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Session 2    Pat  Gathercole    South  Ferriby  Primary  School
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Session 2 Pat Gathercole South Ferriby Primary School

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  • 1. More can be Better Trainees in Primary Classrooms
  • 2. Schools in the PDS Cluster 8 Yorkshire & Humber Region Yeadon Westfield Lee Mount Thorne Brooke
  • 3. A Rural Contrast in North Lincolnshire Winteringham South Ferriby Wootton St Andrew’s
  • 4. The Project  The research explored three core questions: 3. What are the realities of working in a SFCC in Yorkshire and the Humber from a Headteachers, experienced teachers and trainees’ perspective? 5. What does it take to be a SFCC teacher? 3. What support can stakeholders offer to prospective SFCC teachers?
  • 5. Our findings show that it is important if we are to retain and continue to recruit effective SFCC teachers ITT providers and schools need to ensure trainees:  are offered the necessary training and support to excel in their work especially in behaviour management.  have strong, support systems and strategies in place  have a positive experience on teaching practice in a SFCC school.  are trained on how to set up workable support and action plans to address “difficult” classes and help learners succeed.
  • 6. Summary of Findings of research that we know can be applied to all Trainees ITT providers need to ensure trainees:  Have a strong knowledge of child and adolescent development.  Have an understanding of pupils family and community background.  Be able to diagnose their learning needs  Be able to apply various strategies to support their learners.
  • 7. Working with PDS 2006-2009 Projects based on  Improving Trainees experiences in schools  Additional CPD opportunities for Partnership schools  Improving the Quantity and Quality of Mentors in schools  Qualifying and Quantifying the benefits of having Trainees in our schools
  • 8. Examples of how ‘more can be better’ in Primary Schools? In 2007/8 a PDS Cluster focused on  Providing evidence of how supporting Initial Teacher Trainees in school can positively impact upon pupil standards.  Of the five schools involved , three focused on reading standards, one on writing standards and one on staff opinions on the value of ITT to their school.  The Case Study points to the benefit to learners provided by engaging with ITT at the strategic planning level. The additional capacity created in classrooms can have a demonstrable positive effect
  • 9. Evaluation and Impact of the Project  Writing: “When the entry and exit assessments were carried out for writing for the whole school, the impact of trainees could be analysed.” “For the period of this case study, when trainees were present in a class the writing progress at least doubled. This was the case for EAL pupils and the class as a whole.”  Reading : In Y4 out of the 15 pupils, 12 had made 6 months + progress: 5 made over 2 years progress 4 made more than 1 years progress 3 made 6 months progress.
  • 10. Enthusiasm Raise standards Staff CPD Allows Peer evaluation smaller class So why is more better? /paired groups / placements more 1-1 teaching approaches Allows time for Allows creativity/ Shared reflection projects planning and Learning teaching from each other
  • 11.  How can large numbers of trainees be effectively deployed in schools to raise standards?  Over to you …………………..