Star Teaching School Hub Brochure: Bolton, Bury, Rochdale

Star Teaching School Hub Professional development offer for schools located within the Star Teaching School Hub: Bolton, Bury & Rochdale.

2

INTRODUCTION STAR INSTITUTE

Star Institute is the learning and development centre for Star Academies, one of the UK’s leading education providers. Established to support and promote the improvement of schools nationally and beyond, we aim to build a world-class education workforce.

TEACHING SCHOOL HUB The Department for Education (DfE) has designated three Star Academies schools as Teaching School Hubs in the North West. From September 2021, the 87 Teaching School Hubs (TSH) and their programmes will replace the previous network of around 750 teaching schools.

“We are delighted to be able to play a role in the new Teaching School Hub network. In these extraordinary times we must do everything in our power to create opportunities and improve outcomes for children and young people. This new programme will enable the purposeful collaboration, sharing of expertise and professional growth of teachers and leaders serving different communities. We look forward to working and learning with our partners to build on the positive foundations that were developed nationally through Teaching Schools, and to meet the new challenges faced by the sector.” — (Mufti) Hamid Patel CBE, Chief Executive of Star Academies

Star Teaching School Hub Bolton, Bury, Rochdale Eden Boys’ School, Bolton for Bolton, Bury and Rochdale (DfE code: LWY13 – 294)

“It is important that teachers and school leaders feel supported in their career. The hubs will make this substantially easier, with expert practitioners able to give experienced advice to those schools able to benefit from it.”— Nick Gibb, Schools Minister

3

TEACHING SCHOOL HUB REMIT

The Core activities Teaching School Hubs will undertake are: Core Activities Delivery of the Early Career Framework (ECF)

Delivery of Initial Teacher Training (ITT)

Delivery of National Professional Qualifications (NPQs)

Providing Appropriate Body (AB) service for Early Career Teachers (ECTs)

Other Continuous Professional Development (CPD)

Watch our Teaching School Hub introduction video here Delivering on the commitments set out in the Teacher Recruitment and Retention Strategy, the Department for Education (DfE) is planning to create a world-class teacher development system by transforming the training and support teachers and school leaders receive at every stage of their career. The backbone of the delivery network for this ‘Golden Thread’ running from Initial Teacher Training (ITT) through to school leadership, will be the remit of Teaching School Hubs.

Star is committed to listening and responding to the needs of school leaders and teachers. We will deliver brilliant programmes which upskill staff to aid recruitment and retention to secure a vibrant and successful Teaching School Hub, including: > Growing strong relationships with school leaders to ensure their staff can access high-quality Golden Thread programmes. > Working with other local and regional providers of CPD. > Developing a coherent, local professional development offer, so that schools can seek expertise from a ‘one-stop shop’ where quality and impact can be counted on.

Put simply, Teaching School Hubs will help provide high-quality professional development to teachers at all stages of their careers.

KEY CONTACTS

Teaching School Hub Partnership Director (Interim) – Tim Freeman tim.freeman@staracademies.org Head of External Programmes – Sophie Backen sophie.backen@staracademies.org Leadership Programmes Manager – Natasha Brooks natasha.brooks@staracademies.org ECF Programmes Manager – Natalie Parkinson natalie.parkinson@staracademies.org External Programmes Manager – Graham Walton graham.walton@staracademies.org For general enquiries: info@starinstitute.org.uk

4

THE EARLY CAREER TEACHER PROGRAMME The Early Career Framework (ECF) is a two-year training and support entitlement for newly qualified teachers and their in-school mentors funded by the DfE. The ECF was developed in response to the DfE Recruitment and Retention strategy which recognised that teachers deserve high-quality support throughout their careers, particularly in those first years after Initial Teacher Training (ITT) when the learning curve is steepest. Star Institute is passionately committed to this mission and sees huge potential in this new opportunity.

best-available research evidence. Coupled with the ITT Core Content Framework, the ECF will establish an entitlement to a three-year structured and evidence-informed package of support for all new teachers at the start of their careers. Together, these reforms will become the cornerstone of a successful career in teaching.

The Early Career Framework (ECF) reforms will entitle all Early Career Teachers (ECTs) to a fully funded, two-year package of structured training and support linked to the

The Programme gives extended support to teachers at this critical time in their career.

The training starts during a teachers’ NQT year and continues the following year.

From September 2021, all ECTs will be expected to complete the two-year induction which will replace the current one-year induction.

REFORMS

The reforms will create a step change in support for ECTs, providing a funded entitlement to a structured, two-year package of high-quality professional development.

Current Arrangement

From September 2021

Length of support

One year

Two years

Timetable reduction

10% reduced timetable for one year

10% reduced timetable in Year One 5% reduced timetable in Year Two.

Content

No defined content

Induction should be based on the Early Career Framework

Role of the mentor

Role of the mentor not defined as separate from the induction tutor.

Access to two years of support from a designated mentor separate from the induction tutor

Assessment

Marked against Teacher Standards Three formal assessment points

Marked against Teacher Standards Two formal assessments – supported by regular progress reviews Early Career Framework is not an assessment tool

Funding

Funding for induction included as part of core school budget

Schools will receive additional funding to deliver ECF based induction to fund the additional activity in the second year.

ECT Pay

Following first year, teachers can progress up the pay scale

Still be able to progress on the pay scale as current arrangements allow, both during and after induction

Role of the Appropriate Body

Checking new teachers receive statutory entitlements and are fairly and consistently assessed

Checking new teachers receive statutory entitlements, are fairly and consistently assessed, and receive a programme of support and training based on the ECF

5

DELIVERING AN EARLY CAREER FRAMEWORK BASED INDUCTION

Appropriate Body Role

ECF Induction Programme

There are three ways in which your school can opt to deliver an Early Career Framework based induction: Full Induction

Core Induction

DIY Induction

PROVIDER

IN SCHOOL

IN SCHOOL

Use a training provider Full sequenced 2 year programme Funded training delivered by external provider Funded backfill for mentor to undertake training Reduced mentor workload

Access DfE accredited materials Develop a programme based on the freely available materials for ECTs

Design your own 2 year programme which must cover the ECF

Checking new teachers receive statutory entitlements, are fairly and consistently assessed

Checking schools have provided a breakdown of how the core elements of the Core Induction Programme will be scheduled / sequences

Check in greater level of detail where schools have opted to design their own school-based programme due to the greater risk that a school based induction could diverge from the ECF

The DfE recommend schools opt for the Full Induction Programme, this video gives an insight into the programme and its benefits.

The best way to determine the best option for your school is to contact your Teaching School Hub: info@starinstitute.org.uk

6

ENGAGEMENT FROM SLT

The reforms, although exciting, bring with them changes for schools. The involvement from SLT is paramount to ensuring the success of the National roll-out. Schools will appoint an ECF Lead who is a senior leader in their school. They will be our point of contact and will be the person responsible for ensuring the ECF is delivered to a high standard within their school(s).

This includes: >

>

>

Timetabling - making sure that ECTs and mentors have the appropriate timetables so they can make the most of the programme.

Retention of ECTs and mentors - to provide the right support to retain ECTs and mentors throughout the programme and to track engagement.

Selecting mentors - selecting high-quality mentors who have the knowledge, skills and capacity to

support ECTs throughout the two-year programme. > Engagement — they will make sure their programme members are engaging with the programme.

We will keep ECF Leads in the loop if their teachers are not joining seminars and accessing their resources. > Quality Assurance — to ensure the quality of the programme is to the standard required and to carry out quality-assurance processes across the year. i school.

ECF Leads will be provided with a full induction. They will also receive a detailed programme guide that will help them understand and support the ECF programme in their school.

Schools are required to: access the DfE online service, manage training for the ECT service, nominate an Induction tutor and choose their deliver route.

7

PROVIDER: TEACH FIRST

Star has been committed to selecting an ECF provider who will serve the Teaching School Hubs to the highest standard.

We chose to work with Teach First as the lead provider as their programme best aligns with our mission and values.

WHY STAR SELECTED TEACH FIRST

> Training involves engaging and interactive techniques and the application of theory. > High-quality training for mentors that includes insight into the ECF and instructional coaching techniques. > Year 2 delivered through a subject lens e.g. subject-specific sessions each half term. > Opportunity for local tailoring and relationship building e.g. curriculum designed flexibly to specifically support different schools.

The Teach First ECF programme includes: > Subject-specific and phase-specific support, designed with the PTI (Prince’s Teaching Institute) and subject matter experts. > Mentor support, designed with Deans for Impact. > School-led approach, developed with schools, for schools — the Teach First programme was created by expert teacher educators working with school trusts. > Flexibility, with a world-class online learning platform and resources that fit around teachers’ timetables. > Expertise, with cutting-edge, research-led training, supported by experts in education. > A network of thousands of schools, teachers and leaders > Over 18 years’ worth of experience helping new teachers get better, faster. > Lead providers will be held to account for the quality of their training through regular quality assurance, so schools can be assured that training will remain high quality.

THE ROLE OF THE MENTOR

The reforms mean the role of the mentor is now defined as separate from the Induction tutor and there will be additional funding for schools using a provider-led programme for the time mentors of ECTs will spend on mentor training.

Mentors will receive training to develop skills in: > How novice teachers learn best > Assessing teacher progress > Providing effective feedback > Using deliberate practise and instructional coaching to accelerate progress > How to provide further challenge to high-performing ECTs. Mentors will have the opportunity to learn from experts to allow them to tailor and align their support to complement the modules being undertaken by ECTs. To help support mentors in choosing a focus for the weekly meetings, they will have access to a mentor handbook which outlines a recommended structure and sequence for mentor and ECT interactions. Mentors will also have access to a wellbeing course throughout the two years of the programme.

8

WHAT THE PROGRAMME LOOKS LIKE

The Teach First ECF programme is designed to fit in with the day-to-day realities of supporting new teachers. It is structured to help ECTs integrate theory, practice and feedback. The programme is designed to enable mentors to fully support ECTs throughout the two-year programme. Each module in the programme has been broken down into weekly sessions to provide informed and bitesize information on best practice. Throughout the online study materials, ECTs will be prompted to complete activities and reflect on their practice, considering what is being done well and how it could improve.

Early Career Teacher Year 1

Mentor

Year 2

Year 1

Year 2

Mentoring

Each week

Each fortnight

Each week

Each fortnight

Induction

6 hours face to face

6 hours face to face

6 hours face to face

6 hours face to face

SelfDirected Learning

4.5 hours per half term

45 minutes per half term

30 minutes learning and 1 hour overview video per half term

30 minutes per half term

Seminars

12 x 90 minutes (2 per half term)

6 x 90 minutes (one per half term)

6 x 90 minutes (one per half term)

6 x 90 minutes (one per half term)

Expert practise Optional

6 x 60 minutes (one per half term) Stretch content Teacher wellbeing course Career progression modules

YEAR 1

YEAR 2

1.

2.

3.

4.

5.

6.

> Engage in subject/phase-specific learning and development > Develop their autonomy of learning > Choose from a range of careerdevelopment modules (including implementing research in the classroom, understanding the role of a career leader, understanding the role of a mentor and understanding the role of a middle leader) > Continue to benefit from instructional coaching sessions with their mentor.

Rooted in research and expertise and backed by a range of tailored resources, year one of the programme consists of six modules covering the following topics: Creating powerful learning environments How pupils learn How to plan and teach lessons Supporting every pupil to succeed Assessment and feedback Planning a coherent curriculum

Each module includes self-directed study materials with expert guidance, research and examples of best practice.

In year two, teachers will:

9

REFORMED NATIONAL PROFESSIONAL QUALIFICATIONS

From November 2021, a reformed suite of NPQs will be available for teachers and leaders who want to develop their knowledge and skills in school leadership and specialist areas of teaching practice. These reforms include: > >

Reforming the existing NPQs in senior leadership, headship and executive leadership Three new NPQs for teachers and leaders who want to develop their expertise in specialist areas.

EVIDENCE-INFORMED

GOLDEN THREAD

The new programme frameworks have been devised in collaboration with teachers, school leaders, academics, and an Expert Advisory Group. All frameworks have passed through an independent review by the EEF to verify that they are evidence-based and that the evidence has been interpreted with fidelity.

The reformed suite of qualifications builds on the evidence base in the revised framework for Initial Teacher Training (ITT) and the implementation of the ECF. This forms the ‘golden thread’ running from ITT through to school leadership which grounds teacher and school leader development in the same core evidence-base and a shared language.

SPECIALIST QUALIFICATIONS The ‘NPQML’ has been discontinued and there are three new qualifications designed to develop specialist expertise in: ‘leading behaviour and culture’, ‘leading teacher development’ and ‘leading teaching’. This specialist focus will enable participants to undertake deep exploration of a specific leadership domain and schools to build capacity in a targeted area.

PROFESSIONAL DEVELOPMENT FOCUS As well as having a specialist qualification for ‘leading teacher development’, all qualifications include a strand dedicated to professional development. This will broaden the impact of the programmes by enabling those undertaking them to effectively develop their colleagues and build capability across their teams and schools.

DOMAIN SPECIFIC In contrast to the previous NPQs, the reformed suite of qualifications focus more on the key domains of leadership that teachers and school leaders need to thrive and less on generic leadership styles.

ASSESSMENT There is no longer an in-school project to complete alongside the training element of the programme. Participants will complete an open-book assessment in an eight-day set window within three months of completion requiring a structured 1000-1500-word response to a real multi-resource scenario/case-study.

10

OUR NPQ PROGRAMMES

Star Institute is part of a national consortium that has been appointed as a provider for the new suite of NPQs. The School-Led Network was created from a motivation to enable all schools to have the choice of a genuinely school-led NPQ provider.

It is a partnership formed by the Harris Leadership College, NETSP, Newcastle University, Outwood Institute of Education and Star Institute.

All are experienced NPQ providers wishing to lead in a school system led by schools — schools that drive school improvement and ensure that all pupils can achieve beyond expectations.

Practical, evidence-based leadership development by today’s school leaders, for tomorrow’s school leaders. The School-Led Network programmes build on what we know from practice works; enabling leaders to enhance their leadership and develop others.

PROGRAMME INFORMATION

Our delivery model is grounded in evidence of effective school improvement from the UK and US. Programmes are underpinned by theory, mapped for progression across all qualifications, and application of learning prioritised to enable successful implementation.

PROGRAMME MODEL

The programme will use ‘see it, name it, do it’ as an organisational structure for scaffolding learning to the point of mastery. The model is a highly applied and personalised approach coined by the internationally renowned Leverage Leadership Institute.

See it: The approach goes beyond theory by using current, real-life models of exemplary practice Name it: By identifying features of exemplary practice, the invisible is made visible. Participants reflect on their current practice and name their ‘gaps’ > Do it: Participants are guided through implementation planning with time for practice, peer feedback and the use of gap tasks. As part of formative assessment, participants then ‘fix their gaps’ by applying their learning in school. > >

EMBEDDED ASSESSMENT PRACTICE

Opportunities to ‘do it’, through practice and planning give the best chance of successful implementation and lead to rapid school improvement. Application of learning provides regular practice opportunities for final scenario-based assessment.

BLENDED LEARNING

The programme is made up of a blend of synchronous and asynchronous, in-person, online and self-study units. The timing of the synchronous sessions will be determined at a local level and delivered by local and regional experts in school leadership.

Leadership

Specialist

11

Programme

Suitable for

National Professional Qualification for Leading Teacher Development (NPQLTD)

Teachers who lead, or aspire to lead, the development of other teachers in their school. Responsibilities may include the development of all teachers across a school or specifically trainees or teachers who are early in their career.

National Professional Qualification for Leading Teaching (NPQLT)

Teachers who lead, or aspire to lead, teaching in a subject, year group, key stage or phase. Responsibilities may include managing a team of teachers and supporting effective teaching across a school.

National Professional Qualification for Leading Behaviour and Culture (NPQLBC)

Teachers who have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school. Responsibilities may include ensuring good behaviour and a culture of high expectations and learning are maintained across the school.

National Professional Qualification for Senior Leadership (NPQSL)

School leaders who are, or are aspiring to be, a senior leader with cross-school responsibilities. Responsibilities may include contributing to all aspects of the school through the leadership team as well as having a specific whole school responsibility of their own.

National Professional Qualification for Headship (NPQH)

School leaders who are, or are aspiring to be, a headteacher or head of school with responsibility for leading a school.

National Professional Qualification for Executive Leadership (NPQEL)

School leaders who are, or are aspiring to be, an executive headteacher or have a school trust CEO role with responsibility for leading several schools.

Cost

Duration

£795

12 months

£995

£1595

18 months

£2950

SCHOLARSHIP FUNDING

We anticipate that certain NPQs will be funded for most schools and some schools will be eligible for funding for all qualifications. We expect a DfE announcement regarding scholarship funding at the end of May and we will share more information at this time.

RECRUITMENT

Recruitment to the new NPQ programmes will commence in the summer term. To register your interest, or nominate members of your team, please complete this expression of interest form.

12

APPROPRIATE BODY From September 2021, only Local Authorities and Teaching School Hubs will be able to provide Appropriate Body (AB) services. All Teaching School Hubs will be required to provide AB services to meet local need.

Star Institute offers a professional Appropriate Body service that supports the induction of Early Career Teachers (ECTs) in all schools and settings. The appointment of an Appropriate Body is a statutory requirement for the induction period for all ECTs. It is the Appropriate Body that makes the final decision as to whether an ECT has met the Teachers’ Standards on the recommendation of the Headteacher/Principal in the school where they work. Our service provides guidance, advice and training relating to the induction process and quality assurance of your NQT provision.

WHO IS THE SERVICE FOR? Star Institute can carry out the role of Appropriate Body for any school across the country with ECTs. The Appropriate Body service is offered for the three different routes a school can take to deliver the Early Career Framework (ECF). Each route is priced to reflect the different level of work that is required for each route.

Route Full Induction Programme

Core Induction Programme

DIY Induction Programme

Included Ensure ECTs fairly and regularly assessed through monitoring reports and formal assessment points at the end of year 1 and 2.

As above with an additional service to conduct a fidelity check of the programme of training delivered by the school based on core materials.

As above with an additional service to conduct a fidelity check of the programme of training delivered by the school and ensure comprehensive coverage of the ECF.

Cost Cost per per ECT school No additional cost

£240*

£400*

£800*

*This fee will be charged as 50% per year across the two-year induction.

Star Institute can also carry out the AB service for those schools who have ECTs who have started but not finished their induction by August 2021 and for which the AB provider is no longer providing this service. Contact info@starinstitute.org.uk to discuss this further.

“We feel wholly supported by the Star Institute’s Appropriate Body Service. The Quality Assurance visit provided the Induction Tutor with valuable feedback as to what we can do to further support our NQTs. The NQTs also found it useful and valued the advice the Quality Assurer gave them on how to evidence the Teacher Standards.”

Hannah Vercoe, St. Bede’s RC High School, Blackburn

13

LOCAL CPD OFFER

As a Teaching School Hub, we are collaboratively working with Research and Curriculum hubs to offer local CPD and networking. The local CPD we offer will evolve overtime.

Local Hubs and Research Schools Organisation

Contact details

Manchester Research School

kimberley.cunningham.manchester@researchschool.org.uk

Oldham Research School

lwilson@teamworkstsa.org

Turing NW Maths Hub

sarahcoldbeck@mathshubsturingnw.co.uk

North West One Maths Hub

mazumder@aggs.bfet.uk

Arch English Hub

head@allsoulsce.rochdale.sch.uk

Lancashire Computing Hub

teachcomputing@bishopr.co.uk

Greater Manchester Science Learning Partnership

n.hewitt@gmslp.co.uk