This go-to manual for the Initial Teacher Training and Early Career Framework offers an accessible, supportive set of principles for new teachers. It breaks down the statements of the ITTECF and the evidence base behind them to present a set of core beliefs and ideas about what works in teaching.
The Initial Teacher Training and Early Career Framework (ITTECF) takes the Teacher Standards and breaks them into Learn That and Learn How To statements to guide the development and education of pre-service and early-career teachers over the three years of initial training and induction into the profession. The framework comprises of statements drawn from the best-available evidence and research within education. This book summarizes the key evidence behind each statement in accessible language, drawing on the main findings, and also suggests practical strategies for the application of the theory into classroom and school-based practice.
Through summaries, reflective activities, case studies and practical strategies, this book is an essential guide for trainee and early career teachers and will support them as they develop and hone their practice.
This go-to manual for the Initial Teacher Training and Early Career Framework offers an accessible, supportive set of principles for new teachers. It breaks down the statements of the ITTECF and the evidence base behind them to present a set of core beliefs and ideas about what works in teaching.
Arvustused
'Over the years Ive learnt that when Henry talks I listen. And when he writes, I read avidly! Through a combination of beautifully written text, meticulously researched studies and insightful commentary, Henry educates, challenges and supports the reader. The education world is a better place for having his thoughts written down so clearly and compellingly in one place.'
Bradley Busch, Director and Chief Psychological Officer for InnerDrive
'This book offers a thoughtful and research-informed exploration of the ITTECF that goes beyond compliance to engage with the moral, relational and professional dimensions of teaching. The book draws carefully on evidence whilst unpacking key concepts and classroom realities. This is a valuable resource for early career teachers, mentors and leaders implementing the ITTECF with critical awareness and professional judgement
Dr Holly Kirkpatrick, Senior Lecturer in Physical Education, Faculty of Education, The University of Buckingham
Acknowledgements
Meet the series editor and author
Foreword: Why this book?
Chapter 1 An introduction to the ITTECF
Chapter 2 High Expectations
Chapter 3 How Pupils Learn
Chapter 4 Subject & Curriculum Knowledge
Chapter 5 Classroom Practice
Chapter 6 Adaptive Teaching
Chapter 7 Assessment
Chapter 8 Managing Behaviour
Chapter 9 Wider Professional Responsibilities
Chapter 10 Where Next?
Index
Series Editor
Emma Hollis is an Executive Director of NASBTT (the National Association of School-Based Teacher Trainers). With a strong passion for teacher education, she has a first-class degree in psychology, trained as a primary teacher, and some became head of Initial Teacher Training for a SCITT provider. She is dedicated to ensuring teachers are given access to high-quality professional development at the early stages of and throughout their careers.
Author
Henry Sauntson is a Senior Leader and SCITT Director in the East of England. After graduating with a degree in English & Performance from the University of York he undertook a PGCE and entered teaching in 2008. He has held a number of Middle and Senior Leader roles during his work in schools, and now works closely with Initial Teacher Training. He also facilitates training for the Early Career Teacher Entitlement and the suite of National Professional Qualifications for his local Teaching School Hub.
He has written a number of articles, think-pieces and CPD sessions for local schools and national publications, and contributed to the Essential Guides for Early Career Teachers series for NASBTT. He has featured in panel discussions and hosted his own session at The Festival of Education, and for ResearchED. He is a Fellow of the Chartered College of Teaching and of CollectiveEd. Henry believes teaching is ultimately a humanistic profession, and looks to promote this view in his approach to training and educating teachers at every stage in their career.
