About Dionne Ross
With over 30 years of experience in teaching, research, and educational leadership – 14 of which have been at the University of Sunderland – I have built a career committed to innovation in teacher training and inclusive education.
I began my professional journey with the Northumbria Probation Service, later transitioning to education to support learners for whom traditional pathways were not suitable. This early experience shaped my dedication to widening participation and championing learner diversity.
My specialist areas include adult literacy and English development. I have taught the Additional Diploma in Teaching English (Literacy), a course designed for qualified teachers seeking to specialise in English and Literacy education, which utilised my knowledge of working with those with Specific Learning Difficulties. Within the University’s School of Education, I have held several leadership roles, including Associate Head of School for International Initial Teacher Training (IITT), where I led the development of a growing and globally recognised portfolio.
I have led PGCE Education (DL), one of the world’s foremost distance learning teacher training courses. Under my leadership, the provision has expanded from one PGCE and a PgCert Education with SCITT colleagues to include PGCE Early Years Teaching, PGCE iQTS Primary and Secondary Education, and the Assessment Only Route (AOR) to QTS.
Today, our courses serve trainees in over 65 countries, supported by a diverse academic team both in the UK and internationally. Additional courses, such as the PgCert in SEND Leading Provision and Practice, and the PgCert in Mentoring and Coaching (DL) have been developed specifically for the international school arena
Currently serving as International Teacher Development Lead, I work closely with global partners to assess emerging needs and foster meaningful, sustainable collaborations. My research explores the impact of relationships – both among students and between institutions and partners – on teacher development and educational outcomes.
Teaching and supervision
My teaching included Approaches to Meeting Special Educational Needs and Disabilities, English and Society, Advancing Pedagogy in English Teaching and Subject Studies.
The underpinning themes of all areas I work in are empowering learners to succeed and equipping teachers of the future with the skills in order to help students to succeed. This involves encouraging trainee teachers to be reflective and reflexive in establishing their own values and philosophical understandings of education.
Research
My MA dissertation, The Impact of Professionalisation on “Person-Making”: Are the Values of the Practitioner Changing? reflected my enduring interest in empowering both teachers and students to grow and progress. This work laid the foundation for my ongoing exploration into the relational dynamics within teacher education.
My previous research has focused on the international expansion of British teacher training, particularly through the lens of the Personal Academic Tutor (PAT) system. I investigated how relationships between PATs and trainee teachers on international distance learning programmes influence the development of professional practice. Personal Academic Tutoring extends far beyond academic support – it is about cultivating meaningful, trust-based connections that bridge geographical divides and provide essential personal and professional guidance. Our guiding mantra, “Distance, not distant,” captures the ethos of this approach.
This relational model has been central to the success of our international PGCE programmes for several years. The evolution of digital communication tools has further deepened the quality of these interactions, making the support more accessible and impactful. Although PAT systems are widely used across distance education contexts, their influence on professional practice is often under-researched or inconsistently documented. The consistently low attrition rates across our programmes point to a strong correlation between effective PAT relationships and student success – an area my research continues to examine.
In addition, my current work explores how these relationships extend to our global partner institutions. Building meaningful, collaborative partnerships with schools around the world is crucial to ensuring shared values, mutual understanding, and the continuous professional development of all stakeholders.
My research and leadership are underpinned by a commitment to four core areas of expertise: developing sustainable international partnerships, advancing innovative models of teacher training, championing distance learning as a high-quality pathway, and promoting excellence in literacy and English education. These focus areas continue to shape both my academic inquiry and the evolution of our global teacher education programmes.
Areas of expertise
- Relationship-driven practice
- Strategic and reflective thinking
- International Teacher Training
- Distance learning
- Literacy education
- Coaching and mentoring.
Further information
I have supported the Department of International Trade with trade missions to Vietnam, Cambodia, China, and Malaysia.
Previous roles have included member of the Institute for Learning Advisory Council in 2013, Vice Chair of Governors at St Mary’s Primary School, Sunderland, 2012/2016, and governor at Castle View Enterprise Academy.
I am also a University Coach, working with colleagues across the University staff body.