Initial Teacher Training and Early Career Framework : A Handbook for Mentors and Mentees

This go-to manual for the Initial Teacher Training and Early Career Framework (ITTECF) 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 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.

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.