School Blog
Trust the Process: My First Term as a Trainee Teacher.
In this blog, Mike Simmons, Director of JTSCITT, highlights the importance of the summer before teacher training as a valuable time for preparation.
At The John Taylor SCITT, we believe that the most effective teachers are those who think critically, act reflectively and teach with evidence at the core of their practice. Our collaboration with the Staffordshire Research School and engagement with the Education Endowment Foundation (EEF) are central to this belief, ensuring that every aspect of our programme is informed by robust educational research.
The Initial Teacher Training and Early Career Framework (ITTECF) provides a minimum entitlement for training, but it also encourages providers to go further by integrating additional theory, critique and evidence-based practice. For us, this means working closely with the Staffordshire Research School to bring research to life in practical and meaningful ways for our trainees and mentors.
All of our Intensive Training and Practice (ITaPs) are grounded in the principles of the EEF Guidance Reports, which summarise the best available research into what works and what does not in education. These reports, covering areas such as behaviour, literacy, feedback and metacognition, provide a trusted foundation for developing the knowledge, skills and professional judgment our trainees need to thrive in the classroom.
By working alongside the Research School, trainees do not simply read research, they use it. They learn how to access reliable sources, explore how findings can inform real classroom practice and evaluate the impact of those strategies on pupil learning.
Through this partnership, our trainees are immersed in a professional culture that values curiosity, reflection and collaboration. They are encouraged to question assumptions, test approaches and learn from both success and challenge. Our mentors and lead teachers also benefit, engaging in professional development facilitated by the Staffordshire Research School, ensuring that evidence-informed practice is modelled consistently across our partnership schools.
This collaboration helps us maintain fidelity to the ITTECF while extending well beyond it. It allows us to provide a curriculum that is deeply reflective, rigorously evidence-informed and rooted in the real-world challenges of teaching. Most importantly, it equips our new teachers with the confidence and critical mindset to make informed, research-driven decisions that lead to lasting improvements in pupil outcomes.
At The John Taylor SCITT, research is not something that sits in a journal. It is something that shapes what happens in our classrooms every day and we thank our colleagues from the Staffordshire Research School for sharing their expertise with us.
Director of the JTSCITT
At The John Taylor SCITT, our collaboration with the Staffordshire Research School and the Education Endowment Foundation means that every trainee learns to teach with research at the core of their practice. By joining us, you’ll become part of a professional community that values curiosity, reflection and evidence-informed teaching.
If you’re ready to begin your journey into teaching, explore our subjects and discover how you can train with us. Together, we can shape the next generation of research-informed educators.
In this blog, Mike Simmons, Director of JTSCITT, highlights the importance of the summer before teacher training as a valuable time for preparation.
In this blog, one of our current Primary Teacher Trainees shares their first impressions of life on the John Taylor SCITT programme – from applying and interviewing to classroom experiences and early reflections on teacher training.
This blog welcomes our new trainees to the JTSCITT, sharing more about our approach, our personalised support and building a teaching career.
In this blog, Mike Simmons, Director of JTSCITT, highlights the importance of the summer before teacher training as a valuable time for preparation.
