ITE Professional Tutor

Salary and Benefits

Contract: Full-time, Permanent (part time applications of four days will be considered)

Salary: Points 4 – 6 of the Leadership Pay Scales. (London weighting if based in East, South and London region)

Working Pattern: Term time plus 4 weeks. (One of these four weeks will be the last week in August to complete the ITaP. The remaining weeks will be agreed with the Regional Principal according to business need) There will be a need for working 3 Saturdays due to recruitment of trainees.

Locations: The NIoT have the below regional structure and dependant on candidates’ location, they may be required to work across two regions. 

• North and West
• North and East
• South and West
• East, South and London

ITE Tutors will work with trainees in schools within the region. A driving licence is essential and fuel expenses are paid.

NIoT have 7 campus locations across the country, and you will be based in your nearest office:

• Beckenham
• Birmingham
• Blackburn
• Bermondsey
• Bristol
• Doncaster
• Redcar

About Us

The National Institute of Teaching (NIoT) is run by the School-Led Development Trust, founded by four of the country’s leading school trusts: the Harris Federation, Outwood Grange Academies Trust, Oasis Community Learning and Star Academies, and the Trust is supported by the Department for Education (DfE).

The NIoT exists to boost the quality of teacher and leader development nationally by generating and interpreting research, applying the insights to the design and delivery of high-quality teacher and school leader development programmes, and sharing it all with the sector. We are building a school-led movement, and in order to deliver on our mission, we need a great team!

The Role

ITE tutors lead the development of trainee teachers to competence and expertise by the end of their initial training year. They will make sure that trainees effectively develop their practice culminating in recommendation of QTS and also academically with the award of a PGCE.

Tutors will design and deliver the curriculum and monitor its application and implementation in schools by trainees, supported by their mentors. They will foster professional relationships with schools and mentors to ensure trainee success and the success of the pupils they serve.

Tutors review progress of cohorts and this information is utilised to enhance success of the cohort and to feed into continuous improvement at a programme level, and in the partnership with placement schools.

Tutors will contribute to promoting the NIoT ITE programme and will also be involved in recruitment of trainees.

We encourage applications from all backgrounds, communities and industries, and are committed to employing a team that has diverse skills, experiences and abilities. A wide range of different work and educational experiences could support you to be successful in this role.

Key Responsibilities

• To support the successful operation of training and quality assurance for the ITE programme, writing, delivering and/or quality assuring the curriculum and all aspects of the training year.
• To further develop the ITE programme with the regional Head of ITE so that it meets the needs of stakeholders working across all age phases.
• To write and deliver powerful content that develops the trainees/apprentices knowledge and understanding, is implemented by them in schools and helps them progress to expertise more quickly.
• To provide precise feedback to trainees/apprentices and mentors about the highest leverage practices based on observation of trainee strengths and areas for development, both in training and in school placements.
• To quality assure partnership provision through visits and paired observations, feedback and scrutiny of gathered evidence.
• To support trainees/apprentices and ensure their successful completion of the course, providing pastoral, academic and/or in-school support as required.
• To write and oversee support plans for those trainees/apprentices who require additional support to successfully meet the Teachers’ Standards by the end of the training year.
• To liaise with partner schools and content partners in order to develop key elements of the ITE offer.
• To lead mentor standardisation and training, in line with the new Quality Requirements.
• To support Managing Mentors in each placement school to maintain high standards of mentor support of trainees/apprentices as well as the support and training of mentors.
• To support and inform the annual cycle for ITE performance and review, including the Programme Development Plan (PDP) and regular review of progress of the programme in order to ensure outstanding practice is embedded within the ITE offer.
• To quality assure training programmes and placement experience to ensure parity of experience for applicants and participants across all subjects and age-phases.
• To oversee the work of mentors in ensuring the implementation of the trainee/apprentice curriculum in practice.
• To communicate with partner schools ensuring that schools feel informed and part of a vibrant network that ensures sustained placements across years.
• To standardise, mark and moderate academic assignments for the PGCE.
• To contribute to recruitment of trainees/apprentices including attendance at ITE recruitment events and conducting all stages of interviews.
• To support the identification and secure the commitment of schools that are appropriate to provide high quality training environments as placements for trainees/apprentices.
• To support the regional Head of ITE to ensure our regional KPIs and targets for ITE are met, and work with relevant teams throughout the NIoT to regularly monitor progress against these KPIs.
• To demonstrate commitment to safeguarding and promoting the welfare of children, young people and vulnerable adults.

Essential Criteria

• Expert teacher including in the teaching of a subject and/or phase.
• Expert teacher educator (developer of teachers) especially novice teachers.
• Up to date with research informed approaches and high leverage practices that lead to teachers’ expertise growing more quickly.
• Ability to model, explain and deconstruct high quality practice to enable trainees/apprentices to learn coherently and effectively and then implement in their own classrooms.
• Ability to prioritise work efficiently and accurately, particularly under pressure, to deadlines and using own initiative.
• Ability to maintain productive and positive relationships with colleagues, trainees/apprentices and partners.
• A commitment to the aims of the National Institute of Teaching.
• An interest in the education sector and a belief in the value of teachers and school leaders. 
• A commitment to professional development of oneself.
• Excellent organisational skills and attention to detail.
• Excellent interpersonal and written communication skills.
• Proficient in the use of MS Office software packages, such as Word, Excel and Outlook, as well as search engines and online databases.  
• Driving License

Desirable Criteria

• Masters’ qualification (Level seven) or higher such as doctorate.