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

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

3. 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)

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

5. 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

6. 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

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

8. 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

9. 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

10. ITT partnerships: managing change
Privatisation
Marketability
Accountability