The role of the initial teacher training co-ordinator: secondary headteachers' and ITT co-ordinators' perspectives

EVANS, A., HAWKSLEY, F., HOLLAND, M. R., WOLSTENHOLME, C. E. and WILLIS, B. (2007). The role of the initial teacher training co-ordinator: secondary headteachers' and ITT co-ordinators' perspectives. In: Annual Meeting of the Association of Teacher Education in Europe, University of Wolverhampton, August 25-29 2007.

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Abstract

The roles of ITT co-ordinator (ITTC) and CPD co-ordinator have become well established in secondary schools in England. However there is usually a separation of responsibilities for these areas within schools. The introduction of a new Standards Framework and other government policies such as the remodelling of the workforce in schools (DfES, 2003, TDA, 2007a) provide schools with opportunity to revisit these roles. A consequence of remodelling has been a rapid expansion of support staff in schools to assist teachers and one aspect of this contractual change is that support staff are taking on administrative tasks, formerly done by teachers. A further aspect is that CPD Coordinators now have responsibility for staff development cross the wider workforce. During 2007, Schools have used remodelling as an opportunity to review their management structures throughout the school including the organisation of staff development and how the school is contributing to the training of new teachers. In this paper we consider how the role of the ITTC is changing using data from interviews with Head Teachers and ITTCs from a sample of secondary schools that are in partnership with Sheffield Hallam University. Data collection took place in April and May 2007.

Item Type:	Conference or Workshop Item (Paper)
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Depositing User:	Ann Betterton
Date Deposited:	23 Jan 2009
Last Modified:	18 Mar 2021 14:22
URI:	https://shura.shu.ac.uk/id/eprint/168

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