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Model of delivery (for the 2015 cohort)

2.8.3 Outcomes for schools

3.4 Recruitment

3.5.2 Model of delivery (for the 2015 cohort)

This strand recruits post-doctoral maths and physics researchers to train as teachers. The delivery model includes two compulsory years - one year of school-based ITT, followed by a further year in school as a NQT. There is also an optional third year in which Chairs can complete leadership training whilst continuing to teach. An “uplifted” salary is paid for all of these three years.

The training Chairs undertake during the first year is via the School Direct salaried route12. This includes the equivalent of one day per week undertaking ITT training with a regional SCITT provider13. In addition to this, The Brilliant Club provides bespoke training focussing on ways in which the Chairs can champion access to university.

During this first year, the remaining four days per week were split as follows: Chairs spend the equivalent of three days per week in school, while working towards the

acquisition of QTS and one day per week on research. The Chairs are required to teach classes, devise lesson plans and shadow other teachers during the three days, all under the direct supervision of their school-based mentor.

10 For the 2015 to 2016 cohort, the scope of the RIS funding was broader than maths and physics and

covered ‘priority subjects’. RIS branding was used for Maths and Physics Chairs and the strand was regularly referred to as RIS by the participants interviewed.

11 For the 2016 cohort (and beyond) the third year of the programme is compulsory and no longer an

optional addition.

12 School Direct (salaried) courses normally take a year to complete and participants are employed directly

by schools.

13 The SCITT programme is a route into teaching which allows participants to undertake training within a

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In year two, the Chairs complete their NQT year while continuing with their one-day-per- week research. The third and final year is optional for the 2015 cohort and participants can undertake the Research Leader in Education Award14 during this year.

A unique feature of the strand is the one day a week off timetable, which Chairs can use to undertake further personal/academic research, deliver activities to support pupils’ access to university and work with other teachers. Two universities, Southampton and King's, supported the strand for the 2015 cohort by providing time, space, facilities and research support to the Chairs on their research days. The aims of the strand are broader than others, aiming to produce wider benefits from these very highly qualified individuals, not only to provide high-quality teaching, but also to improve pupil

progression, provide support for other teachers and, in the longer-term, improve leadership in their subjects.

3.5.3 Participants’ experiences of the strand

All participants interviewed reported some positive aspects of the strand, namely: • the strand's principles and aims in reference specifically to:

• the championing of university access for disadvantaged pupils • the opportunity to bring current research practice into the classroom

• working as teachers, and specifically gaining hands on, in-school experiences • the provision of the research day.

The quotations below in Box 3.1 illustrate the positive feedback provided.

14 A professional qualification developed by RIS that aims to equip participants to develop their education

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Box 3.1: Participants’ positive experiences of the Chairs strand The strand's principles and aims

I'm very passionate about the programme and the aims. It's definitely in line with my own thinking.

I think it’s a really great idea. I wanted to explore this programme when I first heard about it, it seemed to be almost too good to be true – I would get to gain teaching qualifications while continuing my research and also bring that research back into the classroom.

Working as teachers

I think I’m having real success as a teacher…the programme has made me aware of the skills I can bring into teaching.

It’s been hard and I’ve had to be really resilient and push through but I think I am a better teacher for it.

The provision of the research day

The real appeal to me to apply in the first place was the research day. I think its best suited to a person with a PhD because of the research day.

It was the salary and the research day that appealed to me.

3.6 Strengths and success factors

All interviewees were positive about some aspects of the scheme, including identifying a number of key strand-level and personal success factors, which had enabled them to get the best from the experience. These are shown in Table 6 below, and expanded upon in the following sections.

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Table 6 Key strand-level and personal success factors

Strand factors Personal factors

• The research day

• Belief in the ethos behind the strand • The support of fellow Chairs

• The salary uplift (attractiveness of offer)

• Strand mentor support

• Family support

• Resilience and perseverance • Previous teaching experience at

university level