Teach First: Why Does It Divide Opinion?

Follow the journey of Teach First graduates as they begin their careers in schools after a six-week training program in BBC3’s Tough Young Teachers. However, there are still those who criticize the program after its decade-long success. One of them is Jonathan Savage, an education reader at Manchester Metropolitan University who argues that it is not financially feasible to fund a program like Teach First with a £76m taxpayer’s money when teachers only have short careers. Furthermore, he believes that vulnerable children do not benefit from unqualified teachers who only work short term.

Debra Kidd, an English and drama teacher at Saddleworth School in Oldham, thinks that the name of the program may discourage teachers from becoming committed to it. The Teach First route is not necessary since selecting the best graduates does not guarantee that they can connect with children. She also believes that the program’s corporate sponsors propagate the idea that a "decent" job waits for graduates afterward.

Sam Freedman, the director of research, evaluation, and impact at Teach First, states that the myths surrounding Teach First, such as it being a mere stepping stone towards a different life, are unfounded. 70% of Teach First graduates remain in education. He adds that the program has improved Russell Group Universities’ perception of teaching and piqued the interest of graduates who have never considered it as a career. Even critics acknowledge the positive impact of this change.

Jonny Walker, a Teach First teacher at Elmshurst Primary School in Forest Gate, London, had an excellent experience with the program. Some doubt whether Teach First participants are given the impression that they are as good as they think they are and whether seeking help would benefit them further. Nonetheless, the program, along with other education system changes, presents a new definition of a teacher as someone enthusiastic and energetic about teaching.

Matt Donnelly, a former supply teacher and TV writer, has observed that Teach First trainees seem to have a bad attitude and high expectations for their pupils. He proposes that Teach First should provide more opportunities for trainees to observe teachers and get to know their pupils before introducing them to the class.

Russell Hobby, the general secretary of the NAHT, sees Teach First as a "no-brainer" program that raises the status of teaching and benefits every teacher. However, he warns that a teacher with a cocky attitude may learn some hard lessons.

For Katie Ashford, a Teach First teacher in her second year of teaching English in the West Midlands, the program is unique in its unity of mission. Educational disadvantage is a problem that requires the help of not only classroom teachers but also Teach First ambassadors who have founded social enterprises or charities since leaving the classroom. Regardless of the paths their careers take, they continue to make a crucial contribution to their students’ future.