Current quality assurance processes monitor and encourage career development to increase partnership gains, for example. B QMS/QLMS qualifications or MA study. An appropriate partnership forum, set up by partner schools and the university, will provide guidance on political and organizational issues related to the initial training of teaching pathways. Internal moderation provides a system of checks and balances within a partnership to ensure that apprentices are evaluated accurately and reliably in different environments. ITT providers should ensure that arrangements are made for internal submissions and that they work effectively. The role and responsibilities of those implementing such agreements are likely to be included in the partnership agreement (see C3.2). partners enter into a partnership agreement defining the roles and responsibilities of each partner. Non-school reception must ensure the important role of schools in the recruitment, selection, training and evaluation of teachers. The personal data of the intern made available to schools by sciTT can only be used for the purposes of this agreement. The personal data of trainees cannot be transmitted to third parties by the provider or provider of intermediation services, unless data protection legislation (RGPD) allows it. The content of key and functional qualifications at Level 2 does not correspond to GCSEs. ITT partnerships should look for additional evidence of the breadth of knowledge and understanding among candidates who have key and functional certificates but do not have GCSEs in grade 4 or higher in English and mathematics. The partnership is committed to ensuring that trainees are well prepared to become quality and excellent teachers.

This result is achieved through the various roles and responsibilities in the partnership, both in schools and within the SCITT. The close collaboration between SCITT, the university and the schools provides an ideal environment for the exchange of ideas, which informs the practice on the whole partnership. We believe that the best model for the production of high quality teachers is based on collaboration with schools and early years. This partnership is based on the involvement of teaching professionals in the selection and training of students.