200 years fostering professional growth, collaboration, and excellence in education

In 2013, armed with a BA in Modern History and International Relations from the University of East Anglia, I moved back home to my parents’ in King’s Lynn, West Norfolk. A career in PR, the Civil Service, law, or even pursuing a PhD in British railway history, were, at the time, all “blue sky” ideas. Instead, I applied for a cover teacher role just a ten-minute walk from my parents’ house at my old secondary school; I got the job and loved it. It was clear supporting young people to thrive and love learning was good enough for me.

With Teach First still something of a curiosity in the East of England, and a School Direct opportunity to train at my old school falling through, I applied for the PGCE History course at the University of East Anglia and got in! My course leader, History education legend and former UCL Institute of Education (IOE) teacher educator, Terry Haydn, shaped me into the educator I am today. After a rollercoaster year of university lectures, seminars and two challenging school placements, there is still not a week that goes by where I do not think back to an experience, a tip, a mentor, colleague, or a young person I met during that year.

The impact of a PGCE, and both its cherished and challenging experiences, is profound in shaping who you become as a teacher.

It is integral that different routes into the teaching profession remain. A PGCE, however, with the rich experience of in-school practice, academic underpinning, and professional learning at its heart, makes it, I believe, one of the most comprehensive and enduring routes into teaching. Consequently, the strong partnerships between placement schools and providers, and the professional relationships between the stakeholders involved, are fundamental to the success of the next generation of teachers.

Since moving to north London in 2016 and working at Heartlands High School in Haringey, I have worked with the IOE as a Subject Placement Mentor for close to ten years. My role as a subject mentor and working with student teachers and the IOE is one of the most rewarding parts of my job - I love it. Working with a diverse range of prospective teachers and IOE Subject Leaders, guiding deliberate practice, providing feedback, helping to ignite a love for teaching and learning, and navigating challenges are all part of the package. Invariably, these collaborative exchanges have made me a better leader, communicator, and, fundamentally, a stronger teacher. Subject mentors are able to utilise this experience to contribute further to their school’s professional development programmes and crucially, the success of students.

The symbiotic relationship between placement schools, PGCE providers and the people involved is a vital organ in the UK education system.

I am truly grateful for the professional support during student teacher placements and the encouragement to participate in initiatives from IOE Subject Leader, such as Hans Svennevig. Just as my course leader inspired me, IOE Subject Leaders do an incredible job shaping teachers and school leaders of the future.

I distinctly recall a lecture given by a retired headteacher during my own PGCE course, who said, “At the heart of education and schools are two things: people and relationships.”

My school’s ongoing partnership with the IOE is a living testament to those words, reflecting 200 years of fostering professional growth, collaboration, and excellence in education.