The changing landscape of Initial Teacher Training Rebecca Dunne

Key questions:  Whose responsibility is it to train teachers?  Who has the expertise? Training our next generation of outstanding teachers ‘We have some excellent teachers in this country, but many who could make a huge difference in the lives of children choose other professions. Our teachers are trained in some of the best institutions in the world, but the schools which employ these teachers do not get enough of a say in how they are trained…The system needs to change.’ June 2012 Secretary of State

Change and what we know Leading in a Culture of Change – Michael Fullan 1.Moral purpose 2.Understand the change process 3.Relationships, relationships, relationships 4.Knowledge creation and sharing 5.Coherence making

The Journey Previously supported many ITE students in school Part of a teaching school, Prestolee -ITT lead Appointed lead and supported by my Head teacher Vision for ITT within the Alliance- ‘Quality First Teaching’ Interviewed prospective universities Attended training delivered by UoC Wrote policies, negotiated my way through validation procedures and gathered a team around me. Developed a management group and a steering group Negotiated money! Co-designed a course Selected students Began! Steep learning curve!!!

Opportunities and Challenges All stakeholders in school benefit from the relationship Pupils School HEI Trainees

Challenges… Time Communication Responsibility Changing perceptions Alliance Strengths QA Responsibility - Again

School Direct strategic direction Moving forwards: –Increase awareness of School Direct with all schools and providers not yet involved, grow our school direct family –Continue to build sustainable school partnerships –Build on our existing relationship with UoC –Ensure that we value our SBTEducators by offering further training and seeking opinion –Continued focus on quality –Next steps in learning –Meet our targets –Develop our systems and procedures –Learn from our mistakes and seek opportunities to grow  Move tow

Moving Forward… “Training-active schools perform better than schools that do not engage with ITE” (Hurd et al, 2007 p 313) “There is a large outlay of time in mentoring and supporting trainee teachers, the positive benefits and enjoyment far outweigh the time pressures.” (Brooks and Baker 1997) “Teachers with no ITE involvement are more likely to be professionally disadvantaged” (Child & Merrill, 2003)