Session 1 Christine Roy Dixons City Academy


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Session 1 Christine Roy Dixons City Academy

  1. 1. Partnership Development Schools Cluster Project 2008/9 Clusters 4 and 5
  2. 2. The Regional Priority Assessing the impact of ITE on pupil achievement and using this to raise achievement in schools through the development of models of ITE practice
  3. 3. The Objectives The Group identified as its overall focus to: produce, collate and analyse evidence to support the benefits of having trainees in a range of subject areas and Key Stages, and to disseminate the findings
  4. 4. The myth we hoped to dispel “Having trainees in the classroom is bound to have a detrimental effect on my school’s league table results”
  5. 5. What we did 26 schools • At least 3 classes in each school Tested attainment at start and end of a 6 week period Assessed student attitude at the start and end of a 6 week period
  6. 6. Contextual Information • Trainees worked with students aged 11 to 18 • Mentors were asked to “grade” the trainees on a scale of 4 • As it was a first placement it was suggested that in most cases the trainee (s) and teacher work together but trainees were deployed in a variety of ways • The majority of mentors were positive, even in cases where the trainee was rated as “weak”
  7. 7. Key Findings – students’ attitude Student attitudes are positive. Overall changes in student attitude before and after the placement are minimal A modest negative shift in mathematics but still positive overall both before and after the placement
  8. 8. Our findings about attainment The students’ attainment was measured by all participating schools using their usual processes. The students “score” was recorded by the class teacher before and after “exposure” to trainees Overall, reported student attainment changed as follows: All students +0.27 Boys +0.25 Girls +0.30
  9. 9. Implications for practice – • Important to prepare: • Mentors • Students • Trainees • Staff, Parents and Governors 2. Important to address outdated practice
  10. 10. Mentor’s comments and contextual information Attainment Trainee Mentor comment “grade” 5/6 boys’ satisfactory He brought new ideas/ways of delivering the attainment up topic. Allowed me to get to know the class much better and see what they respond to. 11/11 boys’ weak Enabled a much better chance to provide attainment up individualised learning for all students. Provided opportunities to withdraw small groups
  11. 11. Students comments
  12. 12. Mentors comments