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Teaching practice is one of the most important elements of initial teacher training, but in the post-16 sector it has often played a secondary or even minor role. The DfES [Department for Education and Skills] Standards Unit has called for 'a step change in the quality of teacher training' and outlined a major reform programme accompanied by substantial new funding, highlighting the role of teaching practice and the need for professional mentoring of teachers in the workplace. A recent Ofsted [Office for Standards in Education] report on initial teacher training [report indexed at TD/TNC 76.131] specifically identified mentoring and support for teaching practice as general weaknesses in most training programmes. This book supports the process of developing better techniques of teaching practice by disseminating a range of excellent organisational approaches being taken by different programmes across the country. It details how successful programmes provide high-quality teaching practice placements and the professional mentoring required to ensure that the trainees get the most out of their teaching practice. It suggests ways of supporting mentors more effectively, through partnership working, strategic planning, training, professional development and the provision of materials and resources. The main sources of the ideas and models in this booklet are talent London, which supports partnership working in LLN [literacy, language and numeracy] teacher training and professional development across the London region, and RETRO (Recruitment and Training Opportunities for new literacy, language and numeracy teachers), a DfES/SfLSU [Skills for Life Strategy Unit]-funded project managed by NIACE, which developed models for regional infrastructures for initial teacher training.