The Teacher Training Resource Bank as a Resource for Curriculum and Professional Development
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The Teacher Training Resource Bank as a Resource for Curriculum and Professional Development

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How the TTRB may be of use to teachers in secondary schools. An introduction to the TTRB for the Visioning Dayin Rochester, June 2009

How the TTRB may be of use to teachers in secondary schools. An introduction to the TTRB for the Visioning Dayin Rochester, June 2009

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The Teacher Training Resource Bank as a Resource for Curriculum and Professional Development The Teacher Training Resource Bank as a Resource for Curriculum and Professional Development Presentation Transcript

  • The Teacher Training Resource Bank as a Resource for Curriculum and Professional Development Mike Blamires: Strategic Director TTRB Visioning Day Thursday, 17th June Rochester
  • Structure: • Introduction: • Brief Demonstration: • Examples of Use to Discuss • Further Discussion of applications with Curriculum Development
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use Aims Consortium Reviewed Resources Linked to Related Resources E-Librarian - Responses
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use Research Summaries & Reports Guidance Video Glossary Items
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use Inclusion Criteria for focus and quality Peer Moderated Reviews by Experts ECAB Stakeholder Group
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use Browse by Topic, QTS Std, Curriculu m Area, Resourc e & Phase Search Facility & Filters Really Simple Syndication (RSS) My TTRB
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use Curriculum Development Primary Curriculum Development Secondary Curriculum Development 14-19 Masters Level
  • About the Content Quality Using the Examples TTRB Assurance TTRB of use Aims Research Inclusion Browse by Curriculum Summaries & Criteria for Topic, QTS Development Reports focus and Std, Primary quality Curriculum Area, Resource & Phase Consortium Guidance Peer Search Curriculum Moderated Facility & Development Reviews by Filters Secondary Experts Reviewed Video ECAB Really Simple Curriculum Resources Syndication Development Linked to (RSS) 14-19 Related Resources E-Librarian - Glossary Stakeholder My TTRB Masters Level Responses Items Group
  • Peer review process: Every article published on the TTRB website goes through a rigorous authoring and academic review process before reaching publication status. Process of Peer review that involves: • Identification for inclusion by a member of the authoring team. • Article is authored, given appropriate tags and links and any multimedia content is developed • Peer review by another member of the content team • If it meets the review standards it will get sent for final approval. If not, it will be returned to the original author for amendments to be made. • At the final approval stage, the article will be proofread and all links and attachments checked. • The item is then published to the TTRB website.
  • Enduring and emerging priorities • Every Child Matters (five outcomes) • Subject Knowledge / Pedagogy • Personalised learning • Education for Sustainable Development • Integrated working to support the achievement and well-being of every child • Improve levels of early reading & writing • Revised secondary curriculum 2008 • Introduction of 14–19 Diploma teaching from 2008 onwards • Masters for Teaching and Learning (MTL) – raising standards and narrowing the achievement gap • SEN & Disability
  • 25 20 15 10 5 0 Nov Nov Dec Jan Total Example of Priority Topic Spread (data from TTRB)
  • Illustrative Usage figures taken from TTRB (independently gathered from google analytics)  Over 124,000 page views a month  Over 4,800 page views a day  Over 1000 visits per day 30,000/month  16,000 Registered Users 37% trainees: 21% Tutors : 22% Teachers  One article released every day  Users over a 30 day sample from UK 23,152, US 985, Australia 255, Canada 163, India 119, Ireland 118, Spain 116, Philippines 96, Malaysia 88, Germany 72, UAE 64, Singapore 59, Saint Vincent and the Grenadines 56  108 Active reviewers from over 43 Institutions:
  • • Question and answer service for teacher education • Based at the IOE (London) Library Services • Response within 48 hours • Answer will contain links to web-based resources including journals and education databases (e.g. British Education Index) • Search methodology used by librarian is provided • Searchable bank of previously asked questions • Users must register with TTRB • This service which has been live since April 2006 is available for teacher trainers & trainees.
  • How can the TTRB support Master's Level provision?
  • How to contribute to the TTRB? What are the benefits of becoming a reviewer?
  • What is the E-librarian service on the TTRB? How can the service support your work and professional development?
  • TTRB Structure Key: Guidance, Advice Contractual & Progress relationship The Users Students/Trainee Teachers & Teachers, Teacher Other Professionals Educators, Mentors, National Stakeholders TTRB Project Team Lightbox Education, Canterbury Christ DcSF, Ofsted, CFBT.NCSL, Becta, UCET, Church University, Institute of TLRP, ESCalate, NFER Education, British Education Index Editorial & Commissioning Advisory Board TTRB Reviewers Over 200 reviewers have Academics and Trainers Representing contributed to the TTRB the Profession
  • A website for the ITT community Inclusion criteria • Resources are authoritative, relevant and accessible • Reviewed and moderated by teacher educators Review for each resource • Brief commentary, highlighting issues, context, etc. • Ideas for use with trainees
  • What are the aims of the TTRB? • To make available the professional knowledge base supporting teacher education • Increase range and quality of resources available • Raise the status of teacher training research and knowledge • Promote change: Research  Impact on Practice • Provide a personalised support service
  • Policy documents
  • Research reports
  • Secondary Example 1: EAL Expertise and experience of different aspects of education are not uniformly spread across the country. For example, in some areas, there may limited experience available in harnessing the potential of a child’s ethnicity or addressing the needs of a child who has English as Another Language(EAL). To this end the work of Multiverse and NALDIC are referenced on the TTRB particularly in relation to video exemplars of planning, assessment and intervention with commentaries and linked resources to enable schools to build upon their existing knowledge and systems of practice.
  • Secondary Example 2: Pupil Voice As a result of coaching, a professional development need is identified in relation to pupil voice and participation. The TTRB is searched for these terms to locate relevant documents and commentaries on Teachers TV programmes. These help to develop an understanding of the issues for secondary schools and to find out what other schools have done. Further searching of e-librarian responses leads to the formulation of a question that relates to the school’s development needs that has not been previously covered. This informs the formulation of an action plan for the school.