Session 3 Lynda Metcalfe Kemnal Technology College


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Session 3 Lynda Metcalfe Kemnal Technology College

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.”