This project aimed to [1] increase the quality and capacity of maths and science teacher training placements in schools linked to Greenwich and Goldsmiths universities. [2] It provided training to schools on mentoring, established new placement links, and offered ongoing support. [3] Over its yearlong run, it strengthened university-school partnerships, trained over 100 teachers in mentoring, and resulted in 8 schools newly offering placements - improving training opportunities.

1. Regional priority:
Improving the quality of and increasing the
capacity for ITT places in maths and science
Project objectives:
• in conjunction with the ITT providers, identify schools with links with
Greenwich and Goldsmiths who are not currently taking Maths or Science
trainees and establish links with ITT co-ordinators in these schools
• provide in-house training in mentoring and using the teaching standards
for these schools
• offer support to departments regarding paired placements
The project ran from April 2008 – March2009

2. Background information
Cluster schools:
Kemnal Technology College, lead school Phase 3
Crown Woods,
Woolwich Polytechnic,
Leigh Technology Academy
Plumstead Manor, lead school Phase 2
The group was at an advantage at the start of Phase 3 as having worked
together during phase 2 we knew each other well and had already done
a lot of work together and with some outreach schools on improving
mentoring skills in maths and science departments. We had also
produced a Mentor Handbook which was used extensively in Phase 3
work

3. Getting started
We identified three main ways to increase capacity
in Maths and Science placements through
targeting:
• areas which geographically had no schools offering
placements
• schools which already offered placements but not in
maths and/or science
• schools which had lapsed in their offer of a placement
We worked closely with the HEI University of Greenwich to
get this data

4. Planning Outreach
The project used targeted communications when
contacting other schools.
The support programme was made clear to schools:
• visits in the summer term to prepare Maths and/or
Science teams to receive trainees
• a Mentor Handbook and comprehensive training pack
• an on-going programme of support through the year
• a networking conference
• CPD for the whole department linking with the
requirements of the new teaching standards

5. The Toolkit
To keep the process uniform and easy to record we developed a toolkit which
would be used when making contact and working with the schools on
outreach.
This included:
Toolkit 1: Prompt sheet for calling schools and to record outcome
Toolkit 2: U of Greenwich “Offers to Train” form to be emailed (or posted) to
schools accepted on the project
Toolkit 3: Outreach PowerPoint presentation in 2 parts
- part 1 to use to introduce concept of ITT and having a BT to the whole dept
part 2 to use specifically for training the mentor
Toolkit 4: Paired placements PowerPoint presentation
Toolkit 5: Mentor Handbook
Toolkit 6: Follow up call sheet for schools taking trainees in autumn term

6. The Networking Conference
The target audience was:
• departments new to taking trainees and
• experienced mentors ready for further CPD
The conference focused on:
• effective lesson observations and feedback,
• higher level mentoring and coaching skills to support
trainee teachers
• giving delegates a chance to network and ask
questions

7. A successful Conference because:
A lot of personal contact between cluster members and schools to
encourage attendance
It met delegates’ needs of varying levels of experience
The trainers were known to us and well-briefed to deliver to the
appropriate level
Delegates were given a choice of sessions
Outcomes recorded graphically which gave another dimension to the
day and facilitated sharing information between the two groups at the
end
Both sessions actively involved the delegates throughout the day
The venue was known and offered good facilities and it was easily
accessible using a wide variety of transport methods

8. Project outcomes
Strengthened relationships between cluster schools and HEI
Some schools have had more than one INSET and some schools have
combined the maths and science departments for the INSET so leading to
further collaborative working in those schools
8 targeted schools from Phase 3 are now offering placements in Maths, Science
or both subjects
Over 100 staff in 12 schools now have enhanced skills for supporting trainees
Co-mentoring developing in schools so new mentors train “on the job” alongside
an experienced mentor
7 staff in the cluster schools have experienced enhanced hands-on professional
development for themselves through working with colleagues to fulfil the aims of
the project

9. Models of working that
underpinned the project
• support from HEI from start to finish
• continuity – we worked with colleagues who had been involved in previous
projects, the same 5 cluster schools across Phase 2 and 3 and continued our
focus on facilitating maths and science placements
• effective administrative support with dedicated project hours in the lead school
• pro-active systems for paying expenses and cover costs saved a lot of time
• personalising all communication to contact schools
• targeted and persistent communications to potential outreach schools through a
variety of channels
• easy for busy teachers to respond to communication: reply slips, addressed
envelopes, emails

10. Impact of involvement
in the PDS project
On the schools
• increasing opportunities for improving practice through networking, sharing
expertise and trialling new innovations
• CPD for staff involved in the project, e.g. delivering INSET in their own and
other schools, training and increasing confidence in mentoring
• whole departments trained in supporting trainees – providing new ideas and
more adults in the classroom to improve pupils’ experiences
On ITT providers and trainees
• additional places for trainees in maths and science
• more mentors with increased confidence, able to support trainees better
• better experiences for trainees leading to better retention rates once qualified

11. Quote from Science Tutor at
University of Greenwich:
“The PDS project has given mentors renewed interest in mentoring and
developing their mentoring and coaching skills. This year I have noticed
an increased level of interest in the departments I work with. In several
departments students have co-mentors - an experienced mentor
working with a new mentor helping them to develop their mentoring
skills. I think this is a good model and I intend to discuss this at the next
science mentors' meeting in May.
The PDS project has also raised mentors' awareness of issues such as
the plateau trainees often reach during the B-placement. Many of the
science mentors picked this up from the conference last year and have
used the strategies mentioned, or developed some of their own, to help
students move on.”