Session 2 D Reen Struthers Roehampton University

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Session 2 D Reen Struthers Roehampton University

  1. 1. Professional Learning Schools -A Model of ITE partnership practice Phase I 2006-07 Phase II 2007-08 Phase III 2008-09
  2. 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. 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. 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. 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. 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. 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. 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. 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. 10. High View Primary Lead School Joyce Ridge & d’Reen Struthers Roehampton University d.struthers@roehampton.ac.uk

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