Teaching schools: time for schools to take the lead
The first 100 teaching school alliances started operation at the beginning of September. Andy Buck of the National College and Liz Francis of the TDA anticipate that this new designation will make a major contribution to school improvement and that the delivery of excellent continuing professional development will be a key role.
Thinking Spaces – creative early years practice
Amanda James describes her investigation into foundation children’s engagement with their learning environment and how this informed the innovative use of resources and space, which in turn promoted creative teaching.
I’m a subject specialist – get me out of here! A cross curricular project for secondary student teachers
Monica Baughen, Jane Chambers, Anna Lise Gordon and Irena Grounds explore the potential in Initial Teacher Education (ITE) for promoting cross curricular development at key stage three through modelling effective practice.
How to… use sources of self-evaluation and selfimprovement effectively
Kerry Jordan-Daus gives a rich picture of how she worked with schools and trainees to self-evaluate their teaching training and to use this to ensure continuing improvement.
How to… build effective partnerships between school and higher education institutions in initial teacher education
At the heart of good initial teacher training is effective partnership. Susan Sutherland gives a detailed account of how schools and university partners work effectively together.
How to… develop trainee teachers’ understanding of diversity through partnership working
Lynne Graham-Matheson and Loic Menzies provide a guide to how you can ensure an understanding of diversity is woven into initial teacher training.
How to… develop and support school mentors?
Mentors play a crucial part in the training of new teachers. Here Kerry Jordan-Daus and Pam Johnson describe how to ensure the development and support of school mentors are of high quality.
How to improve a struggling trainee teacher’s performance
Perhaps one of the most difficult challenges in teacher training is addressing unsatisfactory performance. Loic Menzies gives us a case study which demonstrates how the training team worked with a struggling trainee to ensure he made progress.
How to train new teachers effectively
What can we do to ensure the next generation of teachers entering the profession are well equipped to meet the many challenges awaiting them in a rapidly changing school scene? The following contributions show how. They are drawn from the practice of the Graduate Teacher Programme (GTP), Canterbury Christ Church University’s Employment Based Initial Teacher Training (EBITT). At Canterbury Kerry Jordan-Daus, Director of the Graduate Teacher Programme, 2007-2011, leads a large team of Higher Education (HEI) tutors and partnership schools. The provision includes a range of EBITT pathways and was graded “outstanding” by Ofsted in May 2011 and ranked 2nd in The Good Teacher Training Guide 2011 (Smithers and Robinson).
Teacher education in changing times
James Noble-Rogers gives a Universities Council perspective on the Government’s review of teacher education. He reflects on the positive potential of Teaching Schools and University Training Schools but worries about the lack of an overall coherent approach to continuing professional development.