Session 6 Sheila Claxton Gordano School

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Session 6 Sheila Claxton Gordano School

  1. 1. Supporting the modernising agenda through ITT ECM Beyond Partnership Conference Sheila Claxton AST -Gordano
  2. 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. 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. 4. First Meeting  Brainstormed ideas what we wanted to achieve including impact data  What contributions could be made by schools  Funding
  5. 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. 6. Learning Mentor Training with our learning mentors then operating within their faculties supporting organisational skills, coursework etc. Identifying barriers to learning.
  7. 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. 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. 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. 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. 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. 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. 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. 14. How to Guide  Guidelines  Case Studies  Key points to set up working protocols  Supporting Evidence
  15. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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