Increasing Diversity in ITT Project

Funded by: Mission 44

The Increasing Diversity in ITT project is a four-year long project funded by Mission 44 in partnership with Being Luminary, Chartered College of Teaching and Chiltern Learning Trust.

The project is focused on dismantling the systemic barriers that trainee teachers from Global Majority Heritage (GMH) backgrounds face throughout the Initial Teacher Training (ITT) journey, from application to leadership. Research from the National Foundation for Educational Research (NFER) in 2024 and 2025 shows that while candidates from global majority heritage backgrounds are overrepresented at the application stage, they are disproportionately less likely to be accepted into ITT programmes, to qualify, or to progress in their teaching careers.

Our project provides support, training, and resources to strengthen the practice of School-Centred ITT providers (SCITTs) and placement-schools. By enabling more Global Majority trainees to successfully begin and complete their ITT courses, we aim to increase diversity in the teaching workforce and contribute to a fairer education system for all.

The core 3 strands of this project are:

Coaching for SCITTs
Online training programme
Funded Chartered Teacher cohorts

Strand 1: Coaching for SCITTs

Working with School-Centred Initial Teacher Training providers (SCITTs) and schools across the country, we will look to increase the acceptance rates of teachers from global majority backgrounds into ITT, and their successful completion of Qualified Teacher Status (QTS) by addressing systemic barriers such as unconscious bias, inequitable application and assessment processes. We aim to improve the experience of global majority applicants through their training, to improve longer-term retention rates; and increase the numbers of ethnic minority staff working in ITT.

Introducing our DEI SCITT coaches

The Chartered College of Teaching, Chiltern Learning Trust and Being Luminary together selected the Chartered College of Teaching Fellows to coach in our DEI (Diversity, Equity, and Inclusion) support programme, funded by Mission 44’s Diversity in Education Fund.

These coaches are currently working alongside SCITTs from ITT applicants through to the awarding of QTS to increase their skill and confidence over the next 4 years.

We’d like to introduce these coaches, who are all highly accomplished teachers. Each coach brings unique expertise and experience to this initiative, and we’re excited to be working with them:

Humayun Ahmed

Humayun has over 20 years of experience in education, with more than 15 years in leadership roles where he has effectively mentored and coached both teachers and leaders. His international experience includes a notable tenure as Deputy Head of Secondary at a British International School in Cairo, Egypt, where he served for five years. Currently, he holds the position of Headteacher at a Social, Emotional, and Mental Health (SEMH) school in the West Midlands. In addition to his educational career, Humayun has a background as a Youth Worker, has operated his own business, and has been involved in various community projects. He is fervently passionate about inclusive education, dedicated to nurturing the next generation, and committed to challenging prejudice and cultural barriers that affect us all.

Remi Atoyebi

Remi Atoyebi brings over 25 years of experience in the education sector as a national education adviser, leadership consultant, transformational coach, and mentor. A seasoned School Improvement and Leadership Consultant, she has contributed to The Headteacher’s Handbook and shared her expertise through national leadership forums. As a former member of the Department for Education’s Primary Headteachers’ Reference Group, she advised ministers on key education policies. Deeply committed to equity and representation, Remi coaches and mentors leaders and aspiring leaders in and outside the education space—particularly those from Black and Minority Ethnic backgrounds—through national programmes including the NPQH, BME Headteacher Internship, and Black Leadership Initiative. She also champions corporate partnerships that strengthen business engagement in schools through governance, mentorship, and coaching. She is a Fellow of both the Chartered College of Teaching and the Institute of Leadership and Management, a CIPD Associate, and an ICF-accredited Transformational Coach.

Pavandeep Aujla

As Quality of Education Leader across 11 secondary and 5 primary schools, Pavandeep develops senior and middle leaders to drive improvements in both Teaching & Learning and Curriculum & Assessments. She supports them in implementing research-driven approaches to curriculum, assessment, and pedagogy, ensuring high-quality education for all students. Additionally, Pavandeep leads science across 11 secondary schools, providing a clear vision and direction for excellence. By fostering collaboration, challenge, and professional growth, Pavandeep equips leaders at all levels to drive sustained improvement and positively impact student outcomes across the trust. Pavandeep is also a trustee for a five-school MAT in Leicester, focusing on education. Previously, she was an Assistant Principal in a high-attaining school in London rated Outstanding twice, where she played a key role in leadership and curriculum development.

Ann Palmer

Ann Palmer has over 35 years of experience working in education, with schools and universities. She has partnered with schools across the UK and internationally and is the founder of the RACE Charter Mark which is an award recognising effective race equality strategies. She has supported other sectors outside of education with setting up similar accreditations. Ann has been a facilitator on a number of professional programmes, is a public speaker and is highly acclaimed in the field of DEI and leadership. She is a qualified Executive Coach and Team Coach, coaching CEOs and other senior personnel and teams. She is described as “a leader who leads with flair and vision” and is described as “inspirational”. As an entrepreneur, Ann currently holds roles across a number of businesses, including Race Excellence which is a consulting business offering high quality and personalised diversity training and accreditation for corporations and businesses. She is a member of the Chartered College of Teaching’s Ethics Committee, a School Governor, a Charity Trustee and Business Advisor. Ann is a published author, a podcaster and was awarded the Freedom of the City of London in 2010 and given royal recognition in 2022.

Harroop Sandhu

Harroop is a Leadership Coach and EDI Consultant with over 20 years of experience in education. She is passionate about helping leaders enhance their EDI efforts without shame or blame, empowering them to take meaningful action and create the lasting legacies they envision. She works with the leaders to build inclusive practices to ensure that systemic inequities are being addressed strategically with measurable results, utilising her knowledge and skills as an EMCC coach and EDI fellow with the Institute of Educational and Social Equity. As a working parent of three, she understands how our relationships with various identities evolve over time, shaping the way we lead and engage with others. Encouraging leaders to constantly examine the question of how do we lead with empathy, when we don’t all share the same lived experiences.

The SCITTs

SCITTs are essential partners in this project, working with us to increase diversity in teacher training by improving application assessment processes and creating more inclusive training environments for ethnic minority candidates. These are the SCITTs our coaches will be working with:

Cohort 1

Cohort 2

Strand 3: Funded Chartered Teacher Cohorts

Chartered Teacher (Leadership) Status – Increasing Diversity in Teacher Education Cohort

The deadline for this cohort has now closed.

We’re piloting a transformative professional learning and accreditation pathway designed to support senior school leaders from global majority backgrounds towards achieving Chartered Teacher (Leadership) Status.

We’ve offered fully funded places, made possible by Mission 44, delivered in partnership with the Chartered College of Teaching, Being Luminary, and Chiltern Learning Trust. Below are some of the global majority senior leaders who are currently deepening their practice on this pathway.

Emma Blake

Emma is an educator and system leader dedicated to high-quality teaching and robust curriculum design. With 15+ years of experience, currently serving as a Trust Lead for English and an ELE, she focuses on empowering teachers through evidence-informed practice and professional agency. Beyond the classroom, Emma shapes national discourse on the Council of the Chartered College of Teaching and supports school governance at St Matthew’s Research School. She believes that when teachers collaborate, both they and their pupils thrive.

Rajvinder Blanchard

Rajvinder is an experienced SEND and inclusion leader with over 26 years in education, working across primary, secondary and trust settings. Her work focuses on developing people, strengthening inclusive cultures, and helping schools translate research into meaningful, human-centred practice. Rajvinder is particularly passionate about belonging, equity and unlocking potential through training, coaching and system development. Rajvinder holds an MA in Inclusive Education, the NASENCO and NPQH, and remains committed to supporting schools and leaders to create environments where every child and adult can thrive.

Analiese Darninsuang

Analiese is Headteacher of the Foundation Phase (Nursery to Year 2), and is currently based in Bangkok. Analiese is a UK-trained leader with 8 years of international expertise. She combines her British educational roots with a global mindset to lead early years teams toward excellence. Analiese is excited to join the Chartered Teacher pathway, she is focused on professional rigor, evidence-informed leadership, and the unique magic of Foundation Phase learning.

Rufaro Maposa

Since starting her career in 2007 through the Graduate Teacher Programme in Slough, Rufaro has taught in both private and state secondary schools across the country. As a drama specialist, Rufaro absolutely loves her subject, and her Master’s degrees in Theatre Studies and Psychology continually shape her practice and reflect her strong belief in lifelong learning. Rufaro grew up in Zimbabwe, completing her primary education there, which gave her a deep appreciation for the quality of the English education system - one she believes is among the very best. It is important to Rufaro that every young person, regardless of background, experiences the best a school can offer.
Equity and diversity are at the heart of Rufaro's work, and she believes school should be both an equaliser and a unifier, where every child feels valued and able to discover their unique potential. As a secondary school leader in Wiltshire, with responsibilities for safeguarding and pupil voice, Rufaro cares deeply about ensuring every student feels seen, supported, and inspired to succeed. Completing her NPQSL in 2025 strengthened Rufaro's commitment to compassionate, reflective leadership, and she is excited to be a member of the Chartered College of Teaching as she continues to grow as an educator and leader.

Nida Salahat

With 18 years of experience in education, Nida is currently serving as an Assistant Headteacher at a junior school in Hampshire. Throughout her career, Nida has taught across the full primary range from Year 1 to Year 6 and has also had the opportunity to work abroad, enriching her understanding of diverse educational systems and approaches.
Nida is deeply passionate about fostering diversity, equity, and inclusivity within schools—not only for pupils, but also within staff teams. Nida believe that representation matters, and is committed to helping create school environments where every child feels seen, valued, and able to thrive.
Engaging in the Chartered Teacher programme is enabling Nida to strengthen her practice through a deeper, evidence‑based approach to teaching and leadership. Nida is particularly motivated by the opportunity to serve as a role model for young girls, empowering them to see themselves reflected in leadership and to strive confidently toward their ambitions, wherever they may lead.

Zahara Sattar

Zahara Sattar is Deputy Head of Secondary at Harrow International School Beijing, where she leads on teaching and learning, professional development, safeguarding and whole-school quality assurance. Her leadership experience spans UK and international schools, with a particular focus on inspection, staff development, curriculum design and sustainable school improvement. An ISI-trained inspector and UCL NPQ facilitator, Zahara is passionate about evidence-informed leadership and developing inclusive, high-trust learning communities.

Who is this for?

This cohort is for global majority senior leaders, headteachers, and those working in leadership roles across multiple schools who want to deepen their practice, engage with education research, and gain high-status professional recognition.

What does the cohort include?

Participants will complete four certified CPD units, each tailored to their own context:

Certificate in Evidence-Informed Practice
Certificate in Strategic CPD Leadership
Education Research and Inquiry Certificate (Leadership)
Professional Knowledge Award (Leadership)

You’ll also develop a personalised professional learning plan to reflect on progress and refine priorities throughout your journey.

We are no longer accepting applications for this cohort. Please subscribe to our project newsletter via the form below to hear more about any upcoming fully funded Chartered Teacher (Leadership) cohorts.

Chartered Teacher Status – Increasing Diversity in Teacher Education Cohort

The deadline for this cohort has now closed.

We’re piloting the Increasing Diversity: Chartered Teacher Status cohort, a professional learning and accreditation pathway designed to support teachers from global majority backgrounds towards achieving Chartered Teacher Status.

We’re offering 30 fully funded places, made possible by Mission 44 delivered in partnership with the Chartered College of Teaching, Being Luminary, and Chiltern Learning Trust.

Who is this for?

This cohort is for classroom teachers and middle leaders from global majority backgrounds working in a UK secondary school who want to gain high-status professional recognition, engage deeply with education research and strengthen your evidence-informed teaching practice alongside a supportive community of peers from global majority backgrounds.

What does the cohort include?

Participants will complete four certified CPD units, each tailored to their own context:

Certificate in Evidence-Informed Practice
Expertise in Teaching Certificate
Education Research and Inquiry Certificate
Professional Knowledge Award

Each unit and assessment can be tailored to participants’ own context ensuring professional learning is both meaningful and impactful. They will also develop a tailored professional learning plan which they will revisit throughout their journey to reflect on progress, refine priorities and ensure their development remains closely aligned to their goals.

The cohort launches with an online event, Thursday 30th April 2026, 4:00pm – 5:00pm GMT and a wraparound schedule of events run by Chiltern Learning Trust offering peer review, critical reflection, and collaborative professional growth. By engaging with research, evidence and professional learning opportunities, participants will strengthen their teaching practice and work towards achieving Chartered Teacher Status, a recognised mark of evidence-informed teaching practice.

We are no longer accepting applications for this cohort. Please subscribe to our project newsletter via the form below to hear more about our upcoming fully funded Chartered Teacher cohorts.