Trailblazer in Education and Training
Role/ Occupation
Level
Duration of Apprenticeship
Further Education Graduate Teacher (FEGT)
Higher Apprenticeship Level 6
A minimum of 12months - maximum of 18 months
Role Profile: A FEGT apprentice will commence their apprenticeships having achieved an appropriate update and
assessment in their specialism. On completion of their apprenticeship, they will likely support the CPD for teaching
staff and may be delivering initial teacher training or other specialist higher level programmes. They will therefore
research, develop and share best practice in teaching and learning and in supporting professional development. The
FEGT will innovate the design of curricula, learning environments and resources, ensuring they are both current and
realistic in relation to workplace practices and are effective in preparing learners for future economic and social
well-being. This will include a whole organisational approach to embedding mathematics and English, ways to
develop learner independence and resilience and improvements in inclusion and valuing social and cultural
diversity in work and life. The FEGT will operate strategically to drive an ethos of high expectations for learning and
achievement, challenging unhelpful beliefs whenever they manifest. They will be a positive role-model for learners,
colleagues and all stakeholders, promoting an ethos of mutual respect in relationships with and between all
stakeholders. They will use ‘vision’ to strategically promote entrepreneurial skills, a passion for teaching and
learning and to raise aspirations of learners, teaching colleagues and all stakeholders. They will also promote parity
of esteem across vocational and academic learning and the firm belief that all learners are capable of achieving
challenging and individualised targets. The FEGT will evaluate and improve processes for monitoring and reporting
risk in learning environments and will support whole organisational approaches to improvement through
collaborative reflection and practice-based interventions.
BEHAVIOURS
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Strategically direct and review ethical and legal standards of behaviour (codes of practice) to guide all staff
Support a strategic stance on challenging unhelpful values and beliefs regarding teaching, learning and learners
Lead strategically in supporting staff and learner resilience and adaptability in dealing with challenge and change
Support an organisational culture of effective listening and communication skills
Strategically promote entrepreneurial skills and use ‘vision’ to inspire, motivate, demonstrate passion and raise
aspirations of learners, teaching colleagues and stakeholders
Strategically drive and model relationships with and between all stakeholders, built on an ethos of mutual respect
Justify your practice by reference to professional standards and evidence-based teaching and learning
Lead in the embedding of current, useful technologies in teaching processes and in learning programmes
Lead in strategic quality assurance initiatives and research new funding opportunities to ensure provision is
responsive to demographic needs and labour market intelligence
SKILLS
KNOWLEDGE
1. Plan learning programmes  research and innovate curriculum design to meet the
needs of all stakeholders.
 model inclusive session plans that enable mastery of
current relevant skills and knowledge.
 research, innovate and share effective learning
resources, including mobile technologies and online
activities that are safe and add value to learning
requiring
knowledge
and of requiringaan
understanding
 current research and emerging trends in curriculum
design and the needs of stakeholders
 evidence-based strategies for inclusive learning and
mastery of relevant skills and knowledge
 current and emerging best practice in the safe use of
resources, including digital technologies, that are
inclusive and add value to learning activities
2. Facilitate learning  taking a strategic lead in ensuring learners are
inspired to set goals that stretch and challenge
 using networking and research to identify and share
best practice in overcoming learning barriers and
unfair disadvantage
 researching and sharing effective strategies for
embedding Mathematics and English
 sharing strategies to ensure that directive teaching
methods are inclusive and inspiring, and that
supporting resources and/or technologies add value
 modelling effective listening, assertion and
questioning skills to facilitate learning, coaching and
mentoring
requiring an understanding of  evidence-based strategies for motivating, inspiring
and challenging learners
 How to access networks and research the causes of
unfair disadvantage and the most effective ways and
ways to remove barriers to learning
 evidence-based strategies to support colleagues in
embedding mathematics and English
 how to avoid disengaging learners when presenting,
demonstrating and explaining
 the role of active listening, assertion and questioning
skills in advanced coaching and mentoring techniques
 the value of realistic ‘active/challenge-based learning’
in differentiating and developing deeper learning as
Trailblazer in Education and Training
 research, apply and improve strategies for inclusive
learning that is challenging and realistic
3. Coach individuals and small groups • supporting strategies for accessing relevant and
current Information, Advice and Guidance
• promoting coaching skills at the heart of procedures
to support both learner and staff development
• coaching colleagues to support behaviour change,
engagement and pastoral issues for learners
• research and share best practice in recording targets
for development or for supporting pastoral needs
• strategically align colleagues and stakeholders in
supporting for action plans, with due regard to data
protection and confidentiality
4. Assess learning  cascading best practice in quality assuring assessment
processes
 developing diverse and creative strategies for
assessment to support progress and achievement
 researching and sharing best-practice for learners to
actively engage in their assessment process
 developing colleagues assessment skills to more
effectively support learner progress
 ensuring contractual and policy requirements for
recording, sharing and storing assessment information
are met
5. Evaluate and improve learning  reviewing and improving ways to obtain ‘Learner
Voice’ to improve teaching and learning
 use formative and summative assessment data to
support professional development (self and others)
 analyse and report on progression and achievement
data in relation to learner characteristics and ‘equality
data’
 evaluate and improve opportunities for peer review,
observation and feedback
 investigate and share concerns regarding the quality
of provision and/or safeguarding with appropriate
colleagues or agencies
 support effective professional development that is
aligned with priorities for quality improvement
well as personal and interpersonal skills
requiring an understanding of  a whole organisational approach to Information
Advice and Guidance
 advanced, evidence-based models of coaching to
support learner and staff development
 advanced coaching techniques for pastoral support
and facilitating behaviour and attitudinal change
 sources of best-practice in agreeing and recording
development targets
 who can, and how to, best support individual action
plans (for both learners and colleagues)
requiring an understanding of  Awarding Organisation (and/or Higher Education)
assessment and quality assurance processes
 innovative forms of assessment including, as
necessary, vocational and academic models
 current and emerging methodologies for engaging
learners in on-going assessment of their own (and
peers’) knowledge and understanding and skills
 best practice in encouraging 360o feedback skills to
empower and support mastery of skills
 requirements for formal recording and storing of
assessment information
requiring an understanding of  the value of consulting with ‘learners’ to ensure a
valid representation of their views
 how to review assessment data to improve own, and
colleagues’, professional practice
 how to evaluate learner outcomes in relation to
demographics to identify performance gaps and to
support corrective interventions.
 the aspplication of professional standards to support
peer observation and review
 procedures for organisational self-assessment and
reporting of quality and safeguarding issues
 current research into ‘high performance work
practices’ and ways to strategically align
organisational and individual development
Progression
A top-up programmes to an Honours degree/CPD Level 7.
Qualifications
A minimum 120 credit value including education and training, coaching competencies, action research and
safeguarding (designated person).
Professional Recognition
QTLS or similar.
Entry Requirements may include:
Previous teaching qualifications and a Level 3 in Maths and English.
Review - The apprenticeship standards should be reviewed after a maximum of 3 years