Session 1 Tom Abbott Biddulph High School


Published on

Published in: Education, Spiritual
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Session 1 Tom Abbott Biddulph High School

  1. 1. Assessing the Impact of Initial Teacher Education and Using this to Raise Achievement in Schools Through the Development of Models in ITE
  2. 2. The Partner schools Derek Peters, Alder Community High School Leslie Loftus, Alder Community High School Chris Wheeler, Ashton on Mersey School Simon Lennoxs, Audenshaw High School Tom Abbott, Biddulph High School Lyndsay Ratcliffe, Biddulph High School Lynn Winters, Bramhall High School Diane Beer, Bramhall High School
  3. 3. Thanks to: Dawn, our administrative for her persistent pushing and nagging Peter Marks Manchester University for his continual assistance in steering the project Hay Group for allowing us to use their product Transforming Learning The whole team for their hard work and sense of humour
  4. 4. To influence decision makers on the benefits of Headteachers in schools ITT Governors Professional Mentors Mentors Teachers
  5. 5. Three sections 3)Identify the impacts of ITT through • Headteacher, Professional mentors and mentors case studies/views on ITT • ‘Pupil Voice’ (Transforming Learning) Pupil performance data • School performance (CVA) - cancelled 2) Support materials on how to make effective use of Trainee Teachers to raise achievement
  6. 6. eadteacher case studies any Headteachers have a strong ilosophical commitment to ITT and see e development of Trainee Teachers as a re aspect of their own staff’s professional velopment. rainee Teachers play an integral part the learning that takes place, nging enthusiasm and drive in their proaches to learning which ildren find exciting”
  7. 7. Mentors case studies aving Trainee Teachers helps staff to date their own subject knowledge and reshes their own teaching,” “The mentor/mentee relationship has helped me improve my communication skills.” “Doing observations makes me reflect on my own teaching and reminds me how important certain things are. It also reminds me of all the things I do without thinking now, which are working well.
  8. 8. Transforming Learning We used the Hay Group’s online lesson questionnaire Transforming Learning to allow pupils to assess the performance of Trainee Teachers, and compare the results against a national data base. The survey covered the classes of 52 Trainee Teachers Factors affecting learning in the classroom 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 The Pupil survey results found little overall difference in the quality of the classroom learning environment compared with their normal teacher
  9. 9. Transforming Learning Trainee questionnaire Following TL feedback Trainee Teachers across PDS cluster project group completed a questionnaire Trainee Teachers made predominantly positive comments regarding the use of ‘Pupil Voice’ in the assessment of their lessons
  10. 10. Transforming Learning Trainee questionnaire Main Findings (positive)  Importance of ‘Pupil Voice’  Another source of feedback  Reinforces feedback from University and Subject Mentor  Provides measurable elements to focus on when observing others teach  Useful for target setting, self-evaluation, short-term/long-term action planning
  11. 11. Transforming Learning Trainee questionnaire Main Findings (positive) contd  Helps to understand classroom dimensions  Provides an alternative way of viewing lessons  Helps to develop consistency across all teaching groups  Considers learning rather than teaching  Boosts personal confidence
  12. 12. KEY STAGE 3 AND 4 IMPACT DATA A study showing that Trainee Teachers do not adversely affect pupil progress
  13. 13. Key Stage 3 and 4 Impact Data  The study came out of a practical need to monitor the number of trainees teaching individual pupils.  Some staff had expressed concern that, as a Training School hosting 30+ trainees per year, this could impact negatively on pupil progress.  However, no parents had ever expressed misgivings.
  14. 14. Key Stage 3 and 4 Impact Data The Project  We kept a record of pupils taught by every trainee.  The information was entered onto a database that has now been maintained for more than 5 years.  We related the data to pupil progress using firstly Key Stage 3 SATs results and then ultimately GCSE results.
  15. 15. Key Stage 3 and 4 Impact Data Analysis  We compared their expected Key Stage 3 results, based upon FFT data with their actual results. We split each cohort into 3; those who had been taught by lots of trainees, those taught by an average number and those who were taught by few trainees.  After 5 years, we could then check the results against GCSE.
  16. 16. ey Stage 3 and 4 Impact data Conclusions  At Key Stage 3, over the 3 year period, there is no significant difference between the observed and expected values, irrespective of the number of trainee teachers that they have experienced.  To check variability we then set up a control by using surnames to see if there was any difference in correlation
  17. 17. Key Stage 3 and 4 Impact data  Conclusions data to include We have been able to extend our one year up to GCSE and the table below shows the results of the 2008 class at this level. 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
  18. 18. Key stage 3 and 4 Impact Data Summary  From our results so far, we can clearly see that our carefully monitored use of Trainee Teachers has not had any negative impact on our pupils’ progress.  We intend to continue this study in order to ascertain whether this is a consistent trend.
  19. 19. Ideas for Using ITTs Effectively •Increase to A3 size •Display in the staffroom •Hand to SM’s •Present to Trainees on their induction day •Share with faculties during meetings as examples of best practice •Use as part of new SM training •Use in CPD training events for those looking to advance their careers