Description
The development of the Teacher Degree Apprenticeship (TDA) course has provided a valuable opportunity to rethink who becomes a teacher and how more inclusive and responsive routes into the profession can be designed. Central to this work is a focus on widening participation, particularly by engaging individuals from working-class backgrounds, LGBTQ+ communities, and global majority groups, who remain underrepresented in the teaching workforce. An Office for Students (OfS) funded project has been integral to shaping the design of the course and informing strategies that support access, progression, and long-term success. As part of this project, an employer-facing event created space for schools and trusts to reflect not only on the TDA offer but also on broader issues related to recruitment and retention. The event encouraged discussion around the barriers many people face when considering a career in teaching and highlighted the importance of rethinking recruitment practices to build a more representative and sustainable profession. Employer involvement has been central to the course’s development. A monthly employer strategic oversight group has contributed regular and practical input, helping to shape the course structure and content. This collaboration has ensured that the course aligns with both academic standards and the realities of school-based professional practice. The course has been carefully structured to meet the requirements of degree-level study, Qualified Teacher Status (QTS), and the apprenticeship standard within a three-year timeframe. The creation of a blended learning model, combining face-to-face, synchronous online, and independent study, has enabled us to engage with applicants and employers across a wider geographical area. This flexibility will support those balancing work, study, and personal responsibilities while ensuring the quality and coherence of the learning experience. Alongside this, targeted outreach and online recruitment strategies have contributed to recruitment numbers that have significantly exceeded expectations, with strong representation from underrepresented groups. The employer-facing event played an important role in raising the profile of the TDA route and in prompting schools to reflect on how they might adapt recruitment practices to attract a more diverse teaching workforce. This presentation reflects on the lessons learned during the design process and considers the implications for future delivery. It highlights the value of inclusive course design, strong employer collaboration, and flexible delivery models in creating new and effective pathways into the teaching profession.| Period | 11 Jul 2025 |
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| Event title | Education and Student Experience Conference 2025 |
| Event type | Conference |
| Location | Brighton, United KingdomShow on map |
| Degree of Recognition | Local |