By examining the experiences of the frontline leaders of this new policy initiative, this paper provides an evidence-based discussion on how teaching schools formed their alliance partnerships, how these partnerships have evolved and matured in substantial ways, to what extent they have worked (or not worked) effectively, and why they remain an evolving entity. Evidence shows that teaching school alliances (TSA) in our evaluation are developing, but in different ways. These developments are organic, driven by TSA leaders’ values and visions and may take on significantly different shapes and directions as a result of change in senior leadership. Collectively, evidence from this evaluation suggests that all case study alliance partnerships have entered a new phase of development. In this phase, there are greater, more extensive, and at the same time, more focussed collaborations between schools within a TSA. There are also increased, strategic collaborations beyond the TSA – with local authorities, HEI partners and other school networks across and beyond the locale. However, there are also concerns. Irrespective of teaching schools’ increasing commitment to collaborate with their peers, there are also underlying worries about the availability of resources and the limited capacity of the market. Such uncertainty adds to a sense of vulnerability hidden behind many system leaders’ commitment to improve the quality of learning for all pupils. It is perhaps then not surprising that 60% of survey respondents felt that there are still considerable challenges to engaging and deepening partnerships within their TSAs. More than 1 in 10 (14.1%) strongly agreed with this. The case studies show that partnership development depends upon individuals, especially senior leaders of schools, and their relationships. Changes in personnel can both enhance and hinder partnership relationships: gaining someone more committed and open to partnership is of benefit, whereas losing those with such commitment presents a challenge. This factor becomes even more important given the uneven geographical distribution of teaching schools in some places and the competing factors pushing towards collaboration and competition. It presents a particular challenge to sustaining the effectiveness and impact of alliance partnerships because, at least in part, it contributes to the turnover and fluidity of the TSA membership (see also our interim report, Gu et al., 2014) and can make medium and long-term planning of TSA activities considerably more difficult or virtually impractical.

Gu, Q., Rea, S., Hill, R., Smethem, L. and Dunford, J. (2014) The Evaluation of Teaching Schools: Emerging Findings from the First Phase Investigation. London: Department for Education.