Intensive training and practice (ITAP)

Summary

This document provides additional details to help the initial training of accredited teachers (Itt)) Suppliers and their partner schools to understand intensive training and practice (Itap) element of Ittand to integrate it into their Itt Study programs in a way that maximizes potential advantages and the impact on the practice and understanding of trainees. Accredited Itt Suppliers must read and use this document as a complement to the content on Itap contained in Initial teacher training: support criteria and advice – 2025 to 2025.

Evidence

THE Carter Review of Itt (2015) Avoco for the application of “clinical practice focused on research” models in teacher training. The Carter Review revealed that the most effective programs have taken care of the structure of the learning experiences of trainees to ensure effective integration between the different types of knowledge and skills on which trainees must shoot to develop their own teaching. The programs that favored “theory” or “practice” did not take into account the need for such integration.

The “clinical practice” models, where trainees have the contribution of experts and can engage in a process where they were able to test techniques and strategies and assess the results, have been more effective. Above all, by realizing the reasoning and the base of underlying evidence used by expert teachers, trainees are supported to develop and extend their own decision-making capacities.

THE Itt Market exam report (2021)informed by a range of effective literature and research Itt^{(Note 1)}then recommended the implementation of an element of training and intensive practice in Itt Programs, which would offer trainees the possibility of practicing specific techniques for effective teaching outside of more general class experience. Such an element would also consolidate the understanding of the trainees of the way in which research and evidence inform and shape the practice, while allowing them to receive very targeted comments from the experts.

Intensive training and practice

Intensive training and practice (Itap) is a specific and targeted element of the teacher training program. It aims to consolidate the knowledge of trainees on key principles based on evidence for effective teaching and to allow them to practice their application and integration into their professional development practice. It must therefore be designed to give the trainees an appropriate contribution, a scaffolded practice and a feedback in relation to certain fundamental and specific aspects of the training program where special attention and content control, critical analysis, application and feedback are necessary.

Aim Itap

The main objective of Itap is to strengthen the link between the evidence and the practice of the class, therefore certain elements of Itap will have to take place in a school environment. Itap may also include the use of practice approximations ^{(Note 2)} and elements issued directly by the Itt institution or practically, if it is useful or necessary.

Itap will have to be managed and supported by an appropriate range of experts. By “expert” the definition used in the Basic content framework is applied – professional colleagues, in particular:

• experienced and effective teachers
• subjects specialists
• lead mentors / mentors
• speakers
• tutors

In certain situations, lead mentors can be better placed to identify the appropriate expert contributions for the school elements of Itap. It is important to ensure that the one who assumes this role is prepared in an appropriate manner and that there is a quality means ensuring both the preparation and the impact of the contribution and of expert feedback. The majority of Itap Experiences are likely to need more contributions and experts from experts than in a realistic manner of all general mentors.

Key characteristics

The main characteristics of intensive training and practice concern:

• Expert control – This would generally include:
  • An introduction to the aspect of practice (for example, interrogation, explanations, routine framework, specific behavior strategies) with a critical examination and analysis of the evidence that underlies it
  • Observations of examples (and potentially selected non-examples) in practice by video or live
  • Deconstruction of the two areas of previous expert contribution with detail attention which has a positive (or sometimes negative) impact
• Opportunities for trainees to plan and practice Itap In an environment with low stakes (possibly simulated)
• Opportunities for trainees to practice in a live class context
• Comments of experts on and critical analysis of the practice of trainees, in both contexts – this should include the deconstruction of positive characteristics and areas for subsequent development (it should also include a discussion on implications for future individual planning, teaching, targeted comments and reflection)
• Comments by experts who are consistently linked to the contribution of experts at the start of the sequence (where trainees live their practice live in a school where the expert is not present, it may be necessary to video of this so that it can be deconstructed with the expert at a later time)
• Opportunities to apply the aspect of practice in the near future and beyond – ideally in multiple contexts and situations of practice (improvement in practice should be something that trainees will continue to benefit in the long term)

This last point is the key to considering what good practice looks like. The goal is to have a successful positive impact on the practice transferable to a range of contexts.

How Itap is different from the rest of the Itt curriculum and school investments

Itap should focus closely on specific areas, fundamental or pivots of the Itt Study program. It is an opportunity for meticulous sequencing of the content, so that it is clear why each successive objective for Itap has been chosen, including the way it is based on the content previously covered and is preparing for the next steps in the training program.

The contribution and expert comments on the granular examples of this practice are crucial. It should demonstrate and build the interaction between theory and practice based on evidence, engaging the trainees in critical analysis, the application of what has been learned to the practice of the class and has concentrated feedback on such a practice.

Effective mentoring may well include many of these elements. However, the standard investment experience is necessarily more immersive in the character. It is unrealistic that he can facilitate all these requirements with the intensity of specific contributions, practice and feedback on the fields of carefully selected and sequenced development of Itap.

The element of training and intensive practice, in which trainees experience a minimum of 4 weeks (third cycle Itt) or 6 weeks (first cycle Itt) of Itapis additional to the 120 days spent on general school courses – although it does not need to be delivered in a single block. Itap should be located at appropriate points to ensure maximum impact on the progress of trainees.

Selection of Itap subjects

Itap The subjects can be very varied – above all, depending on the point of the trainee program and the specific needs of the contexts in which they operate. Accredited Itt Providers should therefore not feel limited by the examples below. These have been selected from the videos that DFE produced in collaboration with the National Association of School Teacher Trainers (NASBTT) but are not exhaustive.

Examples of subjects that have accredited Itt Providers currently plan: include:

• Effective modeling
• scaffolding
• transitions
• Interrogation for evaluation and understanding
• explanation
• back
• Behavior – Routines

Timings and other considerations

For any subject chosen accredited Itt Providers must consider:

• When it is likely to have the most impact
• be more immediately implemented in practice
• be an area for longer -term development of a trainee

Considerations may include:

• How much experience and previous knowledge are necessary for the subject to have a meaning for the trainee and that you affix to his practice
• The question of whether the field of interest (for example behavior and routines in class) is probably an obstacle to the progress of trainees until he is addressed
• Whether it is an aspect where, historically, the trainees have had difficulties and where the improvement can make a change of steps in their progress
• How this subject can be followed in the center and school environment, so that it becomes consolidated and integrated into practice
• If this subject can be returned, experienced, analyzed critically and compared and contrasting in a variety of situations and contexts (including simulated if necessary and remotely)
• If the Itap The subject includes an explicit explanation of its wider relevance and how to adapt it to different teaching contexts

Monitoring and evaluation of the impact of Itap

For Itap To be effective, it must be an integral part of the training program and the progress of individual trainees in practice and understanding. It is therefore important that the accredit Itt Suppliers carefully grant the way they will be able to monitor and assess the impact of each Itap Experience had both on the practice of individual trainees and on the consistency and progression of the trainee studies program.

Considerations may include if:

• Trainees can articulate the impact of Itap On their practice
• Mentors can prove this
• Itap Learning must be revisited throughout the training program
• It is possible to rely Itap experiences within the framework of assignments and other evaluations
• Appropriate placement and investment report links Itap