This document summarizes a project aimed at strengthening teacher training placements and enhancing trainee skills through collaboration between secondary schools and teacher training providers. Key aspects of the project included pairing trainees for team teaching experiences, having trainees serve as learning mentors for students, and developing guidance materials on implementing collaborative practices. Evaluation found benefits for both trainees and students, such as trainees gaining subject knowledge and students receiving additional support. Trainees, teachers, and technicians provided positive feedback on collaborative experiences. Results were disseminated through guidance documents and presentations to educators.

1. Supporting the modernising
agenda through ITT
ECM
Beyond Partnership
Conference
Sheila Claxton AST -Gordano

2. Aims of the project
 To strengthen and increase multiple
placements (paired initially) and disseminate
good practice
 To explore ways to enhance the development
of trainees skills and pupil outcomes
 Provide materials for schools – How to guide

3. Who was involved?
5 Secondary schools ITT Providers
in SW 1  Bristol
 Gordano – (lead)  Bath Spa
 Priory
 Chipping Sodbury  University of West
 Downend of England
 Crispin

4. First Meeting
 Brainstormed ideas what we wanted to
achieve including impact data
 What contributions could be made by schools
 Funding

5. Range of Activities undertaken
 Trainees to produce  Intervention
a Science week in a  Work with G and T
primary school  Level 5/6 borderline
 Primary experience  Working as an LSA
 Coursework support
 How science works
 Booster sessions
 Technician input on a
 Development of
regular basis AfL
 Learning mentoring

6. Learning Mentor
Training with our learning
mentors then operating within
their faculties supporting
organisational skills,
coursework etc.
Identifying barriers to learning.

7. • 4 periods a fortnight
• 1 child per session
• Not classes they teach but for the
faculty
• Faculty identified pupils, 2 per trainee
• Need a space to meet the pupils in
• Needs of pupils – homeworks
missing, coursework, organization
• Split trainees between KS3 and KS4
for School Learning Mentors to
manage and then trainees swop
through the practice

8. What has the experience been
like for you (trainee)?
• Generally good. I enjoyed the 1:1 contact and
seeing the effects of my help.
• My encouragement and positive comments
seemed to have a positive affect
• Interesting – looking at pupils’ home life and
other factors that can determine their behaviour
at school. Helpful at widening subject
knowledge – GCSE coursework. Good for some
sort of pastoral training

9. • Year 8 frustrating (because of pupil). Year 10
productive and enjoyable
• Enabled lots of experience of 1:1 work – something I
have not yet really had. This will help for when I
have Sixth Formers coming to me or helping
individuals with coursework
• Good chance to get along side students and see how
they struggle with work/life balance and being an
understanding and listening ear students responded
well and it helped their class contribution (from staff
feedback)

10. Has mentoring helped you to fulfil some of
your QTS standards?
Yes 9 No 0
Please give reasons
• Pastoral care
• Assessment
• To contribute to corporate life of school
• Subject knowledge
• High expectations of pupils
• SEN support (Year 10)
• Differentiation

11. What has been the impact of
your contribution for the pupils?
• I think I’ve helped motivate the students in
question. Amount of homework being
completed has increased and I think the
students enjoyed talking to me in a less official
capacity
• Aided them with their Art coursework –
hopefully boosting their grades

12. • Both pupils (especially one!) became more
organised with their coursework.
• One pupil reduced his 5am paper round so
he is now less tired for school!
• Both pupils came to see me at other times for
extra help
• Year 8 – used as an Learning Support
Assistant and for behaviour management
• Year 10 – good outcome – clear progress
made in written work

13. What has the experience been like
for you (pupil)?
 ‘He was very good in helping me catch up’
 ‘I wasn’t able to understand what I needed to
do next and we put a plan together. I found it
really useful.’

14. How to Guide
 Guidelines
 Case Studies
 Key points to set up working protocols
 Supporting Evidence

15. Team teaching
Guidelines
This is an opportunity for the trainee to experience whole class teaching but able
to focus on different areas each lesson. This is also a good opportunity for
trainees to enhance their subject knowledge without feeling too exposed. The
class teacher can also keep contact with the pupils and therefore this is a way
trainees can have exam class experience whilst the teacher is comfortable with
the pupil progression.
Case Studies
Crispin School
For a class of Year 10 Chemistry (made up of students who had chosen Triple
Science as an option), team teaching was set up. Lessons were planned jointly
with both trainees and the normal classroom teacher having an input. The
lessons were split up into episodes with one of the trio leading each episode and
the lead role being rotated. The two remaining teachers would then help with
keeping students on task and with general organisation of the lesson.
Benefits:
Trainees were able to concentrate on one particular aspect of their teaching, for
example, managing a practical activity. This helped them to focus on that activity
without worrying about the follow-on tasks.
All three teachers felt that they had been a part of the lesson and had made a
valuable contribution to the learning in the classroom.
Students enjoyed the variety of activity and change of presenter style. Some
also remarked that they had not felt ‘abandoned’ by their classroom teacher, as
was the case sometimes when trainees took classes. Likewise, the classroom
teacher did not feel that she was ‘giving up’ the class.
Problems:
This training activity takes up a large amount of time for planning and it needs to
be very well–organised to ensure that transitions between episodes run
smoothly.
There were few classroom management issues with this class but this was
highlighted as potential issue in more challenging class by the trainees who felt
that students might get confused about who was ‘in charge’.
Some students remarked that they sometimes were unsure about to whom they
should address their questions.

16. Key points to set up the working protocols
 Collaborative planning.
 A clear decision needs to be made about who is leading the lesson. This
can change each time and may depend on the subject content and how far
into the practice the trainee is/confidence/capability.
 The pupils need to be briefed as to how the lessons will operate to avoid
confusion.
 Allocate responsibilities openly in front of the class
 Smooth transitions – dependent on planning
 Pre-emptive warning to trainees ‘Mr A will be doing the demonstration
shortly’ this avoids teacher or trainee not prepared for their ‘bit’
 Promote active use of the teacher as helper.
 ‘Mrs D- could you please deal with pupil X – thank you’
 ‘Mr E – could you hand the books out’
 The trainee can meet the standards with this experience as part of their
timetable and the pupils benefit from an extra adult in the room enhancing
their learning experience.

17. Small group Work
This is a great opportunity for trainees to model practice that they can then take out to a
whole class situation. Pupils also benefit because they can be targeted by the class
teacher and materials, discussion groups etc focussed on them directly. The target
group of pupils can be wide ranging from ability based to learning styles to catch up
absentees etc.
Key points to set up the working protocols
• The class teacher should have a clear idea of the pupils for the target group and
why (to inform planning) and this information should be shared with the trainee
and the pupils.
• The length of time the group is to operate for.
• Co-planning with the trainee should be in operation to enable the trainee to see
where the pupils have come from and how they can then be dovetailed back in to
the class after the series of small group lessons has been completed and the
learning that needs to occur during the experience.
• Suitable place for the trainee and group to operate- in the class, in another room
(who is supervising), library possibility as another adult in contact.
The trainee has the benefit of being able to try out techniques that they have not yet
used in a whole class teaching situation or need to improve e.g.
• Areas of AfL such as questioning techniques and peer marking
• Modelling
• Group talk
• Areas of B4L
• Marking e.g. coursework
The trainee can also take the main scale resources and see how they may need to be
tailored more specifically for their target group.

18. Evaluation of experience
 Commonality of approach using
questionnaires
 Trainee
 Pupil
 Mentors/teachers
 Support staff
 Data tracking
 How to Guide for schools/providers written

19. Comparison of Average Test Scores achieved
when taught by Gordano Science Teachers and
PGCE Science Student
80
Average Test Scores
70
60
50
PGCE
40 Science
30
20
10 Average
Test Score-
0
Gordano
Samantha
James
Hannah
Jagpal
Mark
Sophie
Keiran
Oliver
Lydia
Kelly
Lucy
Teachers
Name of Pupil

20. Bar Chart comparing average test results - Year 8
Pupils : Mathematics
20
15
Average Test Score
10
5
0
1 3 5 7 9 11 13 15 17 19 21 23 25
Blue = Gordano, Yellow= PGCE

21. Comparison of TMG with Level achieved in
Coursework Task marked by PGCE Student
20
18
Level (see conversion below)
16
14
12 Target Minimum Grade
(TMG)
10
PGCE Humanities
8 Coursework
6
4
2
0
Pupils

22. Supporting Evidence
 Year 9 test results:
75% of students achieved or beat their target
level for the year in the topic taught by the
pair of trainees.
 Year 7 test results:
58% of students achieved or beat their target
level for the year in the topic taught by the
pair of trainees.

23. Trainee Comments:
 Joint lesson planning was very effective. The class
teacher’s input improved the structure and purpose
of the lesson.
 Collaborative teaching gives you another resource
of ideas and opinions, as well as another pair of
hands, eyes and ears in the classroom.
 Mentor meetings as a pair were not at a problem as
we all had a professional relationship
 Collaborative teaching allows you to concentrate on
your teaching at an earlier stage with less focus on
classroom management.

24. Supporting Teacher Comments:
 An extra pair of eyes is always useful during
practical sessions and depending of the relationship
between the trainees can help with behaviour
management
 Collaborative teaching gives a smaller pupil: teacher
ratio
 No problems experienced giving shared oral
feedback with multiple trainees present.
 The supporting teacher needs to recognise that it is
more important to support learning than managing
resources.

25. Technician Comments:
 Planning lessons, especially those involving
practical work can be daunting for trainees. One of
the most rewarding aspects of this job is to discuss
with the trainee in advance what they hope to
achieve from the practical side of the lesson and, by
practising beforehand, ensuring that the procedures
are safe and go as planned.
 Benefits of working with trainees: Job satisfaction,
observing trainees as they gain confidence.
Listening to new ideas brought in by them – very
useful!

26. Dissemination
 How to Pack – protocols for setting up team
teaching, learning mentoring etc
 Presentations to Heads of Science networks
and Head teachers
 Presentations at ITT Provider conferences
and or workshops
 Guide on websites