Session 6 Catherine Jones Bitterne Park School


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Session 6 Catherine Jones Bitterne Park School

  1. 1. Beyond Partnership Conference: Supporting ECM through ITT Thursday 25th June 2009
  2. 2. Schools and colleagues involved  Bitterne Park School (Catherine Jones)  Upper Shirley High School (Ruth Peak)  Noadswood School (Joanna Barge)  Quilley School of Engineering (Liz Perry)  Cantell School (Helen Stanley)  ITT link (Julie-Ann Edwards)  Administrator (Zena Davis)
  3. 3. Project objectives (summarised)  Paired placements (Science and Maths) so trainees experience joint planning, teaching and evaluation  To further develop Science and Maths mentors’ skills through paired placements and additional mentor training  Collaborative cross-curricular planning (CCP) and teaching to further trainees’ experience of joint planning, teaching and evaluation  Pupil voice/Learning Monitors: trainees work with pupil observers, to improve pupil voice and trainees’ use of pupil feedback  To enhance trainees’ understanding of the role of other adults in the classroom
  4. 4. What did we do to address our objectives?  Trained two phases of ‘Learning Monitors’ [pupil observers] from all the cluster schools, first phase used a consultant, second phase was conducted ‘in house’ (PGCE trainees were involved in both training days)  Trainees received input from Learning Monitors on their role, and were then observed by LMs  Science and Maths mentors received extra training at University of Southampton  Trainees received training session on collaborative cross-curricular planning, then taught and evaluated cross-curricular lessons  Learning Monitors completed pre and post-training questionnaire on their attitudes to learning  Trainees worked with other adults in the classroom acting as TAs and shared classes to experience role of TA working with another trainee
  5. 5. How did we work together as a partnership?  Initial meetings to focus our work (at a partnership school)  Meeting to draft training plan (central location)  Joint training of Science and Maths mentors (at University of Southampton)  Joint training of Learning Monitors (in two distinct phases) involving ITT and pupils from all partnership schools (central location)  Joint training of ITT from all schools on CCP  Meetings to submit reports, draft presentations (partnership school)  And a lot of e-mail communication!
  6. 6. What have been the key achievements? (overview)  Eight pupils (at least) per school have been trained as Learning Monitors and have met PGCE trainees and observed lessons to evaluate their practice  Trainees have collaboratively planned and taught cross-curricular lessons which have been evaluated by the trainees and Learning Monitors (and videoed)  Paired placements in Science and Maths have been undertaken with trainees planning for and teaching shared classes, with trainees working as TAs with their peers  Science and Maths mentors have been more thoroughly trained and worked with pairs of trainees
  7. 7. Achievements, impact  Collaborative planning rated very highly by PGCE trainees and Learning Monitors [achievement]  Collaborative planning/teaching has made overt links across departments [achievement]  Collaborative planning/teaching is addressing the needs of the new National Curriculum (skills and processes common to different subjects) [achievement]  Colleagues in cluster schools are now able to train Learning Monitors in lesson observation [achievement]  Impact of LM training on LM’s attitude to learning has been measured via questionnaire [impact]  Impact on trainees’ planning and teaching has been measured [impact]
  8. 8. To end….  You will now see part of a Professional Themes session where Learning Monitors addressed PGCE trainees on their role in school and other related issues  You will also see two Learning Monitors feed back to a PGCE trainee  Then feel free to ask any questions