Training with RCTTP
Training With RCTTP
Applications are now open for Teacher Training in 2019-20
For more information on training with RCTTP please visit our new website: www.rcttp.org.uk
Key features of the programme
Trainees have a ‘host school’. The majority of the trainee’s time is spent in the host school which enables them to build strong relationships with colleagues and pupils, maintain continuity of teaching and fully become part of a school; trainees develop a sense of belonging and are immersed in school life. The second school experience takes place in a block of 6 weeks in the second half of the Spring term.
Weekly central training takes the form of ‘taught’ sessions delivered by experienced, expert practitioners. The sessions are grounded in theory they also provide practical strategies and techniques that can then be applied in classroom practice. Central training also provides an opportunity to share and reflect on their school experience.
School Based Training
School training is individualised to meet each trainee’s needs and will include a variety of activities including focused lesson observations of colleagues, weekly tutorials with Mentors,
attendance at school-based Continuing Professional Development activities, team planning and teaching, focused meetings with school specialists, colleague and pupil shadowing, undertaking research into a school based issue.
During the first half-term trainees are not expected to teach. Time will be spent observing experienced colleagues and learning about the craft of the classroom. In the second half of the Autumn term trainees will teach a 30% timetable. The teaching commitment increases to 50% in the Spring term and 70% in the Summer term of the training year.
All trainees must demonstrate that they have fully met each of the Teachers’ Standards by the end of the course. Assessment against the Teachers’ Standards is continual and is carried out through graded lesson observations, termly reviews of practice, formal assignments and Partnership Tutor visits. An evidence portfolio is submitted towards the end of the training year which includes evidence collated over the course of training.
Mentoring and Support
All primary trainees have a Mentor who may also be the Class Teacher. Secondary trainees have a Professional Mentor who oversees training and a Subject Mentor who will focus on the development of subject knowledge. In addition to school-based Mentors, all trainees have a Partnership Tutor, an experienced, expert practitioner external to the school who will visit the host school on a termly basis. The Course Leaders provide pastoral and academic support for all trainees.