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Leading through partnership : developing and implementing the Teach First leadership development programme
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Blandford, Sonia (2014) Leading through partnership : developing and implementing the Teach First leadership development programme. Teacher Development, 18 (1). pp. 1-14. doi:10.1080/13664530.2013.863801 ISSN 1366-4530.
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Official URL: https://doi.org/10.1080/13664530.2013.863801
Abstract
Teach First works in partnership with government, business organisations, higher education institutions (providers of Initial Teacher Training, ITT) and schools to offer a two-year integrated Qualified Teacher Status (QTS) Leadership Development Programme; the first cohort of students were accepted in 2003. Its delivery of an integrated QTS/leadership programme, recruitment of top graduates who would not otherwise consider teaching, focus on teaching in challenging schools and joint business–Higher Education Institution delivery, set Teach First within a unique position amongst ITT partnerships in England. In 2008, building on its success, Teach First sought to enhance its Leadership Development Programme, relevant to teachers and leaders in all fields, including the development of an optional Masters route. This paper considers the development of the enhanced programme within the Teach First partnership model and explores the merits of the programme in developing teachers. Evidence suggests that the core values, focus on mission and strong ethos have been major contributory factors to its success.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education | ||||||
| Divisions: | Faculty of Social Sciences > Institute of Education ( -2013) | ||||||
| Journal or Publication Title: | Teacher Development | ||||||
| Publisher: | Routledge | ||||||
| ISSN: | 1366-4530 | ||||||
| Official Date: | 3 March 2014 | ||||||
| Dates: |
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| Volume: | 18 | ||||||
| Number: | 1 | ||||||
| Page Range: | pp. 1-14 | ||||||
| DOI: | 10.1080/13664530.2013.863801 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Access rights to Published version: | Restricted or Subscription Access |
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