CONFERENCE AIMS

‘Our aspiration is to create a truly world-class system of initial teacher preparation that is grounded in robust and up-to-date evidence, which equips teachers with the professional knowledge and expertise that they need to begin their careers and prepares them for their early career induction, once qualified’.

– Ian Bauckham

 Chair, ITT Market Review

 

The winds of change are sweeping through the landscape of initial teacher training in the U.K. Undergoing the single greatest revision in its history in hope of laying the foundation for a truly world class teaching profession.

The induction period for trainees has been extended by a year and new national professional qualifications have been introduced. Each of these being accompanied by an EEF approved ‘core content framework’ (CCF) setting out what teachers should know and be able to demonstrate at different stages of their career.

Responses to the ITT Market Review’s report have been broadly positive underlying a clear agreement that teacher training is indeed in need of reform.

Where issues arise is in the questioning of its execution; from the reality of supposed timescales for implementation to the potential prescriptiveness of a single model curriculum.

This timely and inspiring conference provides the opportunity to dive into the latest evidence and thinking behind the incoming reforms. Delegates will hear from a wealth of eminent experts in the field of ITT.

Keynote Speaker Reuben Moore (Executive Director of Teach First) will debunk misconceptions concerning the governments proposed reforms, Professor Susan Robertson (Professor of Education at the University of Cambridge) will provide further insights into The Cambridge Critique of the proposed reforms, whilst Professor Sam Twiselton (Director of the Sheffield Institute of Education) discusses what makes for truly effective, high quality training, and the extent to which, in her view, the new reforms reach the crux of the challenges facing ITT.

 

 

BENEFITS OF ATTENDING

  • Hear the latest from leading experts on the ITT reforms
  • Gain insight into misconceptions concerning proposed reforms
  • Discover how to navigate the governments ITT reforms and the new ECT framework from those who contributed to them
  • Implement strategies to provide an outstanding ITT programme and secure future retainment
  • Analyse methods to implement an effective transition from ITT to ECT
  • Embed a model for career progression from ECT to Headship
  • Define the new essential practices for effective mentorship
  • Consider the future role SCITTs post 2021/22
  • Learn new methods to embed resilience in trainees

 

KEYNOTE SPEAKERS

  • Reuben Moore

Executive Director

Teach First

Invited

 

  • Professor Susan Robertson

Professor of Education

University of Cambridge

 

  • Professor Sam Twiselton OBE

Director

Sheffield Institute of Education

 

  • Laura Barritt

Head of Secondary School Teacher Training

University of Buckingham

 

  • Thahmina Begum

Headteacher

Forest Gate Community School

 

  • David Gumbrell

Author & Founder

The Resilience Project

Invited

 

  • Sufian Sadiq

Director of Teaching School

Chiltern Learning Trust

 

  • Amy Page

Deputy Headteacher

Shires Teaching School Alliance

 

  • James Siddle

ECT Programme Director

South Bromsgrove High

 

DATE London | Friday 26 November 2021
WHO SHOULD ATTEND?
  • Headteachers and Principals
  • Vice Principals & Deputy Heads
  • Assistant Heads
  • Directors of Initial Teacher Training
  • ITT/ECT Coordinators
  • Senior Leaders – Teaching & Learning
  • ECT Mentors
  • School Governors
  • Heads of Department
  • Teachers
  • ECTs
  • Trainee Teachers
CONFERENCE CODE 8821
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • 10.00 – 10.10am

Introduction & Welcome

Keynote Educational


  • 10.10 – 10.50am: The ITT & ECT Reforms; Debunking Myths & Addressing Key Misconceptions

Reuben Moore

  • Is a single prescribed curriculum at the heart of reform?
  • What is the future for SCITTs & HEIs?
  • How will the reforms effect attracting new applicants?
  • Are reforms suggested by the market review irreversible?

  • 10.50 – 11.10am: Morning Break

  • 11.10 – 11.50am: The Cambridge Critique

Professor Susan Robertson 

  • Universities’ Response to the new Initial Teacher Training Reforms
  • Why there’s no single “right” way to train teachers
  • Do the reforms erode long-standing partnerships between universities and schools?
  • Cambridge’s suggested priorities for, and amendments to, initial teacher training

  • 11.50 – 12.30pm: Transformative Change; Revolutionising the Quality of Your Current ITT

Professor Sam Twiselton

  • Is your ITT Training addressing the real crux of the challenges currently facing ITT?
  • Evaluating your own ITT programme – “what’s working well?”
  • Revolutionising the quality and relevance of your trainers’ experience ,
  • Humanising your ITT training; putting the trainee at the centre of thinking

  • 12.30 – 13.30pm

Lunch


Workshops

Strand A

  • 13.30 – 14.20pm

1A

What Makes Outstanding ITT?

Sufian Sadiq

Director of Teaching School

Chiltern Learning Trust

  • Attracting high-calibre applicants
  • Integrating trainees into all aspects of school life
  • Training in school from day one
  • Striking the balance in a training programme between developing subject/phase knowledge and cultivating a trainees professional autonomy

 

1B

Securing an Effective Transition from ITT to ECT

Laura Barritt

Head of Secondary School Teacher Training

The University of Buckingham

  • Buffering against the “pinch points” of the first year of teaching
  • Introducing ECT expectations within an ITT programme
  • The benefits of maintaining the trainee/mentor relationship into the first qualified year
  • Supporting ECT wellbeing and mental health through peer on peer social activities

 

1C

Setting Out Clear Progression Routes from Day One

Thahmina Begum

Headteacher

Forest Gate Community School 

  • Creating an ethos of encouragement for ECT ambition
  • Defining clear career progression routes from Day One
  • Stoking the growth of specific professional interests
  • When is the opportune moment to bestow milestones of responsibility?

14.20 – 14.40p: Afternoon Break


 

Workshops

Strand B

14.40 – 15.30pm

2A

The New Lead Mentor

James Siddle

Deputy Headteacher & ECT Programme Director

South Bromsgrove High Teaching School

 

  • The advantages of matching lead mentors to trainees by subject specialism
  • Radical strategies for effective lead mentoring in light of reforms
  • Incentivising rigorous and dynamic mentorship
  • Opportunities to build beyond mentor reforms

  

2B

A SCITT Response to Reform

Amy Page

Deputy Headteacher

Shires Teaching School Alliance

  • Examining the future role of SCITT’s in light of reform
  • How to embed reform proposals into new SCITT planning
  • Embedding the single model curriculum
  • Ensuring high quality placements to support curriculum delivery

 

2C

Embedding Resilience in Trainees to Improve Retention

David Gumbrell

Author & Founder

The Resilience Project

  • Practical strategies to instil resilience within trainee teachers and secure retention
  • Building upon the skills of the pandemic cohort such as adaptability, flexibility and self-efficacy
  • When should a mentor not come to the rescue?
  • Mitigating trainee demoralisation by managing expectations against realities

15.30 – 15.45pm: Networking  


15.45pm: Finish

Reuben Moore

Executive Director

Programme Development

Teacher First

Invited

Reuben is responsible for developing new programmes that attract great people and support them to be expert teachers and leaders. He and his team also work to make sure all programmes, current and new, meet the needs of schools that need it most. He has been with Teach First for eleven years, first as Local Director and then leading Initial Teacher Education work with universities. Before that, he spent 12 years as teacher and leader in schools and higher education. Reuben is a founding fellow of the Chartered College of Teaching, served as a member of the Expert Advisory group that created the Early Career Framework, and Chair of Governors at a local primary school in Leeds.

 

Professor Susan Robertson

Professor of Education

University of Cambridge

Susan completed her doctoral research in Sociology/Policy at the University of Calgary, Canada in 1990. Prior to this she had worked in the Research Division of the Ministry of Education, Western Australia. Since completion of her doctorate, Susan went on to hold academic posts at the University of Auckland, University of Bristol and, since 2016, at the University of Cambridge. In the Faculty of Education, aside from teaching undergraduate and graduate sociology of education classes, Susan is convenor of the Culture, Politics and Global Justice research cluster, Editor-in-Chief of the journal Globalisation, Societies and Education, and Director of the Doctoral Programme. She also sits on the ESRC’s funding council.

 

Professor Sam Twiselton OBE

Director

Sheffield Institute of Education

 

Professor Samantha Twiselton, OBE is the Director of Sheffield Institute of Education at Sheffield Hallam University – a national centre of education research and practice, recognised for its excellence and innovation in teaching and learning. In this role she uses her research and practice in the development of teacher expertise to develop a range of innovative workplace embedded approaches to Initial and Continuing Teacher development.

 

Sudian Sadiq

Director of Teaching School

Chiltern Learning Trust

Sufian Sadiq is Director of Teaching School at Chiltern Learning Trust – overseeing two Regional Teaching School Hubs. He is a Fellow of the Chartered Institute of Educational Assessors and Board Member and Fellow of Chartered College of Teaching. An experienced teacher, trainer and examiner with a real passion for equity, diversity and inclusion. Sufian holds trustee positions in several local and national organisations, which challenge and champion equity across the sector for young people

 

Thahmina Begum

Headteacher

Forest Gate Community School

 

At just 33, Thahmina Begum is believed to be one of the youngest headteachers in the country, she heads up Forest Gate Community School, an ‘outstanding’ secondary school with GCSE results in the country’s top 50.  In 2019, her students registered a Progress 8-score of one, the highest in Newham – meaning its rate of improvement was an entire GCSE grade better than pupils with similar backgrounds nationally. Begum has stepped up from her role as deputy headteacher to take the reins, having led the school’s English department, ranked among the best in the country, a remarkable achievement considering far more pupils than the national average speak English as an additional language. Incredibly, Forest Gate Community School has achieved its outstanding Ofsted rating despite being large and having a higher than the national average proportion of pupils eligible for free school meals.

 

Amy Page

Deputy Headteacher

Shires Teaching School Alliance

 

Shires Teaching Alliance is a partnership between Studley High School (the lead school), the University of Worcester and a group of other local outstanding or good schools, offering the opportunity to train to teach through a one year post graduate programme.

 

James Siddle

Deputy Headteacher & ECT Programme Director

South Bromsgrove High

 

James Siddle is a Deputy Headteacher at South Bromsgrove High and Director of the Teaching School’s ECT Programme. He has been training and supporting trainees and ECTs for over fifteen years.

 

Laura Barritt

Head of Secondary School Teacher Training

University of Buckingham

 

Laura is currently Head of Secondary PGCE and in 2019 was invited to speak internationally at the SLSA (Society for Literature, Science and the Arts) ‘Experimental Engagements’ transdisciplinary conference in Irvine, California. At the conference she presented her work on ‘Rendering realities – a speculative approach to the life-world of adolescent artists’ which highlighted the process of ‘abstraction’ and its interpretation at different ages. She was a Head of Faculty at an independent school and a Team Leader for the exam board EDUQAS/WJEC, where she moderated work across England and Wales.  Laura has experience in both State and Independent sectors and has taught across KS2-KS5 and also at university.

 

David Gumbrell

Author & Founder

The Resilience Project

 

David Gumbrell is an educational consultant, working in schools to support teachers with their resilience and also with teacher training providers and student teachers. He delivers INSET days, 1-2-1 coaching sessions, and speaks at headteacher conferences. Drawing on over 20 years of teaching experience, including 7 years as a headteacher, and research conducted at Kingston University, he is well placed to nurture the development of those new to the profession (as well as those who have been teaching for a little longer).