Phase 1 of teacher training partnerships from 1992-2002 saw the introduction of school-university partnerships through Circular 9/92. Phase 2 from 2002-2006 saw the formalization of partnerships through the Training and Development Agency (TDA) and establishment of regional partnership managers. Phase 3 from 2006-2009 further developed partnerships and recognized training schools as system leaders. Phase 4 from 2009 onwards will focus on adapting partnerships to meet changing needs and priorities around the children's workforce as outlined in various government strategies and reports. Key themes to explore in consultation include innovation, sustainability, capacity for change, and diversity in partnerships. The project aims to capture the current state of partnerships, identify innovative examples, and provide central policy guidance to ensure initial teacher

1. Beyond Partnership Jacquie Nunn Director of Training Development June 25 2009

2. 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)

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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.

10. 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