Experts to support your NQTs with our Early Career Framework
We're delighted to be delivering the Department for Education's Early Career Framework, teaming up with leading experts to help new teachers get better, faster.
The Early Career Framework is the biggest opportunity to develop new teachers in decades. As soon as we heard about the Department for Education’s plans to offer all NQTs two years of fully-funded support, we knew we wanted to be one of the training providers for schools.
So we are thrilled to have been chosen to deliver the early roll out in the North East, Greater Manchester, Doncaster and Bradford from September 2020, before the national launch in 2021. We’re particularly excited to be offering the training to all new teachers – no matter how they trained.
But how could we make sure every new teacher got the very best support, beyond a simple implementation of the published framework?
This is where our 15 years' experience of helping new teachers get better, faster comes into its own. Our ever-growing network of expert educators and partners means that we – and everyone who trains with us – is lucky enough to have access to best practice, resources and thinking from some of the brightest minds in education. And we’re delighted that every NQT we support on the Early Career Framework can benefit from this expertise.
We’re partnering with six leading experts and organisations for the programme’s launch this September, each responsible for helping to inform and shape one of the six modules. And, at the start of each module, each expert will introduce the research and concepts behind them in an online session for every NQTs on our Early Career Framework training.
This expert-led approach will make sure NQTs on our programme will have the confidence, knowledge, support and skills they need to thrive in the classroom.
Let’s find out a bit more about who we’re working with:
Tom Bennett, researchED
Module one: How can you create a powerful learning environment?
Founder of researchED – an international movement to make teachers research-literate – Tom was previously a teacher in London. In 2009 Tom was made a Teacher Fellow of Corpus Christi College, Cambridge University. He is the author of four books on teacher-training, behaviour management and educational research. In 2017, Tom published an independent review of behaviour in schools. He coaches teachers and schools internationally in all aspects of behaviour management and research integration. He currently leads the Department for Education’s Behaviour Hubs project, a £10 million programme designed to reboot behaviour skills in disadvantaged schools throughout the UK.
Benjamin Riley, Deans for Impact
Module two: How do pupils learn?
Benjamin is the founder and executive director of Deans for Impact, a national non-profit organisation dedicated to ensuring every child is taught by a well-prepared teacher. Deans for Impact believes that every teacher should understand and know how to apply the science of learning. Prior to founding Deans for Impact, Ben conducted research on the New Zealand education system, worked as policy director for NewSchools Venture Fund, and served as deputy attorney general for the State of California. He received his bachelor’s degree from the University of Washington and J.D. from Yale Law School.
Claire Stoneman, researchED Birmingham
Module three: How can you plan and teach lessons to catalyse learning?
Claire has spent over 20 years in education, teaching English in inner-city Birmingham schools. She has been a senior leader for 11 years as an assistant head teacher and then as a deputy head teacher. She is currently shadowing some of the country’s most knowledgeable head teachers, whilst also writing a book with Routledge for new and aspiring senior leaders. Claire is also the founder of researchED Birmingham, a member of the steering group of the Midlands Knowledge Schools Hub, and a member of Ofsted’s working group for the English curriculum.
Evidence Based Education
Module four: How can you use assessment and feedback to greatest effect?
We’re delighted to be working with three experts from Evidence Based Education: Rob Coe (pictured) (Director of Research and Development), Stuart Kime (Director of Education) and Mick Walker (Chair of the Advisory Board).
In 1999, Rob wrote the Manifesto for Evidence-Based Education, a document which inspired the launch of the organisation. 20 years on he continues to shape the work they do and is currently focused developing tools for teachers to measure their own professional growth as an effective classroom practitioner.
Driver Youth Trust
Module Five: Supporting all pupils to succeed
Since forming in 2007 the Driver Youth Trust have trained over 10,000 teachers to help make sure that all children and young people who struggle with literacy get the support they need. They’re a national charity who develops programmes, conducts research, supports schools and influences policy.
Ed Vainker, Reach Academy Feltham
Module six: How can you plan a coherent curriculum?
One of the first teachers to be trained by Teach First in 2003, Ed is currently the Executive Principal of Reach Academy Feltham, an all-through free school in South West London. The school opened in 2012 and was rated outstanding in 2014. Ed is also the co-founder and Director of the Reach Children's Hub which seeks to offer cradle to career support for young people and families in Feltham. He also spent four years working for Teach For All in Washington, D.C.
From September 2020 all new teachers in the North East, Greater Manchester, Bradford and Doncaster can benefit from this expert-led training. Schools in these areas can secure support now via our webpage.