Centre for Professional Education

Developing a co-constructed and co-delivered partnership model of Teacher Education

  

   

 

School Improvement Impact on

Pupil Progress

Partnership Development

Collaboration

Consistency Coherence

NQT Support

Mentoring

Teachers’ StandardsProfessional Studies

     PG Studies Subject Hubs of Excellence

Quality EnhancementQuality Assurance

Vision of Excellence

Distinctive features and developments

• A relentless focus on school improvement and pupil progress.

• Fully embraced the partnership model of delivery to develop a co-constructed 

and co-delivered ITE programme model.

• Safeguarding and Prevent Strategy fully embedded from induction onwards.

• Multiple levels of support for each trainee and personalised.

• Cross-curricular activities focus on the importance of interdisciplinary context of 

both Higher Education and teaching.

• Reflection is embedded in all aspects of the programme.

• Focus on action research.

• Appointment of NQT Fellows.

• Commitment to learn from and work with international education organisations.

99% of our 14/15 cohort 

found employment in 

teaching

77% of our 14/15 cohort 

found employment in Partner Schools

Employment summary and map of employment destinations

Mentoring

• Annual Mentoring Conference each summer.

• Bespoke mentor training out in lead Alliance schools and Blackboard Collaborate. 

• Mentoring audits capture Outstanding provision; identify support required. 

• Mentoring ‘buddying’ system across partnership schools.

• STF and PM Partnership meetings, building deeper relationships.

1. ITE Profile 2. Recruitment profile – the policies and principles relating to recruitment and selection3. Induction Profile – the systems and processes in place to ensure effective induction4. Mentoring Profile – expertise in and application of the principles of coaching and mentoring of trainee teachers5. Subject Profile - the level, extent and support provided by subject specialists within the school or alliance6. Evaluation Profile – the establishment of on-going processes and procedures for effective assessment of the training provision

KPI – ITE provision 

Subject Hubs of Excellence

•      School-led subject studies delivery in 20+ subject areas.

•      Subject studies forum brings together subject experts from across the  

        partnership.

•      Sessions are planned collaboratively.

•      Delivered in a variety of settings and ways by subject experts.

•      Provision is evaluated collaboratively.

QA Moderation

• Annual QA framework developed and implemented to ensure consistency, 

coherence and quality of all aspects of provision.

• Nominate STFs and TFs and course lead visit alliances to QA throughout year.

• Evidence presented at Secondary Partnership group, WaSP and CPE Quality 

Assurance group.

• Feedback informs strategic decisions by senior leadership team when developing 

programme.

• Subject leads from partner schools co-construct design of programme.

• Alliance days: Trainees demonstrate confidence in teaching practice around a set of 

agreed themes (BFL, Planning, Inclusion, Enhancement)  specific to settings in 

which they teach.

Reflection

In  what  ways  has  your  ITE  programme enabled  and  developed  collaboration between schools and university?

What  are  the  strengths  of  this  approach  to PGCE/SD Programme design?

What are some of the risks?

Questions