiarism policyAny essay or other form of assessment that is undertaken as part of the Teach First initial teacher training programme must be a participant’s own work and must not contain plagiarised or duplicated material. If plagiarism is suspected in a participant’s work, it will be investigated and adjudicated by Teach First.

Conference and training datesFor a list of conference and training dates, visit the participant portal.

Contact details

Aspect of the programme Name, job title and organisation Contact details

General queries Ruth McDonald - Participant Development Manager, Teach First

rmcdonald@teachfirst.org.uk

Administrative queries about qualifications

Ruth McDonald - Participant Development Manager, Teach First

rmcdonald@teachfirst.org.uk

Queries about work with PDLs Ruth McDonald - Participant Development Manager, Teach First

rmcdonald@teachfirst.org.uk

Queries about the support you receive in school

Ruth McDonald - Participant Development Manager, Teach First

rmcdonald@teachfirst.org.uk

Queries about the Time to Teach Programme

Ruth McDonald - Participant Development Manager, Teach First

rmcdonald@teachfirst.org.uk

Queries about support when you have completed the programme

Ruth McDonald - Participant Development Manager, Teach First

rmcdonald@teachfirst.org.uk

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teachfirst.org.ukTeach First is a registered charity, no. 1098294

Are we being clear? If you spot any jargon in this publication, let us know at jargonbin@teachfirst.org.uk

BUILDING A FAIR EDUCATION FOR ALL.