a committee of volunteer headteachers in their region, setting the local agenda for events and other activities. 2003 saw the establishment of the National Headteachers Steering Group, initially made up of the chairs of each regional steering group. Its task was to steer the Trust's strategy for its services to schools. This was the 'by schools, for schools' model taking shape. Practitioner-led programmes become more prominent between 2002 and 2004, with leadership programmes beginning with courses for aspirant headteachers and 'developing leaders'. A major venture of the Trust between 2002 and 2004 was the development of its international arm – International Networking for Educational Transformation – known as iNet. This network grew in response to demand from schools in England and overseas, starting principally in Australia. It exists and flourishes today, with networks in the United States, China, the Netherlands and Wales. The Leading Edge programme was announced in 2003 as a response to the idea of specialism in school improvement, first proposed by Estelle Morris in 1998. Again a practitioner-led philosophy, many schools had joined the programme by 2004. Following a challenge from the then Schools Minister David Miliband, the Trust began working with headteachers to define personalising learning. Professor David Hargreaves held a series of workshops with 200 headteachers and identified the nine gateways to personalising learning. A series of five conferences with ASCL (then SHA) followed to examine the gateways. After each conference, Hargreaves produced a pamphlet with case studies from schools. By the time of the last conference in January 2006, the nine gateways had been clustered into four groups: deep learning, deep experience, deep support and deep leadership. The National Conference in 2006 focused on these four topics and consequently a number of schools restructured their leadership teams on this basis. 2005–10 In September 2005 the Trust took on a central role in the government's academies programme. Originally announced by David Blunkett in 2000, its aim was to challenge under achievement in the country's poorest performing schools. The programme had many similarities to the CTC programme of the early 1990s and required the Trust to once again change its name, it became the Specialist Schools and Academies Trust (SSAT). In 2007, the Trust formed a system redesign network – initially partnering 10 highly successful, innovative schools – to determine the building blocks of system redesign in education for the 21st century in England. By 2008,