4. Training Provided in Year 1 Short Summer Institute to complete accreditation requirements and prepare for Newly Qualified Teacher (Induction) year Final Summer Institute The equivalent of five days’ professional development experience in a second school Second School Experience Weekly meetings with subject mentors supporting an ongoing individualised training programme Individualised Training Equivalent of eight hours of training per term provided by University tutors Programme of training provided by individual schools or groups of schools Visits from a Professional Tutor twice per half term Professional Training Six days of subject studies, one per half term, held on school days Individualised training and support from subject mentors based on the Journal and weekly meeting Termly visit from a Subject Tutor Subject Training Training during the Academic year Six week intensive program of professional and subject studies, including two weeks in schools Summer Institute One week of structured observation in a secondary school and a written reflection School Orientation Experience Pre-Employment Training

7. Institute – Features of the Curriculum Professional Studies Teaching, Leading and Learning in the Urban Context; Personalizing Learning in the Urban Context; Developing Professional Identity in the Urban Context; Enhancements Tutorial opportunities; Curriculum resources library; Workshops led by TF Ambassadors; Guest speakers; Work on subject knowledge and ICT audits and development plans. Experiential Element Week-long Induction in school where they will be teaching; Contrasting school placement Subject Studies Experience of the subject; pupil learning and teaching; the National Curriculum; Approaches to teaching and learning; Special Educational Needs; English as an Additional Language; progression, assessment; Effective lesson planning, teaching and assessment; schemes of work; ICT; planning workshops; Teaching workshops; Curriculum

11. Additional Committee Structures to Support Training Staff Participant Liaison Committee (SPLIC) Allows participants to have a voice in the training – participants elected based on subject specialism or region. Minutes of meetings are posted on blackboard and the extranet. London Schools Advisory Group Meets on a half-termly basis to discuss the development of the programme. The minutes of LSAG meetings are sent to all partnership schools. Membership open to all Principals and Professional Mentors Collegiates Clusters of schools who collaborate with each other to provide more effective support.

14. Key Requirements for Participants in Year 1 Teach First Journal Teaching File Planning, Assessment and Evaluation Records Termly Reviews and Reports Written Assignments A place to record goals, progress, and reflections. Contains reminders for key tasks and provides focus for weekly meetings. Contains lesson plans, student progress tracking, records of out-of-school activities, and other evidence of meeting QTS standards. Formal reviews of participant progress. End product is a formal report on progress, targets, and an action plan. Plans for all lessons and units of work. Must meet a set of standards designed to ensure rigor and effectiveness. Four written assignments throughout the year based on four prompts that align with QTS standards.