Kelly Leonard

Assistant Head Teacher
Speaking at

Jan Rowe

Head of ITT

Session

Collaborating not competing – can a different approach to ITT improve outcomes?

Are the UK’s current approaches to ITT fit for purpose or are there more effective methods to delivering initial teacher training which draw on the best practice from both universities and schools? After two years of joint planning and collaborative delivery, Turton School and LJMU are reflecting on the effectiveness of their unique programme in relation to the recommendations from the Carter Review of ITT, outcomes for trainee teachers and outcomes for schools. This session is about a journey of working together to maximise the impact of each stakeholder’s strengths and how a cross-phase (primary/secondary and FE) approach influences on a joined up EYFS to Post 16 curriculum. Using research throughout the programme to conclude on the effectiveness (or not) of a different approach. With the government, schools and HEIs divided on their opinion on the effectiveness of the different routes into teaching, the evidence should provoke some food for thought and a lively debate.

Bio

Kelly Leonard

Kelly Leonard is Assistant Head Teacher in charge of Staff Development and Appraisal at Turton School, she is currently in her seventh year in post. Prior to this, she was Head of Mathematics in a comprehensive school in an area of deprevation in Merseyside. Whilst being the strategic lead for ITT and new staff development, she is was also responsible for the implementation of the school’s Triad CPD programme which has been transformative to teaching and learning.

Jan Rowe

A former teacher of MFL herself, Jan is passionate about teacher education. Dismayed by the angst between the competiting routes into teaching, Jan decided to be the change and is committed to working collaboratively in the purest sense with all of LJMU’s partner schools across the Northwest and North Wales. Together with Turton School, she has developed a model of ITT which brings all phases of education together to develop a collective approach which utilises the best of traditional and current practice, academic and school-based experience.