Initial Teacher Training Timeline - A look back

In the last years of the 20th century, education in general and the preparation of teachers for the classroom, underwent a period of radical change. Ofsted was established in 1992 and given a wide-ranging brief to ensure educational institutions provided high quality education and care. Also in 1992, the Government proposed that the traditional ITT pattern of two-thirds university, one term in school, be replaced by 80% of the time in school with funding passed to schools to cover the costs of supervising trainees on school placement. In 1994, the Teacher Training Agency (TTA) was set up to fund, improve and regulate teacher training, and schools were invited to form groups to submit proposals to deliver teacher training leading to qualified status.  School Centred Initial Teacher Training (SCITT) was introduced, with allocated places funded by the TTA. In 1997, DfEE Circular 10/97 introduced a list of Competences and later Standards to be met by those seeking qualification opened the way for alternative ways of preparing the next generation of teachers.

In 1999, the concept of a single Qualified Teacher Status (QTS) linked to the Teaching Standards was introduced. This marked a significant shift in the requirements for becoming a teacher in England. QTS ensured that all teachers met a baseline level of professional competence, enhancing the quality of education across the country, and crucially opening the way for alternative training routes.

The year 2000 saw the expansion of various teacher training routes, including university-led programmes and school-based pathways. This diversification aimed to attract a wider range of candidates into the teaching profession, providing more flexible options for aspiring teachers.

In 2001, the Graduate Teacher Programme (GTP) offering Employment Based Initial Teacher Training (EBITT) was launched, offering graduates a salaried route into teaching. This initiative aimed to attract high-calibre candidates who might otherwise be deterred by the financial barriers of traditional teacher training programmes. This route was subject to the same Ofsted scrutiny and in practice was subject to additional complications around the demands of training and employment.

As a result of Ofsted observing that a number of serving teachers struggled with data analysis, largely as a result of not using their maths skills for some time, the Professional Skills Tests were introduced in 2002 as a requirement for all trainee teachers. These tests assessed basic skills in numeracy, literacy and ICT, ensuring that all candidates possessed the essential skills needed for effective teaching prior to being recommended for QTS.

Teach First aimed to address educational disadvantage by placing high-achieving graduates in challenging schools. The programme combined rigorous training with a commitment to improving outcomes for students in underserved communities. The concept was that they would teach first before moving on to another career.

In 2004, the government introduced a set of Teaching Standards that outlined the competencies expected of teachers at different stages of their careers. These Standards provided a clear framework for teacher development and evaluation.

The year 2005 saw a significant increase in funding for ITT programmes. This funding boost was aimed at improving the quality of teacher training and supporting initiatives to attract more candidates and increase diversity in the profession.

In 2006, enhanced partnership models were introduced to strengthen the collaboration between universities and schools in delivering ITT. These models promoted a more integrated approach to teacher training, combining academic study with practical experience.

The Training and Development Agency for Schools (TDA) was established in 2007 to oversee the recruitment, training and development of teachers. The TDA played a pivotal role in driving improvements in ITT and ensuring that training programmes met the needs of the education system.

A renewed focus on subject specialism in 2008 aimed to address shortages in key subject areas such as mathematics and science. Initiatives, including bursaries,  were introduced to encourage trainees to specialise in these subjects, ensuring a balanced distribution of expertise across the curriculum.

In 2009, the Masters in Teaching and Learning (MTL) was introduced as a postgraduate qualification for teachers, adding funding for masters level CPD to the existing Postgraduate Development Programme. The MTL aimed to enhance teachers' professional development and promote a culture of continuous learning within the profession.

David Hargreaves publishes a think piece on a self-improving schools system for the NCTL which indirectly leads to significant growth in the number of SCTT providers in the system.

In 2012, the School Direct programme was introduced, allowing schools to take a leading role in the recruitment and training of new teachers. This initiative provided schools with greater control over the selection and development of their teaching staff.

The reform of the Teacher Standards' in 2013 introduced a new set of criteria for assessing teacher performance. These Standards emphasised the importance of subject knowledge, pedagogical skills and professional conduct, ensuring a high level of competence among teachers.

The Carter Review, conducted in 2014, examined the quality of ITT provision in England. The review highlighted areas for improvement and made recommendations to ensure that training programmes met the highest standards of excellence.

The National College for Teaching and Leadership (NCTL) was established in 2015, merging the TDA and the National College for School Leadership. The NCTL aimed to streamline the oversight of teacher training and leadership development, enhancing the overall quality of education.

In 2016, the Core Content Framework was introduced to provide a clear outline of the essential knowledge and skills that trainee teachers should acquire. This framework ensured consistency in the quality of training across different providers via the establishment of coherent and progressive ITT(E) curricula.

The expansion of bursaries and scholarships in 2017 aimed to attract more candidates into teaching, particularly in subjects with shortages. Financial incentives were provided to encourage high-quality graduates to enter the profession.

During 2017 NASBTT became a registered charity. 

The Early Career Framework, introduced in 2018, provided a structured programme of support for newly qualified teachers. This initiative aimed to improve teacher retention by offering guidance and professional development opportunities during the early stages of their careers.

The new Ofsted Inspection Framework, introduced for 2020 as a three year inspection cycle, placed a greater emphasis on the quality of ITT provision. Inspections focused on the effectiveness of training programmes in preparing teachers for the challenges of the classroom.

The ITT Market Review, conducted in 2020, examined the supply and demand of teacher training places. The review aimed to ensure that ITT provision was responsive to the needs of the education system and aligned with regional and national priorities.

In 2021, a renewed emphasis was placed on teacher retention, recognising the importance of supporting teachers throughout their careers. Initiatives were introduced to address workload, wellbeing and career progression, aiming to reduce attrition rates.

The revised ITT Core Content Framework, implemented in 2022, incorporated feedback from stakeholders to enhance the training curriculum. The updated framework ensured that trainees were well-prepared to meet the diverse needs of their students.

In 2023, there was a growing recognition of the importance of mental health and wellbeing in ITT. Training programmes began to incorporate strategies for promoting teacher wellbeing, equipping trainees with the skills to manage stress and maintain a healthy work-life balance.

In 2024, Initial Teacher Training (ITT) in England underwent significant changes as part of a broader reform initiated by the Department for Education (DfE). Significantly, this included a market review process which reshaped the sector, reducing the number of accredited ITT providers and creating larger partnerships. New quality requirements were also introduced, namely the introduction of more specific requirements around mentor training, the introduction of a lead mentor role and the introduction of a requirement to include intensive training and practice within ITT curriculum.