The programme was set up in 2006 and is funded by the TDA until March 2009.

Benefits of the programme

Schools that have completed the first two phases of the initiative have identified benefits that include:

• significant opportunities for personal and professional development of school and ITT provider personnel
• improved quality of mentoring and school-based training including the piloting and production of materials
• improved consistency of mentoring practice and support for ITT trainees in schools.

Participating schools and providers indicate that best practice is achieved when there is an equal collaboration between provider and school. ITT providers that saw their role as an investment, actively linking with clusters to support them through the process, were the most effective.

Project structure

PDS projects are run by clusters made up of five schools: one lead and four associates.

Projects in each region are monitored and quality assured by a regional management group (RMG) made up of five members: two ITT providers, two school members and one independent member, usually from the local authority.

Case studies

Projects are designed to address regional and national ITT priorities and contribute to the ITT knowledge base.

Sixty-seven projects are currently running that address the following areas:

• shortage in mathematics
• shortage in science
• shortage in key stage 1
• the 14 – 19 diploma ITT placements
• integrating ITT in performance management frameworks (in primary and secondary)
• developing the role of subject mentor
• enhancing pedagogic subject knowledge
• schools facing challenging circumstances
• assessing the impact for schools of involvement in ITT
• models of ITT placements
• harmonising ITT practice between school and provider.

The case studies describe the outcomes of a one year TDA funded project. View case studies