Empowering Educators: Reflections on Level 6 Teacher Apprenticeships
By Callum Bradbury
I had the pleasure of attending the launch of the Teaching Higher Apprenticeship at the University of Staffordshire—a moment that prompted me to reflect on my own journey into teaching and the transformative power of this pathway.
Before stepping into education, my career was far from conventional. Like many, I started with A-Levels and went on to university, eventually moving into industry roles in retail and finance. I even ventured into entrepreneurship, running my own business and retail store. But it wasn’t until I worked in HR and Finance within an academy that I began exploring the pathways into teaching.
This realisation led me to spend a year as an unqualified teacher, delivering KS5 Business lessons. It was during that year that I discovered both the joy and the challenges of teaching. I then enrolled onto the Level 6 Teacher Apprenticeship, completing the program with QTS and a Level 6 Educational Diploma. That apprenticeship was not just a qualification; it was the foundation of my teaching career.
The Key Benefits of the Teacher Apprenticeship
One of the most valuable aspects of the Teacher Apprenticeship is the support it provides in educational pedagogy. From the start, I was applying research-based teaching techniques in the classroom and learning how to adapt my practice through real-world experience. School-led CPD sessions complemented this learning, providing me with those intangible classroom skills and support from experienced colleagues.
A key differentiator of the teaching apprenticeship is that you are a classroom teacher from day one. I was part of the school community—not just a trainee, but a teacher with responsibilities, expectations, and the opportunity to build meaningful relationships with students and colleagues.
Progression and Opportunities
The apprenticeship opened doors I had never imagined. After qualifying, I was entrusted with middle leadership opportunities such as a More Able Lead Coordinator, taking on a Pastoral Lead role, and even leading the implementation of new curriculum plans to expand our department’s KS4 Business provision. These experiences culminated in my current role as Associate Assistant Principal. This is a testament to how this pathway supports long-term career growth within a national teacher recruitment crisis.
The Value of Staying in One School
Remaining at the same school throughout my apprenticeship and beyond was a key factor in my development. The continuity it provided allowed me to build rapports with staff and leaders. The trust and relationships I cultivated overtime gave me the confidence to take on leadership roles. It also pushed me to fully immerse myself in CPD opportunities tailored to our school’s provision and context.
For Leaders Considering the Teacher Apprenticeship
As educational leaders, we play a critical role in making the apprenticeship a success. Based on mine and others experiences, I would encourage schools to consider the following:
- Establish a robust in-house support framework. Trainees need access to structured CPD, a dedicated mentor, and guidance from an out-of-department mentor.
- Foster full engagement in school life. Encourage apprentices to participate in whole-school activities and events. This in return helps them feel part of the wider community.
- Provide flexibility during high-pressure periods. Facilitating time for assessments and deadlines shows understanding for trainee and staff well-being.
- Offer ongoing coaching opportunities. Continued coaching and professional development are critical even after trainees gain QTS.
- Focus on professional skills. Support trainees understand and embody school norms around professionalism, conduct and behaviour.
The Teacher Apprenticeship is more than a pathway into teaching—it’s a catalyst for personal and professional growth. Reflecting on my journey, I can say with confidence that it’s a program that equips educators to thrive and empowers schools to cultivate the leaders of tomorrow.
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