Beyond Partnership Jacquie Nunn Director of Training Development June 25 2009

Partnership: the story so far Phase 1 1992 - 2002 Circular 9/92: A different relationship with Schools? `The changes in initial teacher training which I am about to propose will attract into teaching some of those who might have been put off by some of the orthodoxies of the past and by fear of lacking the practical experience to cope in the classroom.’ (Kenneth Clarke, 1992)

Phase 1 1992 - 2002

Circular 9/92: A different relationship with Schools?

`The changes in initial teacher training which I am about to propose will attract into teaching some of those who might have been put off by some of the orthodoxies of the past and by fear of lacking the practical experience to cope in the classroom.’

(Kenneth Clarke, 1992)

Partnership: the story so far Phase 2 The TTA 2002-2006 The National Partnership Project Regional steering groups and appointment of Regional Partnership managers Key themes: Recruitment Benefits to schools: professional development

Phase 2 The TTA 2002-2006

The National Partnership Project

Regional steering groups and appointment of Regional Partnership managers

Key themes:

Recruitment

Benefits to schools: professional development

Partnership: the story so far Phase 3 The TDA 2006 – 2009 Partnership Development Schools Provider Link Advisors Training Schools Consultants Capacity broadly secured (specific pressures – EYS / STEM) Training schools increasingly seen as system leaders

Phase 3 The TDA 2006 – 2009

Partnership Development Schools

Provider Link Advisors

Training Schools Consultants

Capacity broadly secured (specific pressures – EYS / STEM)

Training schools increasingly seen as system leaders

Beyond Partnership? Phase 4 2009 – The context for change Every Child Matters The Children’s Plan: Building Brighter Futures 2020 Children and Young People’s Workforce Strategy C21 Schools White Paper (forthcoming) McKinsey Report: How are the world’s best performing school systems come out on top

Phase 4 2009 –

The context for change

Every Child Matters

The Children’s Plan: Building Brighter Futures

2020 Children and Young People’s Workforce Strategy

C21 Schools White Paper (forthcoming)

McKinsey Report: How are the world’s best performing school systems come out on top

Barriers to change Potential lack of coherence Achieving system wide impact from small-scale initiatives Over-interpretation of requirements and standards

Potential lack of coherence

Achieving system wide impact from small-scale initiatives

Over-interpretation of requirements and standards

Some key features of innovative practice Links go beyond the conventional bi-lateral schools – HEI links Effective partnership involves stakeholders working together to achieve their separate strategic aims Strong focus on impact measures rather than process ITT positioned as part of schools’ wider workforce planning and school improvement

Links go beyond the conventional bi-lateral schools – HEI links

Effective partnership involves stakeholders working together to achieve their separate strategic aims

Strong focus on impact measures rather than process

ITT positioned as part of schools’ wider workforce planning and school improvement

Key themes to explore in the consultation Innovation The distinctive contribution of HEI Sustainability of partnerships Development opportunities for educators and trainers Capacity for change to meet the needs of C21 schools Diversity in partnerships An infrastructure for training and development of the whole children’s workforce in schools

Innovation

The distinctive contribution of HEI

Sustainability of partnerships

Development opportunities for educators and trainers

Capacity for change to meet the needs of C21 schools

Diversity in partnerships

An infrastructure for training and development of the whole children’s workforce in schools

The project aims: to capture the current state of school and ITT provider partnerships – our `own state of the nation survey’. We will do this by working with the PLA team, and the TS consultants. to identify examples of HEI, schools and other partners working together to develop innovative practice that can be replicated more widely. to provide a clear central policy steer on the development of collaborations to ensure that ITT continues to develop to meet changing needs of schools in the context of wider workforce development.

to capture the current state of school and ITT provider partnerships – our `own state of the nation survey’. We will do this by working with the PLA team, and the TS consultants.

to identify examples of HEI, schools and other partners working together to develop innovative practice that can be replicated more widely.

to provide a clear central policy steer on the development of collaborations to ensure that ITT continues to develop to meet changing needs of schools in the context of wider workforce development.

Timeline 2008 Focus group 2009 Approach endorsed by TDA Board / consultation begins 2010 Launch of toolkit with central messages clearly endorsed by TDA and Ofsted

2008 Focus group

2009 Approach endorsed by TDA Board / consultation begins

2010 Launch of toolkit with central messages clearly endorsed by TDA and Ofsted