Initial teacher Education: reappraising partnerships for tomorrow’s teachers Dr. Catherine Knowles Researcher, School of Education, University of Greenwich

Defining ITE Partnerships: Modes of Teacher Education (MOTE) project Collaborative Complementary HEI-led (Furlong et al, 1996)

ITT partnerships and school improvement Raise the bar for entry Attract and retain best/most appropriate graduates Effective training focussed on preparing trainees to be successful in the classroom. (DfE, 2011: 3)

Influences Comparative research/data- education systems in other countries School improvement research Success of Teach First Funding

Recruitment and selection: teacher characteristics Intellectually capable, able to think, communicate and plan systematically (OECD 2005) Good subject knowledge (Whelan 2009) Teach First competencies: humility, respect and empathy, interaction, knowledge, leadership, planning and organising, problem solving, resilience and self evaluation

Current Forms ITT Post Graduate-most popular, provides 78% of secondary trainees and 56% of primary trainees Under Graduate-84% of primary applicants Employment based-accredited partnerships of schools, often led by a university, e.g Graduate Teacher Programme Teach First

Role of teaching schools ITT CPD Leadership development Support for schools Coaching and mentoring

Teaching schools: characteristics Track record of collaborative work with partner schools and school improvement Outstanding Ofsted High levels of pupil performance Outstanding middle and senior leaders Evidence of improvement

The role of the University Work more closely with schools Supplement school based practice Funded training for providers with strong partnerships Guaranteed high quality placements for trainees, particularly in outstanding schools Shared staff –university and school University presence on school governing bodies University Training schools

ITT partnerships: managing change Privatisation Marketability Accountability