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Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
Session 6    Catherine  Jones    Bitterne  Park  School
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Session 6 Catherine Jones Bitterne Park School

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  • 1. Beyond Partnership Conference: Supporting ECM through ITT Thursday 25th June 2009
  • 2. Schools and colleagues involved  Bitterne Park School (Catherine Jones)  Upper Shirley High School (Ruth Peak)  Noadswood School (Joanna Barge)  Quilley School of Engineering (Liz Perry)  Cantell School (Helen Stanley)  ITT link (Julie-Ann Edwards)  Administrator (Zena Davis)
  • 3. Project objectives (summarised)  Paired placements (Science and Maths) so trainees experience joint planning, teaching and evaluation  To further develop Science and Maths mentors’ skills through paired placements and additional mentor training  Collaborative cross-curricular planning (CCP) and teaching to further trainees’ experience of joint planning, teaching and evaluation  Pupil voice/Learning Monitors: trainees work with pupil observers, to improve pupil voice and trainees’ use of pupil feedback  To enhance trainees’ understanding of the role of other adults in the classroom
  • 4. What did we do to address our objectives?  Trained two phases of ‘Learning Monitors’ [pupil observers] from all the cluster schools, first phase used a consultant, second phase was conducted ‘in house’ (PGCE trainees were involved in both training days)  Trainees received input from Learning Monitors on their role, and were then observed by LMs  Science and Maths mentors received extra training at University of Southampton  Trainees received training session on collaborative cross-curricular planning, then taught and evaluated cross-curricular lessons  Learning Monitors completed pre and post-training questionnaire on their attitudes to learning  Trainees worked with other adults in the classroom acting as TAs and shared classes to experience role of TA working with another trainee
  • 5. How did we work together as a partnership?  Initial meetings to focus our work (at a partnership school)  Meeting to draft training plan (central location)  Joint training of Science and Maths mentors (at University of Southampton)  Joint training of Learning Monitors (in two distinct phases) involving ITT and pupils from all partnership schools (central location)  Joint training of ITT from all schools on CCP  Meetings to submit reports, draft presentations (partnership school)  And a lot of e-mail communication!
  • 6. What have been the key achievements? (overview)  Eight pupils (at least) per school have been trained as Learning Monitors and have met PGCE trainees and observed lessons to evaluate their practice  Trainees have collaboratively planned and taught cross-curricular lessons which have been evaluated by the trainees and Learning Monitors (and videoed)  Paired placements in Science and Maths have been undertaken with trainees planning for and teaching shared classes, with trainees working as TAs with their peers  Science and Maths mentors have been more thoroughly trained and worked with pairs of trainees
  • 7. Achievements, impact  Collaborative planning rated very highly by PGCE trainees and Learning Monitors [achievement]  Collaborative planning/teaching has made overt links across departments [achievement]  Collaborative planning/teaching is addressing the needs of the new National Curriculum (skills and processes common to different subjects) [achievement]  Colleagues in cluster schools are now able to train Learning Monitors in lesson observation [achievement]  Impact of LM training on LM’s attitude to learning has been measured via questionnaire [impact]  Impact on trainees’ planning and teaching has been measured [impact]
  • 8. To end….  You will now see part of a Professional Themes session where Learning Monitors addressed PGCE trainees on their role in school and other related issues  You will also see two Learning Monitors feed back to a PGCE trainee  Then feel free to ask any questions

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