2. Objectives-aims
To look at the impact of pedagogical partnerships
between school and university – as developed through
introducing Professional Learning Schools (a loosely
based on a model of partnership in ITE used for the past
40 years in New Zealand ‘Normal School Movement’)
How and why did this model affect capacity?
As a consequence, how did this model affect
classroom practice – in schools ?
What might be the long-term impact of this
model for ITE?
3. The activities of the project
Phase 1:
developed the Professional Learning School Model in 4
Roehampton University schools while 2 Kingston partnership
schools explored possibilities
Phase 2
Cascaded the PLS model from core 4 to 15 RU schools,
monitoring impact for teachers, pupils and HEI while Kingston
experimented with the model for PGCE students
Phase 3
Cascaded the PLS model outwards to satellite schools,
monitoring especially the impact and development between
schools. Kingston meanwhile had rollout for full PGCE cohort.
4. Principles underlying the model:
That there is a body of professional knowledge (both
tacit/craft and formal) to which student teachers need
introduction
Schools and HEIs should work collaboratively in ITE
Students benefit from being immersed in a
Professional Learning School environment which offer
greater opportunities for integration of theory and
practice
5. Principles underlying the model:
Closer and deeper partnership links between school
and university are desirable
The professional development of teachers can be
enhanced when working with student teachers
Pupil learning can be enhanced both directly and
indirectly when teachers engage with student
teachers in collaborative pedagogical partnerships
with ITE providers.
6. Organisation and Structure of the
different models
RU Working with Year 1 BA Students
groups of 20 students each located to a Professional
Learning School, engaged with teaching and learning
sessions over seven days during the Autumn term
teachers contributed to and led sessions (in
conjunction with the University tutor)
part of the sessions involved making a focused
observation in classrooms throughout the school
7. Organisation and Structure of the
different models
KU Working with PGCE Students
A designated hub school leading teaching and learning
sessions in the school to groups of student teachers
Students were enabled to make focused observations in the base
school during the first week of their school experience
Students then dispersed to their main placement schools
During block practice students returned to base school to share
experiences
8. What have been the main achievements
/outcomes of the Professional Learning School
Model??
Benefits for School Staff
Benefits for Student Teachers
Benefits for Pupils
Benefits from HEI Partnership perspective
(as identified in our PDS booklet)
9. Benefits for Pupils:
Pupils benefited from and enjoyed focused activities led by
students
Increased numbers of adults in the classroom engaged in
focused educationally related activities enhanced pupils’
experiences and achievement of learning outcomes.
Pupil experiences have benefited as a consequence of teachers
focusing on aspects of their planning and preparation of lessons
to model when being observed by student teachers.
The quality of pupil learning was enhanced as a consequence of
teachers reflecting on their practice
Pupils had the opportunity to develop their relationships with a
range of adults.
10. High View Primary Lead School
Joyce Ridge
&
d’Reen Struthers
Roehampton University
d.struthers@roehampton.ac.uk
