Spotlight on: Karen Denton

Karen’s career journey

Having worked in primary education for 30 years, Karen’s career has spanned multiple school roles. Starting as a primary teacher, she then progressed to be assistant headteacher, deputy headteacher and, finally, head of school.

During that time, she mentored trainee teachers and early career teachers (ECTs), which ignited her interest in teacher training.

“I really enjoy supporting my colleagues, especially those new to the profession, and seeing them grow and develop.”

Karen found having professional conversations with colleagues about their development to be especially rewarding and inspiring.

Joining Tes Institute as head of programme for the Postgraduate Teaching Apprenticeship (PGTA) was therefore a natural move – and she brings a wealth of expertise to the programme.

Teaching ethos

“I firmly believe in the power of education to transform life chances.”

As a teacher, Karen’s approach involved always putting the child or young person at the centre of their learning – and this approach extends to supporting trainees as individuals throughout their apprenticeship.

"As well as developing their skills and knowledge, I want to equip them with the skills to be a lifelong learner. In turn, our apprentices can then extend this mindset to their pupils, instilling in them that passion to learn.”

Throughout her career, Karen has been very involved with curriculum design, and teaching and learning.

“Learners are not going to love their learning unless it's creative and inspiring for them. So that’s really had an impact on how I design curriculum, and something I bring with me into the realm of professional development.

“I’m passionate about the difference that having a great teacher in front of a class can make to children.”

Aims of the Postgraduate Teaching Apprenticeship

Karen explains that the PGTA course is a school-based teacher training course leading to qualified teacher status (QTS) as well as a Level 6 apprenticeship award. With the PGTA, apprentices can train and gain qualified teacher status (QTS) while working – making it a more accessible route for many.

“I've got two brilliant delivery managers on my team, and we plan and deliver the sessions as a collaborative team. As head of programme, I am responsible for quality, assuring that what we deliver is the best training and providing support for apprentices when they need it.”

Maximising learning for every individual and school is at the forefront of Karen’s mind, and something she strives to do in her role as head of programme.

“My aim is to train teachers to be the best they can be, to give children the best chance of success.

 “We also strive to improve and to move with the times and respond to the changing nature of education. I work together with our school partnerships with trainees and respond to their feedback, so that everyone can feel included.”

Why learners love Tes Institute’s Postgraduate Teaching Apprenticeship

Karen explains that it is the fact that the PGTA gives apprentices the opportunity to train while still being paid a salary that makes it an increasingly popular option for many who might not have otherwise had the opportunity to train.

“What often happens is that a school has got a teaching assistant (TA) or a higher-level teaching assistant (HLTA) that's working already in the school, and they are interested in becoming a teacher – and the school will then support them to do the apprenticeship.”

This approach enables apprentices to continue working in environments they know and to gain practical classroom experience.

In addition, apprentices value the blended approach of learning on the PGTA.

“Apprentices have phase- and subject-specific workshops, as well as in-school activities and learning. They also have weekly online workshops and weekly mentoring. It's a well-rounded approach that gives them that strong foundation going into teaching.”

What support is available for learners on Tes Institute’s Postgraduate Teaching Apprenticeship?

Karen explains that every PGTA learner has a support network on their road to success. And this starts with guiding them through their induction onto the course.

“Every trainee is fully supported with a dedicated pathway tutor and an in-school mentor – and an ITT coordinator in school.”

Part of Karen’s role is to provide support and training to those pathway tutors, mentors and ITT coordinators. But she stresses that she and the Tes Institute PGTA team are also very much here for apprentices, too.

“My day might involve going out to schools to work alongside apprentices. I also develop the curriculum and monitor progress.

“There's a real network around our apprentices, and we are here for them at every point on their year-long journey.”

Impact in the classroom

The PGTA has four intensive training and practice (ITAP) weeks throughout the year, each of which focus on a different core aspect of the teacher training framework. For example, the first one focuses on learning behaviours.

“There's a core area of focus for each half term, so we’re not trying to do everything at once. Our ITAP weeks are a real chance to fully immerse yourself in one area of teaching.”

Karen explains that this is one of her favourite parts of the course, as the impact on classroom practice is clearly visible.

““Apprentices come off timetable and unpick research at the start of the week in a training session – and then go out and see it in practice. They do some expert colleague observations and learning walks in school and then put it into practice in their own teaching.”

Karen’s advice for a learner on Tes Institute’s Teaching Apprenticeship

Karen advises keeping the reason you went into teaching in the first place always at the front of your mind – both during the course and throughout your teaching career.

“Keep the pupils that you teach at the forefront of everything that you do – and in all the decisions that you make, put the children at the centre. I've always found that in difficult situations, if you put that child at the centre, it really can guide your decision making.

“For me, getting to know those children as young people in order to meet their individual needs was absolutely at the core of what I wanted to do as a teacher.”

In terms of the course, she recommends using the network of support around you.

“If there's something you want to find out, go and ask somebody, because somebody will know. Someone will have the answer or be able to point you in the right direction.”

The future of Tes Institute’s Postgraduate Teaching Apprenticeship

Karen is immensely proud of the 136 apprentices who achieved QTS with the Tes Institute PGTA in July 2025 – and is excited to be a part of more learners’ journeys.

“I'm excited to watch our new apprentices grow and develop as they gain new skills and knowledge.”

Having welcomed her first cohort of trainees as head of programme in September 2025, Karen has their achievements in her sights for the future.

“I can't wait to see that first cohort achieve their QTS next July. And what I'm really looking forward to is seeing how much they've grown and developed at the end of the journey.”

Loved hearing from Karen? Find out more about our Postgraduate Teaching Apprenticeship and meet the rest of our inspiring programme leaders in our Spotlight series collection.