Teach First trainees - committed to making a difference
Julie Deville, OBE, is Chief Executive Officer of EXTOL, a trust of eight primary schools based in the North East. The Trust is determined that all pupils, regardless of background, have access to high-quality education.
Julie has significant experience working with schools to improve standards and has worked with us at Teach First to review our Early Career Training Programme (ECTP). In 2023, she won a National Teaching Award for Lifetime Achievement, and reflecting on her work with new teachers, Julie shares her perspective below.
A trust supporting diverse communities through collaboration
We span four local authorities: Sunderland, Hartlepool, Middlesbrough and, most recently, Stockton. They're all quite diverse communities. We serve both mainstream and special schools – from some with nearly 80% of pupils eligible for free school meals, to others with around 30%.
It is our vision that we will make a difference to education and the life chances of children in the North East. We work hard on closing the attainment gaps and enhancing opportunities for children, opening those doors, letting them see what life can be for them, breaking that cycle of deprivation for those children who face socio-economic challenges.
I truly believe that school system led leadership is better than anything else because working in true partnership with colleagues brings about sustainable school improvement rather than relying on an external individual who intervenes briefly and then departs without lasting impact.
Working in collaboration with colleagues brings about school improvement.
Taking our first Teach First trainees
We started working with Teach First when, as a National Leader of Education, I took up an interim headship. The school suffered from high staff turnover, poor academic outcomes, permanent exclusions – the whole bundle. I contacted Teach First and I asked how challenging a school can be for Teach First trainees. They said, “We're up for the challenge” and we took on three Teach First trainees.
The trainees were intelligent, driven, charismatic individuals with a very positive outlook on life. At that school, at that point, staff morale was really low, and these three people came in with vigour, energy and that “we can absolutely make a difference here” attitude. These committed individuals were absolutely signed up to making a difference.
That mission-driven approach certainly stood out. For me, that made all the difference in that school. Supporting schools in areas of need was absolutely clear and needed. In that school, those children deserved a great education. Luckily, Teach First offered some solution to that.
That mission-driven approach certainly stood out… and made all the difference.
From that point, we have invested in trainees in our own schools and most trainees have stayed with us and developed into leadership positions. One of them is an assistant headteacher who supports work within the Trust. The investment that we put in, with Teach First, to make sure that we retain great teachers, is something that we want to see. We see that sustainable pipeline of teachers, but also of leaders now.
We’re proud to work in partnership with Teach First. The Training Programme has had a clear and positive impact, aligning closely with our core values. The trainees we’ve hosted have been truly inspirational, and they exemplify the excellence every child deserves in a teacher.
Trainees exemplify the excellence every child deserves in a teacher.
The importance of mentors
Within each of our schools, we have dedicated mentors. We also have a trust-wide lead practitioner who takes the Teach First trainees under their wing. Make sure that your mentors are highly skilled but also support them so they have time to give to your trainees. Make sure the trainees feel that they can say, “OK, I've got a bit of a bottleneck here, can you support me and what does it look like?” and not be afraid to have those conversations.
Make sure your mentors are supported.
Trainees knowing they have somebody, not only monitoring and evaluating their progress along the programme but actually looking out for their wellbeing; it's that holistic view of looking after and investing in these people, but it's so worth it, that investment, because the rewards are felt two-, three-, four-fold later on.
It's absolutely recognising it's not a one-person job. It's the old adage: “It takes a village to raise a child”, well, it takes a school or a trust to raise great teachers.
It’s well worth committing to
Teach First trainees.
It's a bloody great job
We want the trainees to be excited about what's happening and we don't want them to hear all the horror stories or the negativity around teaching because it's a bloody great job.
If we can show that and show the passion and show the difference and show that they'll be supported and somebody will walk the journey with them – that's something we want to do. I really believe it’s our duty to engage the next generation of our profession.
I would say this to other CEOs and headteachers; if they want highly motivated trainees who will make a tangible difference to their school, to their trust, in our view it’s well worth investing and committing to Teach First trainees.
Inspired by Julie’s experience?
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