Addressing educational disadvantage in the UK

1. Addressing educational disadvantage in the UK Brett Wigdortz, CEO & Founder March 19, 2011

2. Contents • Teach First – the beginning • Teach First – our 2012 strategy • The Maximum Impact Evaluation

3. Want to know how well a child will do at school?

4. In the UK, household income is the most significant factor determining pupil achievement. Teach First is changing this.

5. What is the problem? Just 16% of youngsters who are eligible for free school meals progress to university, in comparison to 96% of young people educated in independent schools (Source: The Sutton Trust – Mobility Manifesto March 2010) Source: Data from the National Pupil Database and School Census, 2009.

6. What is the solution? Studentperformance 90th percentile 100th percentile • Student with high-performing* teacher 53 percentile places 50th percentile • Student with low performing** teacher 37th percentile 0th percentile Age 11 Age 8 *Among the top 20% of teachers **Among the bottom 20% of teachers. • Research has shown that excellent teaching and leadership in • schools can completely change this correlation…. Source: Sanders, W. L.,  Rivers, J. C. (1996). Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Tennessee, USA: University of Tennessee Value-Added Research and Assessment Center

7. Teach First’s mission Our mission is to address educational disadvantage by transforming exceptional graduates into effective, inspirational teachers and leaders in all fields.

8. A brief history of Teach First (1/7) • September 2001, McKinsey study looked at how businesses could help improve education in London • Outcome: Great teachers could raise pupils’ results by at least 40% • July 2002: TF launched with 11 employees, first cohort of participants in 2003

9. A brief history of Teach First (2/7) • We recruited 183 participants and partnered with 73 secondary schools • We climbed to 19th in the UK Times Top 100 Graduate Employers • Our inaugural ’03 cohort of participants graduate to become Teach First ambassadors

10. A brief history of Teach First (3/7) • The Teach First Ambassador community increased to 300 • The programme expanded out of London, opening a region in Greater Manchester

11. A brief history of Teach First (4/7) • Teach First expanded into a third region to includethe Midlands • The launch of the first Policy First report took place at the House of Lords: "Lessons from the Front: 1000 New Teachers Speak Up"

12. A brief history of Teach First (5/7) • Teach First ranked 9th in the UK Times Top 100 Graduate Employers • HRH Prince Charles became the Patron of Teach First • Ofsted reported that some of Teach First's participants were 'amongst the most exceptional trainees produced by any teacher training route.' • A primary pilot launched placing 30 teachers into London primary schools in challenging circumstances

13. A brief history of Teach First (6/7) • The programme expanded into a fifth region, Yorkshire • Teach First won 2009 Charity Awards Education and Training Charity of the Year and was voted Most Popular Graduate Recruiter in the Public Sector at the TARGETjob Awards

14. A brief history of Teach First (7/7) • We recruited 560 participantsand climbed to 7th in the UK Times Top 100 Graduate Employers • The Teach First Ambassador community increased to 1,167 • Cross-party support was received in the election manifestos of all major national political parties

15. Contents • Teach First – the beginning • Teach First – our 2012 strategy • The Maximum Impact Evaluation

16. Collaboration Our visions (aka ‘the what’) Teach First Ambassadors are mobilised, equipped and inspired to address the Teach First mission as leaders in all fields Commitment Integrity Our mission (aka ‘the why’) Teach First 2012 Strategy To address educational disadvantage by transforming exceptional graduates into effective, inspirational teachers and leaders in all fields Our values (aka ‘the how’) Excellence Teach First achieves sustainable growth in its intake and leadership development programme while improving consistency and quality. Teach First is a highly effective graduate leadership development programme which enables its teachers to maximize their impact on their pupils’ educational achievement, access and aspiration Teach First is a continuously improving, professional, efficient, stable and sustainable organisation Our goals (aka ‘the targets’) Leadership

17. Vision 1: A strong growth trajectory In 2010/11, 552 teachers placed in London, North West, West Midlands, East Midlands and Yorkshire No. participants starting in school In September of that year (target for 2011-2015) In 2011/12, Teach First is providing 1 in 10 new teachers in schools in challenging circumstances* * Rough estimate

18. Vision 2: The Leadership Development Programme What do head teachers see that our participants’ strengths are?

19. Vision 3: Creating long-term systemic change in education through the ambassador movement The Big 5 Supporting Teach First Teach On Governance for Change Policy First HEAPS* Social Entrepreneurship A network of support, guidance and professional development for Teach First ambassadors leading change in challenging schools Training, networking & support for ambassadors interested in launching social ventures Developing leadership skills whilst maximising long-term impact by serving on a school governing body A forum for Ambassadors to share their insights on current education issues and help shape education policy for the future Opportunities to support pupils from Teach First schools to progress to competitive universities An opportunity for ambassadors to share their experience with participants, help recruit a cohort, offer financial support or engage new sponsors as a Pathfinder • As of March 2011 there are 1167 Teach First ambassadors. • In 2009/10, 80% of ambassadors engaged with the Teach First mission (64% through one of our • Ambassador initiatives) * Higher Education Access Programme for Schools

20. Vision 4: Maximising organisational effectiveness and efficiency People, resources & external communications Organisational focus & measurement • Align the organisation around the four visions and 12 high level organisational goals • Continue measuring the impact of the Teach First movement on addressing educational disadvantage • Engage a high performing, values- driven employee base • Obtain adequate resources that are used efficiently & effectively • Raise awareness of Teach First and the impact our participants and ambassadors are having on addressing educational disadvantage

21. We couldn’t be doing what we are without the continued support of our many partners* * List not exhaustive

22. Contents • Teach First – the beginning • Teach First – our 2012 strategy • The Maximum Impact Evaluation

23. What is the Maximum Impact Evaluation? The ‘Maximum Impact Evaluation’ is a piece of external research by the University of Manchester. The research was funded by Goldman Sachs as part of the Maximum Impact Programme. The Maximum Impact Programme aimed to develop the Leadership Development programme, and understand its impact. The research was carried out over two years and involved 174 schools: 87 Teach First and 87 comparable non Teach First schools, and 848 secondary school teachers from across England. The evaluation covered participants’ impact in the school, on their classroom practice and on leadership and pupil achievement. The researchers used a ‘mixed methods design’: survey questionnaires; face-to-face interviews; analysis of performance data and documentary data

24. What did the study find? (1/2) Observations of Teach First participants in their second year found that they were generally on a par with or ahead of more experienced teachers. Other teaching staff describe Teach First participants as creative, enthusiastic and prepared to listen and learn from others. Surveys of participants showed that they really believe they can make a difference to pupils. They also see themselves as leaders in and outside of their classrooms. Participants’ create positive learning environments and display impressive classroom management and instructional skills. Headteachers and peers observed that participants were seen as effective practitioners by the second year in their school as well as being visible and credible leaders.

25. What did the study find? (2/2) Schools in challenging circumstances – where Teach First participants are placed – have seen a statistically significant improvement in their GCSE results. This takes place one to two years following the first year of partnership with the school. Where significant, partnering with Teach First explains between 20 and 40 per cent of the between-school variance in pupil performance at GCSE. Schools with more Teach First participants performed better than those with fewer. The relationship between the improvement in attainment and a school’s participation in Teach First appears sooner in later Teach First cohorts. This suggests that the Leadership Development Programme has progressed in the years since the charity was established.

26. An overview of Teach First - Expansion March 2011

27. What is the progress of Teach First so far? 2003 Cohort • 186 participants recruited • 45 partner schools • No.62 in Times Top 100 Graduate Employers

28. 2010 Cohort • 560 participants recruited • 191 schools placed in • Sixth region in the North East opens • Expanded into primary education • 4th largest graduate recruiter for 2010 by High Fliers • No.7 in Times Top 100 Graduate Employers • Ambassador community increased to 1,168

29. What is the future for Teach First? Over the next three years we plan to… • Double our intake of graduate to over a thousand • Place teachers in 1/3 of all challenging secondary schools in the UK • Place teachers in primary schools, building on an existing pilot • Attract STEM graduates to work as teachers in challenging schools • Place 70 ambassadors within senior leadership positions

30. Which schools we can help • We work with the most disadvantaged schools, based on: • Deprivation: • Over 50% of the students are within the 30% most deprived group • As a proxy measure in Wales: over 30% of the students are eligible for free schools meals • Attainment: • The schools is in the lowest 30% of achievement • Logistics of programme delivery: • Within one hour from an urban centre

31. Eligible schools Primary Secondary

32. What is needed • Setting up the programme in a new region requires: • Schools: placements for 40 participants • Office: space to house six regional staff • Government and business support • Local Initial Teacher Training partner

33. What is needed - Schools • Placements for 40 participants secured • Each schools commits experienced staff to provide robust mentoring for the participants • Schools pay a fee for recruitment, selection, placement and on-going support

34. What is needed - Training partner • To deliver the initial training and on-going support, we need: • A lead university partner (and possibly other partners) • Ability to meet the allocated tutoring requirements • Capacity to provide summer institute accommodation and tutoring for 40 people for 3 weeks • Capacity to contribute to national summer institute • Capacity to contribute to national development of the scheme

35. What is needed - Support • Backing from central and local government • Government funding of the training of participants • Business support: • Funding • Coaches for participants • Internships and summer projects • Venues for events

36. England • Kent and Medway region to open in 2012 • West Country region to, potentially, open in 2013 • First rural region to, potentially, open in 2013

37. Scotland • The Donaldson report recommended the exploration of Teach First as an alternative route into teaching • Teach First ambassadors with a PGCE are able to teach in Scotland • 30 ambassadors are already contributing to Scottish education • The potential of expansion into Scotland in discussion with local partners

38. Wales • Teach First ambassadors can teach in Wales • Potential for expansion was discussed at a dedicated seminar • On-going discussions with the Welsh Assembly Government to develop the programme • Expansion planned for 2012

39. Ambassador opportunities In areas where we are not placing teachers, schools can still benefit from our ambassadors Teach On Social Entrepreneurship Governance for Change

40. Thank you!

41. Classroom Leadership 19th March 2011

42. Mission & Method Teach First Mission To address educational disadvantage by transforming exceptional graduates into effective inspirational teachers and leaders in all fields Leadership Development Aim To develop our participants’ leadership ability to have a profound impact on raising the achievement, aspiration and access of all pupils thus preparing participants to be leaders in all fields.

43. Impacting the 3A’s • We believe that a teacher can have a profound impact on pupils by developing their Achievement, Access and Aspirations. These have been identified as the most common barriers facing pupils from challenging circumstances. The rationale is that all three of the “As” are integral and equal in value and importance. One cannot exist meaningfully without the others.

44. The Leadership Development Programme

45. Leadership Development Officers • LDOs coach/support participants in setting holistic visions that impact the 3As, and achievement- focussed goals. • LDOs provide support to enhance / change the behaviour of the teacher through a process called the Reflective Cycle, whereby they catalyse participants to make changes in behaviour to move pupils more rapidly towards their vision and goal.

46. Creating a vision • Our participants set clear visions for the following reasons: • It sets out clearly their high expectations for their pupils. • It provides direction for the year for what a participant wishes to impact in terms of pupils’ achievement, access, and aspiration. • It communicates to pupils that they are able to succeed and influences their belief  in what they can achieve. • It unites pupils by providing a common purpose for the class, and the goals we set provide the route for how we will achieve it.

47. Sample Vision and Goal Vision: My year 8 is a class that I am going to focus on this year. They are a top set class, although the range of ability is still widely varied. The reason for my choice of this class is due to the introduction of project in year 7 and combined humanities in year 9 this is the only year they study pure geography and they choose their options in March 2011. I want them to appreciate the growing importance of Geography in the world so they are engaged to make informed discussions in the future, each as part of their career or as global citizens. Through the work I will do with my class they will realize that academic success in Geography will increase their options as they progress through school. Even if they are not inclined to study Geography at GCSE level, they will still be able to utilize the skill they have acquired in my lessons in other subject areas. Goal: All pupils will improve by a full level, rather than the national average of 2 sub levels (additionally measuring the number of uptake to take GCSE).

48. Pupil data (knowledge, skills, &mindsets • Pupil habits SOLUTIONS CAUSES OUTCOMES • What will we do about it? • Why is this gap happening? • Relative to the goal, what is the success? • What is the gap? The Reflective Cycle • Teacher Actions • Teacher Underlying Factors • Measures of Success • Participant Next Steps

49. The Reflective Cycle - Outcomes

50. Causes • What is causing this gap in pupil achievement, access and aspiration? • What underlying factors are leading to these causes? • What teacher actions are leading to these causes? The Reflective Cycle - Causes