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B I D D U L P H  H I G H  S C H O O L  T D A  F I N A L  P R O O F  P D F
 

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    B I D D U L P H  H I G H  S C H O O L  T D A  F I N A L  P R O O F  P D F B I D D U L P H H I G H S C H O O L T D A F I N A L P R O O F P D F Document Transcript

    • To assess the impact of ITE and using this to raise achievement in Schools through the development of models of ITE DISSEMINATION MATERIALS EXECUTIVE SUMMARY SECTION ONE Pages 2 - 13 HEADTEACHERS/GOVERNORS What pupils feel about the impact of Trainee Teachers on schools. Pupil Voice (Transforming Learning) What School Leaders think about Trainee Teachers What Professional Mentors Think of Trainee Teachers What School Mentors think of Trainee Teachers What statistics show about the impact of ITE on pupil progress SECTION TWO Pages 14 - 25 PROFESSIONAL MENTOR/MENTORS/TEACHERS Guidance/support materials on how to make effective use of Trainee Teachers to raise achievement. Guide sheets on how to raise achievement through ITE Video exemplars of Trainee Teachers supporting Learning Learning Logs - found on CD SECTION THREE Pages 26 - 34 Detailed research findings Contributions from Tom Abbott and Lyndsay Ratcliffe, Biddulph High School, Derek Peters and Leslie Loftus, Alder Community High School, Chris Wheeler, Ashton-on-Mersey School, Simon Lennox, Audenshaw School, Lynn Winters and Diane Beer, Bramhall High School. This PDS case study reports on the outcomes of a one year project supported by funding from the Training and Development Agency for Schools (TDA) as part of the Partnership Development Schools (PDS) Strategy between 2008-2009. The project was designed to address the following regional Initial Teacher Training (ITT) priorities - to assess the impact of ITE (Initial Teacher Education) and using this to raise achievement in schools through the development of models of ITE. We offer our thanks to the Hay Group for allowing us the use of ‘Transforming Learning’ in the conducting of pupil voice surveys. 1
    • EXECUTIVE SUMMARY Assessing the impact of Initial Teacher Education and using this to raise achievement in Schools through the development of models In ITE In summary: Trainee Teachers do have a substantial positive impact on pupils’ development, learning and achievement in a wide range of direct and indirect ways impact on the progress and attainment of pupils. Schools (and parents) should be re-assured that having numbers of trainees in a school does not adversely 1. We tried to assess the impact of trainees on pupils’ learning by using a nationally recognised commercial on-line programme whereby pupils judge the trainees’ classroom performance under 9 headings. The trainees’ scores after 7 weeks are then judged against average scores of course teachers (see appendix for details). The pupils’ survey (500) results find little overall difference in the standard of classroom learning environment. Pupils found that trainees encourage and develop good levels of pupil participation and use a wide range of classroom approaches to make the lessons more interesting. Results demonstrate that the average performance of the Trainee Teachers in the Trainee account varied little from the results which might be found in any average school. A number of Trainees performed in the top band of the 30% highest quality teachers. 2. BRAMHALL HIGH SCHOOL’S research over 5 years looked at complete year groups who had had significantly different amounts of involvement with Trainee Teachers. Each cohort was divided into 3 categories based on their level of contact with Trainee Teachers :- a. many trainees b. an average number of trainees c. few or no trainees The SATs results in English, Maths and Science and all GCSE results were compared for each of the 3 groups. The results showed that there was no significant difference between the attainment levels of any of the cohorts; this would indicate that even using lots of trainee teachers has no detrimental effect on pupils’ results. 3. HEADTEACHERS’ VIEWS Trainee Teachers help to further promote a culture of learning and an ethos which focuses on critical reflection and self improvement. Huge benefits are gained, enthusiasm and drive enhances teachers’ development – raises the quality of teaching across the school and therefore enhances pupils’ experiences, vitality and creativity. 4. PROFESSIONAL MENTORS’ VIEWS Summary of results of research project conducted jointly by University of Manchester, Manchester Metropolitan University, Liverpool John Moores University, Open University, University of Chester and Liverpool Hope University. There are many intermediate benefits from school participants in ITE. These include opportunities for host teachers to reflect upon and improve their own practice, a platform for professional learning especially through links with HEI, and benefits in terms of teacher retention and recruitment. In nine areas Professional Mentors and Subject Mentors felt having trainees had a positive impact on schools – 2 areas neither positive nor negative and only two areas declared to have a negative impact. Also collection of Professional Mentors and Subject Mentors views outlining in detail the advantages. 2
    • EXECUTIVE SUMMARY Assessing the impact of Initial Teacher Education and using this to raise achievement in Schools through the development of models In ITE 5. Trainees can be used in a wide range of situations to enhance pupils’ development and attainment. We have provided ideas and support materials under the following headings:- Working as Trainee Teachers Helping with Excursions Working with Selected Pupils Group Work Helping the Form Tutors Extra Curricular Increasing Pupils’ Motivation Community Cohesion Inspiring Pupils Designing Resources Learning from Each Other Trainees’ involvement in all the above will also have an impact on pupils’ learning and development. 6. Appendix 1 – Detailed analysis of Pupils’ Voice results 7. Appendix 2 – Bramhall – detailed analysis of pupils’ results 8. Appendix 3 – Detailed results of joint Universities research - re Secondary Co-ordinators’ Views on the impact of ITT in their Schools a) 11 areas of Positive Impact – scores over 50% b) 5 areas of Neutral Responses of scores over 50% c) 2 areas of Negative Impact on scores over 50% Positive Impact over 50% Positive Responses Your professional development? 93% Colleagues’ professional development? 96% The knowledge base of the departments? 75% The climate of learning? 74% Whole school activities? 53% Whole school finances? 58% Staff relationships? 74% Staff Room culture? 58% Whole school ethos? 69% Pupils’ learning gains? 65% Pupils’ motivation for learning? 66% Neutral Impact over 50% Neutral Responses Your income? (do you receive payment?) 56% Whole school exam/rest results? 86% Parental attitudes? 77% Pupils’ behaviour? 51% Pupils’ attitudes to school? 61% Neutral Impact over 50% Neutral Responses Your workload? 55% Colleagues’ workload? 57% 3
    • EXECUTIVE SUMMARY Assessing the Impact of Initial Teacher Education and using this to raise achievement in Schools through the development of models In ITE 9. Appendix 4 – Abstract of Steve Hurd’s Research a) 2004/2005 - Does school-based Initial Teacher Training affect Secondary school performance? ABSTRACT This paper investigates the effect of Trainee Teachers on Secondary School student outcomes. The additional resources which schools receive from being involved on Teacher Training offers them an opportunity to raise standards, but this has to be set against the possible losses due to school students being taught by inexperienced teachers and the diversion of mentors’ efforts away from the classroom. Inspection evidence is used to assess whether Trainee Teachers adversely affect school students’ test and examination results. The findings of their research are that the number of trainees has no significant effect on school results at A-Level or GCSE, or on the overall value-added between Key Stage 3 and GCSE Level. However, at Key Stage 3 Level age 14 there appears to be a very small depressing effect on achievements in schools with larger numbers of trainees. b) A Review of Research 2007 HEADLINES Most of the research on teacher education focuses on its wide effectiveness rather than its impact on schools Trainees can have a positive impact by boosting school resources in financial terms, by providing more adult helpers on the classroom, and by bringing new knowledge and skills The main negative effects relate to the impact on teachers’ workloads. This is accentuated when schools have to cope with a trainee experiencing problems The majority of school co-ordinators and mentors, especially in Primary Schools, believe that the presence of trainees improves the climate of learning in the classroom A statistical comparison reveals that training-active schools achieve higher test scores at both Key Stage 2 and Key Stage 3 than the schools that are not involved in school-based training Statistical analysis shows that in Secondary Schools that host more than 7 trainees per placement, additional trainees bring about further gains in average Key Stage 3 scores, even after allowance has been made for ability, social and school characteristics Lower numbers of trainees are associated with a half-point depression of average Key Stage 3 results. This is likely to reflect differences in the way trainees are managed in schools that are reluctant participants in ITE Trainee numbers have no significant impact on GCSE and ‘A’ level points or on Key Stage 3 to GCSE value added. This probably reflects the fact that most teaching by secondary trainees is at Key Stage 3 level There are many intermediate benefits from school participants in ITE. These include opportunities for host teachers to reflect upon and improve their own practice, a platform for professional learning especially through links with HEI, and benefits in terms of teacher retention and recruitment (Steve Hurd, Centre for Research and Development in Teacher Education. The Open University – 5 May 07) 4
    • PUPIL VOICE What do pupils feel about Trainee Teachers? What impact do Trainee Teachers have on learning? Using the Hay Group confidential on-line questionnaire Transforming Learning over 500 pupils in 52 classes participated in the research. The investigation into Pupil Voice took place following the Trainee Teachers’ long practice when they had responsibility for the learning of a whole class for at least six weeks. The trainee Teachers were assessed by the students in their classes against nine factors which help to support effective learning. Results demonstrate that the average performance of the Trainee Teachers in the Trainee account varied little from the results which might be found in any average school. A number of Trainees performed in the top band of the 30% highest quality teachers. CLARITY - the transparency and explicit relevance of what goes on in class ORDER - discipline and structure in the classroom STANDARDS - expectations of achievement and encouragement to improve FAIRNESS - justice and equality within the classroom PARTICIPATION - pupil involvement and influence in the running of the class SUPPORT - encouragement to try new things and learn from mistakes SAFETY - absence of threat or fear INTEREST - stimulation and fascination in class ENVIRONMENT - the comfort and attractiveness of the physical environment (Source: Transforming Learning Hay Group) The pupil survey results found little overall difference in the quality of the classroom learning environment compared with their normal teacher They said Trainee Teachers supported them in being more inclusive Pupils noted that Trainee Teachers used a varied by developing greater approach to learning, making the lessons more levels of participation in interesting the classroom 5
    • HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS? “Having Trainee Teachers in our school has enormous benefits. They play an integral part in the learning that takes place in our school. They bring enthusiasm and drive, are willing to take risks with new approaches to learning which children find exciting.” Headteacher: Stephen Collier Biddulph High School, Staffordshire 2008: 5 A*-C = 75% CVA: 4 year average 1020 DCSF 2007 Award for Sustained Improvement DCSF 2008 Value Added Award SSAT Sustained Improvement Award 2007, 2008 SSAT Value Added Award 2007, 2008 “We support around 20 “Being heavily involved in Teacher Trainee Teachers each Training for 12 years has brought year and these extra huge benefits to the enhancement adults can make a big of my teachers’ professional difference to the progress development. The opportunity to in the learning of mentor other teachers supports self particular pupils. By - reflection. The mentoring of using trainees to extract Trainee Teachers has given staff small groups of students or opportunities for improving their by tutorial work with skills in lesson observation and has individual pupil progress helped to raise the quality of has been enhanced.” teaching across the whole school.” “Many of our students can relate to young Trainee Teachers who have recently been through the education system. This has helped enormously with raising the aspirations of our students.” 6
    • HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS? “It reinforces the learning and training ethos of the school; there’s a sense of excitement and anticipation, sense of looking forward, sense of someone wanting to achieve, a sense of wanting to look after individual teachers, helping them to succeed and training them well, wanting them to do well. It links with your NQT programme, your Young Teacher Programme, your Leadership Programme and the whole process is seen as a continuum. ” Headteacher: Mike Osborne-Town John Taylor Specialist Leadership School OFSTED 2007: “John Taylor is an outstanding school with an outstanding Sixth form.” 5 A*-C = 80% 5 A*-C = 76% with English and Maths CVA Average 1010 “Training is a philosophical focus of the school. We see the training of new teachers as the starting point. Leadership “Pupils get a good diet of should be related to expertise active learning with Trainee and many of the trainees coming Teachers. When they are into our school are expert in team teaching they can take many of the new approaches, small groups and there are assessment for learning, starters, opportunities for them to plenaries and activity lessons. mentor individual students.” When teachers are assessing trainees they are continually being reminded of teaching standards and makes you think again about what you are doing.” “They perk up your own practice and remind you of what best practice can look like.” 7
    • HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS? Headteacher: John Peckham Bramhall High School 2008: 5 A*-C = 80% 60% 5 A*-C including Maths and English “As leader of the Training “Trainee Teachers are School I truly believe that very much an asset to training teachers makes us schools. They enhance more reflective and effective the experience of pupils practitioners.” and refresh the pedagogy of teachers.” Lynn Winters Paul Hunt, Assistant Headteacher “I can see that having trainee teachers has not detracted from my child’s results. Many of them improve motivation of my child as the Trainee Teachers are often younger and can be seen as a positive role model.” Bramhall Parent 8
    • HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS? Headteacher: Steven Turner Audenshaw School, Manchester OFSTED 2006 - Outstanding - “Overall quality of teaching and learning across the school is excellent”. 2008 5 A*-C = 70% A*-C (English & Maths) = 64% “As a school we have a philosophical commitment to the development of new teachers. It gives us access to a rich vein of CPD development for our existing staff in mentoring trainees. We believe that good trainees can bring vitality and creativity to the Departments in which they work.” How does the school benefit? How do pupils benefit? “Mentoring trainees helps develop our own staff. It allows “Pupils benefit from the youthful, us to identify talented trainees fresh ideas from trainees and we for recruitment purposes to find that pupils often have a sense enrich our staff. We benefit also of empathy towards trainees as from the networking associated they can see that they have to work with our involvement with hard to learn too.” training institutions.” How do staff benefit? “There is a huge amount of professional development in mentoring and staff are now starting to complete a Post Graduate Certificate in Mentoring which is worth a third of a Masters Degree. Also, trainees bring new personalities to the staff room.” 9
    • HOW DO SCHOOL PROFESSIONAL MENTORS VIEW TRAINEE TEACHERS? Lyndsay Ratcliffe, Professional Mentor “A Trainee Teacher within a department helps staff to update their own subject knowledge and refreshes their own teaching, as trainees bring new ideas into the classroom. This enables you to pay more attention to the fine detail of teaching and ensures you are moving practice forward.” Derek Peters Professional Mentor Alder Community High School “Every time I have a fresh cohort of students I look forward to learning something new. Their enthusiasm is contagious and motivational, their preparation in most cases is exemplary and some of the strategies I get to see in the classroom during observations really give food for thought.” I learn new techniques or ideas which I can use to enhance my own teaching even after 38 years in the classroom. The whole experience is worthwhile.” 10
    • HOW DO SCHOOL TEACHER MENTORS VIEW TRAINEE TEACHERS? “It enables you to “Gives you great professional links to other schools and higher education institutions.” identify cracks in your own teaching; you can see things as you “Having Trainee Teachers improves step back and your lesson observation skills and observe others.” helps you to identify what Ofsted inspectors look for.” “Good Trainee “The mentor/mentee relationship has Teachers can help helped me improve my communication move groups of skills.” pupils forward when “Trainee Teachers can show us new ideas/ classes are split.” techniques. I learnt how to use „Movie Maker‟ last year.” “Doing observations makes me reflect on my own teaching and reminds me how important (or unimportant) certain things are. It also reminds me of all the things I do without thinking now, which are working well. I imagine it‟s the same for colleagues within the department.” “Trainees are “They are a keen “A different „face‟ and useful as classroom and enthusiastic teaching style for a assistants in BTEC. few months can be a presence in the They provide one- really positive experi- staffroom whereas ence for some pupils, on-one pastoral we old folk are all giving them a chance support.” tired and jaded! of a „clean start‟.” (sometimes).” “Pupils receive a different style, different approach. “The school is more focused on Trainees have fresh ideas reflective practice from having and up-to-date subject trainees in the department.” knowledge. A break from me!” “Trainees can contribute to out of school activities and new clubs/ societies.” 11
    • HOW DO SCHOOL TEACHER MENTORS VIEW TRAINEE TEACHERS? “The ethos of the school is enhanced by Trainee Teachers as we all become role models, and it helps you to keep abreast of any changes in teaching styles.” “Having a Trainee Teacher enable teachers to become aware of newer teaching methods which can enhance learning and develop your own personal repertoire of skills.” “Trainee Teachers help to reinforce systems we have in the school and the value of them. Trainees have ideas and new ways of doing a task which can be refreshing.” “A fresh face often helps engage pupils, bring new ideas and find different ways of getting pupils involved.” How do you, and your colleagues, benefit from taking Trainee Teachers? It gives staff an opportunity to reflect on their own practice and consider their approaches to lessons. it also brings new ideas and initiatives into the classroom. Excellent professional development for teachers who become mentors. It makes a department look at their own performance and deal with any weak areas. Trainees often contribute fantastic ideas and resources and give it a well needed boost of energy and enthusiasm. It encourages you to reflect on your own practice. It introduces new ideas into the department. They bring with them new ideas. It keeps us in touch with new ideas and initiatives, teaching methods, different styles etc … How do the pupils benefit from the school having Trainee Teachers? The pupils experience a fresh approach with more innovative ideas. They also get an enthusiastic delivery from teachers at the start of their career. Lots of new ideas/teaching initiatives which have good resources. Trainee Teachers are often keen to carry out experimental learning and pupils gain lots from the time they have to plan interesting lesson ideas and resources. Because a change is as good as a rest! Trainees bring a new perspective and different areas of expertise. Sometimes the lessons can be more varied and interesting than the normal teacher. A contrast of teacher can be refreshing. However, sometimes having the trainees makes them appreciate you more! How does the school, in its widest sense, benefit from having trainee teachers? They bring new ideas and skills and keep things moving forward. It keeps the school current with educational trends and ideas. It provides an opportunity for departments to share their expertise and also evaluate their own progress with a professional institution. It gives the school prestige in being a partner with a University, putting teaching and learning at the forefront of its priorities. Trainees bring new energy - they introduce a new dynamic. The school can see potential new teachers in action. It keeps the school in touch with new teaching initiatives and trends. Having trainees keeps the staff as a whole aware of current teaching issues. It raises the status of the school professionally. 12
    • WHAT IMPACT DO TRAINEE TEACHERS HAVE ON PUPIL PROGRESS? “Bramhall High School has kept detailed records of the number of Trainee Teachers who have taught each individual pupil over the past 5 years. Using the group that completed GCSEs in 2008 we can clearly see that having Trainee Teachers has not had a detrimental impact upon our school’s results.” “We took a conscious decision twelve years ago to become more involved with teacher training and professional development. This became crystallized in the form of Training School status in 2000. The involvement of a wide group of staff in training and mentoring has had a substantial impact across the school in raising the quality of teaching and professional practice.” John Peckham, Headteacher Our study shows that Trainee Teachers do not adversely affect pupils’ progress. Our results show a strong correlation between the actual and expected targets with negligible difference for the number of Trainee Teachers they have experienced. The quality of our children’s education is only being enhanced by the effective use of Trainee Teachers. 13
    • USING TRAINEE TEACHERS EFFECTIVELY The following pages contain a selection of ideas for Subject Mentors when considering more imaginative ways to encourage best practice from their Trainee Teachers. This is by no means an exhaustive list but rather it is a selection of ideas designed to inspire a more imaginative use of Trainee Teachers whilst they are at your establishment on placement. Electronic copies of each flier can be found on the enclosed CD-ROM if you want to enlarge them and decorate a specific part of the school, e.g. Staffroom or Training Room. Each flier has similar sections to help you to easily select different methods you might wish to employ. TIP An added extra to help you implement the ideas more smoothly. Links to Standards Q - Qualified Teacher Possible Activities Status C - Core standards for Just a taste of things to ask your Main Scale ITTs to try and do. They could Teachers who have be given free rein in their first successfully placement and then for later completed their placements certain activities induction could be chosen that best help the ITT to meet the remaining P - Post-Threshold Teachers on the standards that they require upper pay scale evidence for. E - Excellent teachers A - Advanced Skills Teachers (ASTs) 14
    • USING TRAINEE TEACHERS EFFECTIVELY TEACHING ASSISTANTS Whilst some Trainee Teachers have spent time working as a Teaching Assistant others may have no idea as to how to use other adults in the room. As an empathy exercise get them to work closely with TAs and to become one for at least a day. TIP Get the Trainee Teacher to work as a TA in a class that they teach but possibly in another subject area. Possible Activities Links to Standards Trainee Teacher shadows a TA for a day and reflects on their Q - 1, 2, 4, 5, 6, 9, experiences 19, 20, 25d, 32, 33 Trainee Teacher interviews a TA about how they see their role C - 4a, 5, 6, 20, 40, 41 Allow them, if possible, to meet P - 9, 10 specialist TAs and HLTAs Trainee Teacher plans a lesson E - 7a, 14, 15 with a TA to help them better understand how to meet the needs of certain pupils Have a Trainee Teacher use you as a TA 15
    • USING TRAINEE TEACHERS EFFECTIVELY INTERVENTION STRATEGIES We all know of pupils who could benefit from extra help. This could include literacy, numeracy or ICT. Unfortunately we do not always have the time needed to dedicate to such pupils. However, Trainee Teachers may do. TIP Select a pupil, or small group of pupils, for the Trainee to support during the lesson. Possible Activities Links to Standards Helping in library lessons, whether they are English Q - 4, 17, 23, 24, 25a, trainees or not 25c Becoming reading mentors to pupils C - 6, 19, 37c, 41 Simply being seen to be reading P - 9, 10 amongst pupils sends a positive message about reading E - 14 Organise literacy or numeracy based activities such as book clubs or after-school numeracy support Support official speaking tests 16
    • USING TRAINEE TEACHERS EFFECTIVELY HELPING OUT THE FORM TUTOR Trainee Teachers have long been attached to form groups but often they find it difficult to fit in as they are conscious that they do not want to tread on anybody’s toes. Take full advantage of having an extra pair of hands at the ready! TIP Whilst the Trainee Teacher is engaging the form, tutors could interview students that need closer attention and take on more of a mentoring role. How to do it Links to Standards Give the Trainee Teacher a few suggestions for things to do. Q - 1, 2, 3a, 3b, 4 This gives a greater sense of ownership Design a daily quiz, keep scores C - 6, 40, 41 and award prizes at the end of the week Deliver a short activity related to P - 9, 10 the ECM and PSHE agendas Signing planners and picking up E - 14 issues with pupils gives them a real responsibility They could practise starter activities on the form and perfect them in time for their lessons Plan and direct a form assembly 17
    • USING TRAINEE TEACHERS EFFECTIVELY MOTIVATION Teaching is still very new to Trainee Teachers, whatever their age; make a real difference by channelling this energy ….. whilst you can! TIP Encourage Trainee Teachers to issue rewards that are linked to attainment as well as effort Possible Activities Links to Standards Trainee Teacher and usual Class Teacher split the class between them for certain activities and Q - 1, 2, 3, 4 add an element of competition to the lesson P - 7 Designing a revision lesson that small groups are sent to during the main lesson E - 2, 6 Provide lunch time and breakfast club revision lessons PE Trainee Teachers provide coaching for aspirational skills Good Trainee Teachers can be used to inspire less motivated staff when in their lessons Create statistical charts for form time, e.g. attendance, merits, punctuality ‘Buddy up’ with certain pupils to motivate and inspire them 18
    • USING TRAINEE TEACHERS EFFECTIVELY INSPIRING PUPILS We have, from time-to-time, attempted to ignite the fire of learning in our pupils and found that they do not always aspire to University. Trainee Teachers can offer a fresh perspective and pupils are more receptive to those who have recently graduated. TIP Trainee Teachers could talk to groups of Year 9, Year 11 and Year 13 students Possible Activities Links to Standards As a group, Trainee Teachers could give an assembly about life in Further Education Q - 1, 2, 4, 9 Offer a drop-in session to anyone wanting to know about C - 1, 2, 5, 6, 40 Further Education Hold a question and answer P - 9, 10 session with Gifted and Talented pupils of any age In Financial Literacy lessons E - 14 Trainee Teachers could discuss the impact of their Student Loan Organise a trip to their University Many Trainee Teachers have valuable life experiences that will inspire pupils 19
    • USING TRAINEE TEACHERS EFFECTIVELY LEARNING FROM EACH OTHER An important skill for the modern day teacher is having the ability to present to others. Any Trainee Teacher hoping to progress in the profession will appreciate being given the opportunity to develop these skills. TIP The best presentations could be written up as a TLA Level 1 (once they qualify) Possible Activities Links to Standards Presenting to other Trainee Teachers (and maybe NQTs) about a lesson that they felt went Q - 2, 4, 6, 7a, 10, 14 really well 15, 17, 24, 25a Feeding back at faculty meetings C - 40 on a successful starter, plenary or resource that they have used Observing the lessons of other P - 9, 10 trainees and offering feedback (under the guidance of an experienced mentor) E - 14 A day could be given over at the end of the placement where these presentations happen as a ‘celebration’ Give presentations on topics they are doing in assignments for their course 20
    • USING TRAINEE TEACHERS EFFECTIVELY HELPING WITH EXCURSIONS Many schools acknowledge that a number of pupil excursions could not have taken place without Trainee Teachers being involved. But do not simply think of them as an extra pair of eyes - though that is a distinct advantage! TIP Give Trainee Teachers an experience of the paperwork by letting them complete a copy as if it is the real one. This is great evidence for their files. Possible Activities Links to Standards Phoning possible places to visit, to research costs, etc. Getting quotes for coaches/ Q - 2, 4, 6, 7a, 10, 14 transportation 15, 17, 24, 25a Drafting the letter to be sent C - 40 home Collecting and recording reply slips P - 9, 10 Organising the lunches for pupils with free school meals Designing worksheets E - 14 Helping pupils to write a letter of thanks following the visit Organise a trip to their University Many Trainee Teachers have skills that can enhance a visit, e.g. local knowledge, another language 21
    • USING TRAINEE TEACHERS EFFECTIVELY extra curricular Trainee Teachers bring a wide range of skills and experiences that can benefit the full spectrum of pupils. TIP Remind Trainee Teachers that there is more to extra-curricular activities than just sport! Possible Activities Links to Standards The placement before Christmas offers a chance for involvement in productions Q - 1, 2, 24, 30, 32 and religious festivals Running a video club at lunch C - 6, 37c for younger pupils (the Simpsons works really well) Stress that any talent or interest P - 9, 10 that they have can be used to influence and motivate pupils PE Trainee Teachers offer a E - 14 chance for groups of pupils to receive coaching that they would not otherwise access Running breakfast, homework and revision clubs 22
    • USING TRAINEE TEACHERS EFFECTIVELY FOCUSED GROUP WORK Why not use your Trainee Teacher to focus on a specific group within a class? They could work with your SEN or Gifted and Talented pupils; your C/D borderlines; disaffected groups - the possibilities are endless! TIP If you have more than one Trainee Teacher in the Department try using them both in the same class. Both can then be given pupils with different learning needs, e.g. G & T or SEN Possible Activities Links to Standards Observe your trainees interacting within the class that you want them to work with. Q - 1, 2, 4, 6, 10, 25a, Do they work well with 25d, 26b, 28, 32 certain groups? C - 4a, 6, 10, 19, 29a, Maximum group size of 5 29e, 37a, 40, 41 If you can get them another appropriate room they will feel P - 9, 10 more in charge Discuss why you have assigned them a particular E - 3, 7a, 14, 15 group and let them be involved in the planning stage The Trainee Teacher could take the majority of the class whilst the class teacher removes the focus group 23
    • USING TRAINEE TEACHERS EFFECTIVELY ENHANCING COMMUNITY COHESION For many specialist schools outreach work is an area that needs to be supported. Again, it can be hard to allow a number of teaching staff out on the same day. Trainee Teachers’ contributions can be very valuable in ensuring the safety of the children. TIP Give a few options or encourage Trainee Teachers to come up with their own projects Possible Activities Links to Standards Teach lessons in a different school setting e.g. Primary if training for Secondary Q - 4, 5, 6, 14, 32 Design opportunities for pupils from your schools to attend C - 6, 40 revision days at other schools Supporting non-specialist colleagues in partner Primary P - 9, 10 Schools, e.g. languages Offering sessions to parents e.g. ‘Parents in Partnership’ E - 14 events Arranging for outside agencies to come in 24
    • USING TRAINEE TEACHERS EFFECTIVELY DESIGNING RESOURCES From time to time we all have great ideas for learning activities, however we often lack the time to create these strokes of genius. Why not encourage your trainee to use them in their lessons and to make a class set for you to keep? TIP Involve the Trainee Teacher in the planning. This way they will understand the learning outcomes behind the activity that they are going to be designing Possible Activities Links to Standards Putting resources on the VLE Card sorting activities Q - 6, 9, 10, 11, 17, 23, 35a, 32 Differentiated worksheets C - 4a, 27, 29a, 40 Starters & plenaries Writing frames P - 9, 10 Kinaesthetic activities E - 7a, 14, 15 Activities for G&T, visual and hearing impaired pupils and pupils with additional learning needs Researching appropriate web based resources Creating instructional videos 25
    • Transforming Learning - Pupil Voice AIMS AND PURPOSE METHOD As Trainee Teachers are generally in school The focus of this part of the research was to try for a relatively short time it is very difficult identify the views of pupils on the impact of to ascertain if the impacts on pupil progress Trainee Teachers on learning, and identify if the are positive or negative. impact was a negative or positive one. To allay some of the fears suggested by The research used a commercial product School Managers we wished to use Pupil produced by the Hay Group called Transforming Voice to review the standards and qualities Learning. This surveys the views of pupils and of Trainee Teachers, to compare their asks them to assess a range of their teacher’s attributes with that of their “normal qualities. It produces a report on what it is like teachers” and standardise their to be a student in a particular class with a performance against a national database. particular teacher. The research used for Transforming Learning identifies 9 key aspects or dimensions of teacher actions that impact upon student learning. SUMMARY OF OUTCOMES On average pupils perceive little difference between the classroom climate of Trainee Teachers and that of teachers nationally Pupil voice can be used as a means of assessing the impact of Trainee Teachers on pupil learning if it is organised in a way in which pupils can feel confident that they cannot be identified, and that there are clear learning criteria against which the teacher is assessed. It would be difficult to see how the process of using Pupil Voice as a means of measuring the impact of ITT could be reproduced within a school without the relevant research investment of the Hay Group and the ability to standardise the results against a national database Trainee Teachers are perceived by their students to allow high levels of pupil participation and have more interesting lessons than found generally among teachers on the national database Trainee Teachers do less well in the view of pupils in order, standards and safety There is a considerable variation range of pupil responses. Some Trainee Teachers in the final months of their teaching practice are, in the view of the pupils performing at a high level in comparison to their other teachers Trainee Teachers’ prime focus is on improving their classroom management skills and keeping order in the classroom. They feel they need to improve aspects of clarity as well as pupil participation even though pupils feel they actually are performing quite well against the national database. 26
    • Transforming Learning - Pupil Voice There are nine dimensions of classroom climate which impact significantly on pupil motivation. See Annex for detailed explanations of dimensions. These are: CLARITY – the transparency and explicit relevance of what goes on in class ORDER – discipline and structure in the classroom STANDARDS – expectations of achievement and encouragement to improve FAIRNESS – justice and equality within the classroom PARTICIPATION – pupil involvement and influence in the running of the class SUPPORT – encouragement to try new things and learn from mistakes SAFETY – absence of threat or fear INTEREST – stimulation and fascination in class ENVIRONMENT – the comfort and attractiveness of the physical environment (Source: Transforming Learning Hay Group) 27
    • Transforming Learning - Pupil Voice Transforming Learning questionnaires were used in 52 classes taught by Trainee Teachers and the results collected. These surveys took place in the spring and summer term of 2008 during the trainees’ long teaching practice. It was important that the Trainee Teacher had at least 6 weeks of responsibility/control of the class. It was also necessary that the children’s usual teacher should not be in the classroom, and that the trainee should have had an extensive time when they were in sole control of the class. This would allow the pupils memory and perceptions of their usual teacher to diminish and permit the Trainee teacher to set up a new classroom climate (learning environment). In each class 10 pupils were surveyed using a confidential online questionnaire and the results analysed by the Hay Group. Results were published for each class reviewed and given to each of the Trainee Teachers. This illustrates to the teachers what pupils feel it is like in their classroom, benchmarked against all teachers, in all the schools who participate in Transforming Learning. The Hay Group allowed us to set up a Trainee account and the results of the 52 Trainee Teachers’ classes were aggregated to provide a summary which could be analysed against the Transforming Learning Data base. Using this information it is possible to see how Trainee teacher’s lesson are perceived compared with experienced teachers in the host schools. Pupils’ perceptions of lessons and classrooms are based on their range of experience of other teachers (experienced staff in the 5 schools hosting Trainee Teachers long practice) and their classes. The summary graph shows how well the Trainee Teachers’ lessons are rated compared with the experienced teachers in the 5 schools that hosted trainees on their long teaching practice. Fig 1: Summary Graph Cursor shows Average Score for Trainees (Source: Transforming Learning Hay Group) Bottom 30% of all 40% of teachers Top 30% of all teachers teachers appear in appear in this band would appear in this band this band Results demonstrate that the average performance of the Trainee Teachers in the Trainee account varied little from the results which might be found in any average school. A number of Trainees performed in the top band of the 30% highest quality teachers. Using the Transforming Learning results it is clear that when Trainee Teachers take responsibility for a class for an extended period pupils feel that generally the learning environment is of a good quality and not detrimental to their learning experience. Analysis of the results show that the Trainee Teachers in the sample scored particularly well in pupils’ perception of Participation, Interest and Environment and lower in Order, Standards and Safety. Having said that, overall they still performed well compared with more experienced teachers in the national database. 28
    • Transforming Learning - Pupil Voice Transforming Learning results for the group of trainees can be aggregated in a number of ways. The point on the graph where the colour changes marks the average score for each dimension in the ‘model’ school. Where the cursor falls into the light blue area the performance of Trainee teachers is lower than the average that might be expected in the 5 host schools. From the results of the trainee account it appears that Trainee Teachers perform slightly below average in Key Stage 3 classes and slightly above average in Key Stage 4. This might at first appear unexpected, but this could result from teachers only allowing the very best trainees to take management of older pupils, possibly teaching outside their specialism at Key Stage 3 or having difficulty in pitching work of a suitable level for younger pupils. Fig 2 Fig 3 (Source: Transforming Learning Hay Group) 29
    • Transforming Learning - Pupil Voice Following the publication of the individual teacher’s class results, part of the online review asks the teacher to identify where they feel they need to prioritise their own professional development. Clearly this relates closely to the dimensions that were identified as weaker in the pupil’s survey. For Trainee Teachers in the early part of their development is it not surprising that a principal focus should be on order and developing the skills needed to control the class. Fig 4 Chosen Priorities - Trainee Teacher (Source: Transforming Learning Hay Group) School data will be compared with all the Secondary School data in our 2002 norm database. 30
    • Analysis of Trainee Teachers’ Responses Following the completion of the Transforming Learning process, the Trainee Teachers were asked to complete a questionnaire about the whole process of using ‘Pupil Voice’ to assess the quality of the Learning Environment. A summary of the points made are listed below. They identified an extensive number of points which support the use of programmes like Transforming Learning in the assessment of learning in school. POSITIVE NEGATIVE TL (Transforming Learning) allows TT (Trainee Not sure how carefully pupils think about Teacher) to take a more holistic view of the classroom their responses and what influences their and enables the TT to identify areas for development judgements Allows TT to develop consistency in teaching across all classes There are so many elements to ITE (Initial Provides specific measurable elements to focus on Teacher Education), TL may add to the when observing other teachers ‘teach’ workload of trainees. A more informal Acts as a checklist in planning, e.g. helps to identify way of consulting pupil voice could why some classes are more enjoyable than others benefit TTs and pupils Gives TT standards to aim for and build towards Large amount of time needed to complete Pupil voice is relevant to the OFSTED framework TL and TL can be compared to National Standards Feedback was very revealing, but does not TL underpins SEAL (Social and Emotional Aspects of necessarily match own personal Learning), addresses how the behaviour and planning of a teacher directly influences a pupil’s opportunity evaluation of one’s teaching to learn TL is not as valuable as the opinions of Pupil voice can highlight a dimension that needs other teachers clarification or which needs to be implemented Subjective viewpoints only expressed correctly and consistently across all teaching groups Limited test group/small selection of TL gives insight into what matters to children, such pupils as feeling safe and highlights what is important in a learning environment Feedback not detailed enough, needs to TL is a good process and makes the TT think be broken down and made more personal carefully about their practice Only one class perspective TL has lead to more confidence in one’s teaching Not enough time with the questioned abilities, as pupils have a far higher perception of the class to make a judgement on the TT classroom environment It enables TT to move forward, not stagnate Difficult to judge results, as there is a TL reflects a number of voices, not just one weaker relationship with TT compared to TL highlights where pupils and teachers differ in established class teacher their priorities, so learning can be more pupil Only a very small sample, not really orientated reliable TTs may tick all boxes in terms of standards, but Feedback can be de-motivating and pupil opinion is crucial to effective classroom damaging to self esteem for an TT about environment to start on a teaching career Pupils are very likely to be honest and give direct suggestions Difficult as an TT to fit into a normal class TL is useful at the end of a placement as an evaluation teacher’s routine and classroom tool environment TL investigates the circumstances through which learning takes place TL gives pupils a degree of ownership If teaching views pupils as ‘customers’, teachers need to know their views and opinions in order to adjust lessons to suit them better TL provides pupils with an opportunity to reflect on their learning and suggest ways in which the climate can be enhanced TL gives an alternate way of viewing lessons TL gives a clear sense of progression to the TT Pupils are just as much part of the learning experience Supports the understanding of what is important to learners in a classroom environment and how this compares to what the teacher views as important All feedback is important 31
    • Bramhall High School Key Stage 3 & 4 Impact Data A study showing that Trainee Teachers do not adversely affect pupil progress At Bramhall High School we have kept detailed records of the number of trainee teachers that have been teaching our pupils over the last five years. We monitor and analyse the data to determine the influence that trainee teachers may have had on pupils’ external exam results. The study shows that trainee teachers do not adversely affect pupil progress. At the end of Key Stage 3 we added up the total number of trainee teachers that had taught our pupils and then ranked this information. We then divided each year group into 3 cohorts, those who had had the fewest trainee teachers, those with an average number and the final group who may have had as many as 12 trainees over the 3 year period. We then looked at their SAT scores and compared these with what we had as their target grades. We looked at the correlation between the observed and expected values, to see if this varied according to the number of trainee teachers that they had been taught by. The data below shows the results of the study of three year groups. All the year groups are identified by the year that they will leave our school. The class of 2008 refers to the year 11 group that finished in 2008, 2009 are the current year 11 and 2010 are this year’s year 10. Unfortunately, we have been having some difficulties in receiving appropriate English results from QCA and we will only include these when we have a complete set of results. KEY STAGE 3 Class of 2008 Class of 2009 Class of 2010 Subject Student No. of Correlation No. of Correlation No. of Correlation teachers pupils pupils pupils English All 307 0.68 All 275 0.69 All 265 - Fewest 98 0.71 92 0.7 88 - Average 99 0.67 90 0.73 88 - Most 108 0.65 91 0.59 87 - Maths All 307 0.63 All 275 0.85 All 265 0.90 Fewest 98 0.77 92 0.81 88 0.96 Average 99 0.53 90 0.85 88 0.88 Most 108 0.58 91 0.89 87 0.90 Science All 307 0.72 All 275 0.74 All 265 0.80 Fewest 98 0.66 92 0.76 88 0.89 Average 99 0.77 90 0.78 88 0.77 Most 108 0.77 91 0.66 87 0.86 The closer the correlation coefficient is to 1 the better the relationship between the observed and expected values, whereas the closer the value is to 0 the more random the figures. Summary At KS3 over the 3 year period there is no significant difference between the observed and expected values irrespective of the number of trainee teachers that our pupils have experienced. 32
    • Bramhall High School Key Stage 3 & 4 Impact Data When examining the results table we can see that, although there is some variation in the results obtained by any cohort and between cohorts and years, analysis has showed that none of these has any statistical significance given the sample size. Looking at the maths results, these seemed to have the greatest amount of variability, so in order to create a control set of figures we analysed their results based upon their surname. We arranged them alphabetically and split the list into 3 groups to maintain the methods of analysis, and then again looked at their results comparing the observed and expected. This set of results reflects a similar degree of difference. Year Letters Correlation Class of 2008 Ab-Go 0.80 Gr-O’c 0.54 O’n-Ye 0.65 Class of 2009 Ab-Ga 0.89 Ga-Mu 0.87 Mu-Wy 0.81 Class of 2010 Ak-Gr 0.88 Gr-O’f 0.90 O’f-Za 0.94 The control group (alphabetical) shows a similar pattern to that involving use of trainee teachers, which suggests that the differences are not dependent upon the number of trainee teachers. We have been able to extend our data to include one year up to GCSE and the table below shows the results of the 2008 class at this level. These show a strong correlation between the observed and expected values with negligible difference for number of trainee teachers they have experienced or with regard to their alphabetical arrangement of surnames. GCSE RESULTS FOR THE CLASS OF 2008 Trainee Teachers Alphabetical Order Overall 0.94 0.94 Fewest/beginning 0.93 0.95 Average/middle 0.96 0.94 Most/end 0.92 0.91 Our results would suggest that a similar conclusion to that from the KS3 analysis may be drawn regarding the impact of trainee teachers on KS4 results. Future study will endeavour to confirm these results. 33
    • Bramhall High School Key Stage 3 & 4 Impact Data Year on year our results suggest that we are getting closer to achieving our pupil targets, as can be seen on the graph below where the lines are converging and approaching perfect correlation (1). KS3 Mathematics SAT Results 1.2 1 0.8 Fewest Trainees Correlation Average Trainees 0.6 Most Trainees Linear (Overall) Linear (Fewest Trainees) 0.4 Linear (Average Trainees) Linear (Most Trainees) 0.2 0 2005 2006 2007 2008 2009 Year This is still a work in progress as we intend to maintain a careful monitoring of the situation so we can assure our parents that, as a training school, the quality of their child’s education is only being enhanced by the effective use of trainee teachers. 34