ABSTRACT
The partnership model formally sets out the greater responsibilities that schools are expected to undertake in the preparation of newly qualified teachers (NQTs). Three principles guide expectations of partnership: Mutual Benefit, Mutual Esteem and Shared Responsibility. Mutual Benefit, which implies that working in partnership will contribute to enhanced teacher learning enhanced student learning and enhanced knowledge of teaching, learning and teacher education. Mutual Esteem is a recognition by the university of the value of its school-partners' contribution to its aims by giving them special access to its expertise, resources, course programmes and accreditation systems. Research evidence has established that one of the challenges for any educational programme is to ensure its implementation remains faithful to the original model. The schools themselves wanted to take the lead in planning a special educational needs (SEN) programme that was appropriate to their own institutional context and needs.
