Our new and innovative part-time non-salaried programme contains all the elements of our full time programmes but has been carefully designed to fit into 3 days a week over an 18 month period.
The 3 days are Wednesday, Thursday and Friday each week across the full length of the programme.
2nd – 6th July 2018: Orientation and Induction Week
part-time Associate Teachers will attend at least 3 days, and ideally all 5
September 2018 – October 2018: The Rapid Development Programme
During the RDP you will attend the 2 days a week of central training with the rest of the cohort and 1 day in your placement school.
November 2018 – July 2019
3 days a week mostly spent in your main placement school with ongoing central and subject specialist training sessions.
September 2019 – December 2019
3 days a week in your second placement school with the option of attending central and subject specialist training sessions if appropriate.
The non-salaried part-time programme costs exactly the same as the full-time non-salaried programme and Associate Teachers are able to access the same bursaries and student finance support.
for QTS only the programme costs £7500
for QTS with PGCE the programme costs £9000
As the only provider that works solely in Oxfordshire we are able to be very flexible in our placement arrangements so if you have any specific concerns or a preference for an area of Oxfordshire then you can let us know during the recruitment and selection process. We will always try to accommodate preferences but cannot make any guarantees. Potential applicants often develop a relationship with an individual school directly and this is an excellent way to operate if you have a specific geographical area in mind.
All our programmes are very highly regarded by those who have trained or are training with us, and crucially also by the Headteachers that recruit teachers who have trained on them.
Our programmes are designed and led by practicing teachers who really understand what you need in order to become a successful and confident practitioner who will thrive in their career in the classroom, and potentially beyond, as a school leader.
If you’re going to be a school-teacher why learn how to do it anywhere other than in schools? Of course, this approach doesn’t mean that you simply learn to copy one particular school’s approach or system, in fact the reverse is true. Everyone who trains with us has two placements, as well as opportunities to experience teaching and learning in a wide range of other settings, in order to develop a deep understanding of the diversity that exists within our education system.
Our central training sessions cover all the essential aspects required to become a successful teacher and are designed and delivered by expert and highly credible practitioners. Unlike some providers where the ‘theory’ and ‘practice’ elements are often unconnected our programmes are carefully designed to ensure that through your school practice, central training and focussed portfolio development and personal reflection you develop the necessary skills as well as a sophisticated understanding in order to be a great teacher.
Our approach to learning and developing as a teacher mean that we frequently return to key principles and aspects of successful practice throughout the year, these include behaviour management, planning, assessment, working with the full range of learners and overcoming barriers to educational achievement.
‘Secondary and Primary trainees benefit from excellent specialist training to develop their subject knowledge.
Trainees manage pupils’ behaviour and the routines of their classrooms extremely well. This is because of the meaningful training they have received about the reasons behind some pupils’ challenging behaviour. Trainees are able to use effective methods to prevent bullying. They are equally well equipped to minimise minor disruption, avoiding confrontation and maintaining a focus on learning.’ Ofsted Inspection report 2017.
Coherence and relevance are the key criteria we apply when designing our programmes and so we draw on the latest national and international evidence base when determining how best to prepare you for your career as a teacher. This also means that our fantastic school-based mentors know and understand the programme, but also how to be highly effective in their mentoring role.
Carefully structured subject specialist sessions are built into our programmes to ensure that you develop a rich and sophisticated understanding of the appropriate subject knowledge for teaching. Our highly skilled ITT Subject Specialists are recruited from across Oxfordshire and work closely with the programme leaders and central team to ensure that every Associate Teacher completes the programme with the right level of subject expertise to be successful in their role. A criticism that is sometimes made of school-led ITT programmes is that they lack an academic underpinning. For us this couldn’t be further from the truth; all of our programmes include an excellent balance of research based approaches, educational theory and practical support and guidance so that right from the outset you gain an excellent understanding of the approaches and understanding that are required to be a great teacher.
Great teaching and great schools are based on great relationships and by training with us you will immediately be connected with some great networks. Central to our approach to training and development is the importance of reflection; we make sure that you have good people around you to support with this so that you can explore your own developing identity as a teacher.
Partnership leaders and staff know trainees extremely well and are attentive to their professional development, performance and well-being throughout the programme. As a result, trainees feel completely supported and challenged.
You will be part of a really nourishing network as an Associate Teacher, throughout the year you will have lots of opportunities to meet with key members of the central team on a one-to-one basis to discuss your progress. We also work hard to ensure that you develop strong links with other Associate Teachers on the programme and these peer support networks are an essential element in sustaining you through the year and giving you opportunities to share your thoughts and ideas.
Possibly the most important networks in your training year are the ones in your placement schools. All our trainees are called ‘Associate Teachers’ so that from the outset you are recognised as a teacher, not a ‘trainee’ or ‘student’ who is only dropping in for a few weeks, therefore the staff, the students and the wider school community will all see you as part of that network.
‘Mentors provide practical guidance and rightly focus on pupils’ progress. Through mentors’ patience and empathy, together with encouraging but candid feedback, trainees are able to reflect deeply upon learning and the craft of the classroom. One NQT commented, ‘I feel that my mentor really knew how I taught’.
Our flexible approach also means that we are often able to arrange bespoke placements, experiences and learning opportunities for individual Associate Teachers who are keen to develop particular skills or areas of interest.