Initial Teacher Training and Early Career Framework

Series EditorEmma 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.AuthorHenry 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.

'Over the years I’ve learnt that when Henry talks I listen. And when he writes, I read avidly! Through a combination of beautifully written text, meticulously researched studies and insightful commentary, Henry educates, challenges and supports the reader. The education world is a better place for having his thoughts written down so clearly and compellingly in one place.'Bradley Busch, Director and Chief Psychological Officer for InnerDrive'This book offers a thoughtful and research-informed exploration of the ITTECF that goes beyond compliance to engage with the moral, relational and professional dimensions of teaching. The book draws carefully on evidence whilst unpacking key concepts and classroom realities. This is a valuable resource for early career teachers, mentors and leaders implementing the ITTECF with critical awareness and professional judgement’Dr Holly Kirkpatrick, Senior Lecturer in Physical Education, Faculty of Education, The University of Buckingham

• AcknowledgementsMeet the series editor and authorForeword: Why this book?Chapter 1 – An introduction to the ITTECFChapter 2 – High ExpectationsChapter 3 – How Pupils LearnChapter 4 – Subject & Curriculum KnowledgeChapter 5 – Classroom PracticeChapter 6 – Adaptive TeachingChapter 7 – AssessmentChapter 8 – Managing BehaviourChapter 9 – Wider Professional ResponsibilitiesChapter 10 – Where Next?Index