National Institute of Teaching Reports
The National Institute of Teaching (NIoT) aims to improve the quality of teaching and school leadership by carrying out research and applying insights to its initial teacher education (ITE) and professional development programmes.
Developing Support Strategies for ITE Mentors: Insights from Current Practices
This report is for teachers and leaders involved in ITE, ITE providers, and policymakers. It describes a NIoT study which examined teachers’ and leaders’ perceptions of the current quality of school support for ITE mentors, and the challenges and perceived needs of mentors following the NIoT’s early adoption of the new Quality Requirements for ITE providers in 2023. The findings aim to help schools and providers enhance ITE mentor support and make informed decisions on using the DfE mentor training grant.
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Delivering the Early Career Framework in small schools in rural and coastal communities: Research summary
This document is for schools and training providers of Early Career Framework [ECF] programmes to support teachers in their first two years of teaching (Early Career Teachers [ECTs]). It describes a research project conducted by the National Institute of Teaching [NIoT], the South West Institute for Teaching [SWIFT], and the David Ross Education Trust [DRET]. The project aimed to understand experiences of delivering ECF-based programmes in different school contexts across England, focusing on schools in rural and coastal communities, and particularly on small schools. It also aimed to identify great practice that these schools are using to deliver ECF programmes and support ECTs, and understand how ECF programmes can adapt to better support schools.
This document shares our findings and proposes strategies for better supporting small schools in rural and coastal communities, as well as for all schools across England.
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Assessing the Impact of Virtual School Experience Visits in Initial Teacher Education: Evaluation Summary Report
This document is for schools and initial teacher education (ITE) providers. It describes the National Institute of Teaching (NIoT)’s evaluation of virtual versus in-person school experience visits as part of Intensive Training and Practice (ITaP). It offers insights into the delivery of both modalities, with recommendations for scaling ITaP through effective hybrid approaches.
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