From 2024, all initial teacher training (ITT) programmes in England must include an “intensive training and practice element” in their curriculum (ITaP), designed to provide trainees teachers with opportunities to practise and receive feedback on pivotal aspects of teaching. Intensive practice has been identified as an approach to connecting the theory and practice of teaching and there is emerging evidence indicating that intensive practice could improve initial teacher training.
Aligned with the philosophy of the 2024 accreditation and the National Institute of Teaching (NIOT) ITaP pilot and subsequent report, our planned Intensive Training and Practice curriculum includes the principles of approximation and practice (Reich, 2022: Grossman 2018). Our ITaPs have been designed to include elements of intense training at the university with expert theoretical input by university tutors, partnership experts, lead mentors or lead practitioners. They all identify specific pivotal practice that will be developed and crucially how this is linked to the overall intended curriculum and sequence of learning. ITaPs have been designed using a framework adapted from the National Institute of Teaching pilot and all include the following elements:
- Critical analysis of teaching and materials linked to theory and the evidence base.
- Expert modelling and deconstruction of pivotal practice and components
- Deliberate practice by trainees with multiple opportunities for expert feedback
- Implementation of the component in simulation, digital or real scenarios
- Assessment and target setting for further development
Examples of activities may include:
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| INTRODUCE |
| Learning about the theory of teaching and learning. |
| Lectures |
| Seminars |
| Assigned readings |
| Podcasts |
| Interviews |
| ANALYSE |
| Using representations to analyse expert teaching. |
| Lesson observations |
| Video deconstructions |
| Classroom artefacts |
| Lesson transcripts |
| Expert modelling |
| PREPARE |
| Using approximations to practice and get feedback. |
| Instructional rehearsals |
| Scenario planning |
| Role plays |
| Case studies |
| Digital approximations |
| ENACT |
| Receiving support to apply learning in the classroom. |
| Instructional coaching |
| Team teaching |
| Small group teaching |
| Co-planning |
| Lesson study |
| ASSESS |
| Tracking trainees’ growing knowledge and skills. |
| Lesson observations |
| Classroom artefacts |
| Quizzes |
| Portfolios |
| Approximations |
Intensive Training and Practice (ITaP): Impact and Possibilities for Trainee Teachers and Schools
During the academic year 2023-24 EHU piloted a range of ITaPs across the Primary and Secondary phases. Our team have written about the impact and possibilities in supporting primary trainee teachers (across both three-to-seven and five-to-11 age phases) with their developing pedagogy, employing the new approach of intensive training and practice (ITaP) within initial teacher education (ITE) ITaP development heavily involves partner schools and will likely form part of the new ITE Ofsted inspection framework. The article carefully considers the different approach in supporting trainee assessment across the curriculum.
Written by: Karen Boardman, Katie Smith and Richard Doherty Published on: May 13, 20
Working Together: a School Perspective
Partnership schools can be involved with ITaPs in a variety of ways
- school based mentors may support trainees during block placements with a specific focus
- school staff may contribute their expertise in lectures or seminars with trainees in University based focused sessions to analyse practice linked to theory
- schools may host groups of trainees for one or two days to provide opportunities for observation and practice i.e. modelling, questioning or managing transitions
Fairfield Primary School, Widnes, talk about their partnership experience with Intensive Training and Practice (ITaP)
If you are interested in being involved in an ITaP please email Geraldine Mulhaney, Strategic Lead for Mentoring ([email protected])