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.