T-ITaP Professional behaviours

Immerse trainees in ‘near world’ classroom simulations

Offering space for reflection,  tailored feedback from expert teachers, links to current research and engaging practical teaching activities, T-ITaP courses prepare trainees for the realities of teaching in a supportive and collaborative way


Available April 2024

4 to 6 days of Intensive training and practice focusing on professional behaviours

The new T-ITaP, Professional Behaviours course has been carefully designed and tested to offer trainees opportunities to engage with authentic, level-specific classroom scenarios, receive tailored feedback from expert teachers and practice what they have learnt through role-plays, teaching demonstrations and more.

Access everything via ‘My Dashboard’

Trainees register via a secure platform to access all sessions, view feedback reports and download their certificate of completion.

ITT providers can view key data insights for whole cohorts as well as individual trainees. All resources (introductory powerpoints, discussion questions, readings, role plays, teaching demonstrations) are available via ‘My dashboard’

All content carefully linked to the Core Curriculum Framework

Module One: Reflective Practice

This module focuses on the need for trainees to develop their ability  – and willingness – to constantly reflect on their practice. This may be as a result of feedback from others, especially in the early years of their career, but can also be self-directed. If they are skilled reflective practitioners, they can continually improve their effectiveness as teachers’ while avoiding creating an unmanageable workload for themselves.

Module Two: Building effective relationships with colleagues

This module focuses on the importance of building effective relationships with colleagues. It considers the nature of team working, tackling difficult situations with colleagues, as well as responsibilities for working with Teaching Assistants, cover teachers and other support staff.

Module Three: Building Effective Relationships with parents and carers

This module looks at the importance of building effective relationships with parents and carers. The amount of contact between school and home will vary enormously, depending on circumstances and the individual needs of the child. We also look at parents’ evenings, which can be a source of anxiety for Early Careers Teachers – but don’t need to be – and also how to deal with angry parents.

Module Four: Wider School Responsibilities

This module looks at a teacher’s wider school responsibilities. This may include contractual obligations and responsibilities, discretionary contributions to the wider life of the school, and also expectations of teachers within society as a whole.

Wondering how T-ITaP works on the platform? Book a demo here

What teaching competencies are developed?

















Emotional Management

Emotion Management

Example primary scenario

Ms Olk, your mentor, has been observing your lessons. You have been doing a lot of preparation in your own time and you believe that the lessons have been excellent. During the mid-year review with Ms Olk, you believe she is providing you with unfair comments on your lessons. Ms Olk also does not give you the chance to speak during the mid-year review

Possible response: Tell Ms Olk that it is important for you that you receive positive feedback and ask whether she might reconsider her comments
Experienced teacher feedback:

You are right. Your mentor should be supportive of your development and help you understand how to reach the necessary standards.

However, these observations need to be honest from your mentor’s point of view and reflect the practise they observed.  The feedback therefore may not always be positive, and you may not always agree. Embrace the challenge and use the comments to make positive changes to your practise.

Example secondary scenario

During your first Year 10 parents’ evening you are explaining to Jack’s father that despite trying hard, his son is finding it difficult to make progress. The father turns to Jack and says, “Why can’t you be a great pupil like your brother?” You feel very uncomfortable and upset for Jack who looks like he will burst into tears.

Possible response: Shift the father’s focus and say, “Let’s look at what strategies may help Jack improve”

Experienced teacher feedback: This is a non-challenging way to positively refocus the conversation on positive strategies. It will help Jack feel safer again so that he can enter in to the conversation and hopefully either suggest ideas or be receptive to your suggestions. Whilst it may be tempting to challenge the father’s reaction it may just be that he is already cross about something else and you don’t want to cause a confrontation.