Intensive training and practice (ITaP) allows for deep exploration of key elements of professional practice with consideration of research-informed practice and context specific application.
ITaP themes vary by programme and phase of training, but all follow the same structure to allow for consistency of approach and rigour of delivery and assessment.
Trainees must receive a minimum number of ITaP weeks in addition to the DfE's required 120 days of placement-based training. Our 24-25 programmes will offer:
- four weeks for PGCE Secondary with QTS, PGCE Primary with QTS, and BA Primary Education with QTS (work-based route)
- six weeks for BA Primary Education with QTS.
This will be delivered at specific points on QTS programmes to ensure maximum impact on trainees' progress and development. Some ITaPs will be centre-based and delivered entirely at St Mary's while others will take place while trainees are in school.
Our ITaP approach
St Mary's have adopted the Grossman (2018) model for our ITaP delivery. This is composed of five core elements designed to promote a structured and rich exploration of the chosen themes.
Introduce
The initial input for a period of ITaP involves immersion in the relevant theory and research literature to support trainee understanding of a granular aspect of teaching practice. This may involve attendance at lectures, seminars, or workshops and engaging with specific reading, podcasts, or video input.
Analyse
Following the introduction to a specific theme, trainees will be supported in analysing how this is applied to practice alongside expert colleagues. This may involve lesson observations with specific foci, deconstructing videos of teaching or lesson plans, or having strategies modelled by expert colleagues.
Prepare
Trainees will then be prompted to use their learning from the previous two stages as they prepare their own application of the theme. This may involve micro-teaching, exploring case studies, discussion with peers, planning learning activities, or receiving feedback from expert colleagues.
Enact
Enacting their learning involves trainees using their new learning in their own teaching practice to explore the impact on their learners. This may involve teaching lessons, co-planning with expert colleagues, working with small groups, or completing other tasks related to the theme.
Assess
The final stage of ITaP allows for assessment of trainee progress and may involve lesson observations, reflections on practice, submission of portfolios, or engagement in reflective discussions. This is an essential element of ITaP as it prompts trainees to evidence their learning throughout the process.
ITaP themes
Examples of the themes covered across our QTS programmes are:
- early reading and maths
- behaviour for learning
- questioning
- scaffolding and modelling.
Support during ITaP periods
St Mary's Link Tutors will work closely with expert colleagues to monitor trainee engagement with periods of ITaP. Specific support, training, and resources will be provided to expert colleagues working with trainees during an ITaP week. This will include:
- training on ITaP themes delivered by expert colleagues
- links to relevant input provided to trainees
- overviews of the ITAP period
- summaries of research literature underpinning the ITAP theme
- additional training to support mentors in their work with trainees.