B I D D U L P H H I G H S C H O O L T D A F I N A L P R O O F P D F

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To assess the impact of ITE and using this to raise achievement in Schools through the development of models of ITE

DISSEMINATION MATERIALS

EXECUTIVE SUMMARY SECTION ONE Pages 2 - 13 HEADTEACHERS/GOVERNORS

What pupils feel about the impact of Trainee Teachers on schools.

Pupil Voice (Transforming Learning)

What School Leaders think about Trainee Teachers What Professional Mentors Think of Trainee Teachers What School Mentors think of Trainee Teachers

What statistics show about the impact of ITE on pupil progress

SECTION TWO Pages 14 - 25 PROFESSIONAL MENTOR/MENTORS/TEACHERS

Guidance/support materials on how to make effective use of Trainee Teachers to raise achievement.

Guide sheets on how to raise achievement through ITE

Video exemplars of Trainee Teachers supporting Learning Learning Logs - found on CD

SECTION THREE Pages 26 - 34

Detailed research findings Contributions from Tom Abbott and Lyndsay Ratcliffe, Biddulph High School, Derek Peters and Leslie Loftus, Alder Community High School, Chris Wheeler, Ashton-on-Mersey School, Simon Lennox, Audenshaw School, Lynn Winters and Diane Beer, Bramhall High School.

This PDS case study reports on the outcomes of a one year project supported by funding from the Training and Development Agency for Schools (TDA) as part of the Partnership Development Schools (PDS) Strategy between 2008-2009. The project was designed to address the following regional Initial Teacher Training (ITT) priorities - to assess the impact of ITE (Initial Teacher Education) and using this to raise achievement in schools through the development of models of ITE. We offer our thanks to the Hay Group for allowing us the use of ‘Transforming Learning’ in the

conducting of pupil voice surveys.

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EXECUTIVE SUMMARY

Assessing the impact of Initial Teacher Education and using this to raise achievement in Schools through the development of models In ITE

In summary:

Trainee Teachers do have a substantial positive impact on pupils’ development, learning and achievement in a wide range of direct and indirect ways impact on the progress and attainment of pupils.

Schools (and parents) should be re-assured that having numbers of trainees in a school does not adversely

1. We tried to assess the impact of trainees on pupils’ learning by using a nationally recognised commercial on-line programme whereby pupils judge the trainees’ classroom performance under 9 headings.

The trainees’ scores after 7 weeks are then judged against average scores of course teachers (see appendix for details). The pupils’ survey (500) results find little overall difference in the standard of classroom learning environment. Pupils found that trainees encourage and develop good levels of pupil participation and use a wide range of classroom approaches to make the lessons more interesting.

Results demonstrate that the average performance of the Trainee Teachers in the Trainee account varied little from the results which might be found in any average school. A number of Trainees performed in the top band of the 30% highest quality teachers.

2. BRAMHALL HIGH SCHOOL’S research over 5 years looked at complete year groups who had had significantly different amounts of involvement with Trainee Teachers. Each cohort was divided into 3 categories based on their level of contact with Trainee Teachers :-

a. many trainees b. an average number of trainees c. few or no trainees

The SATs results in English, Maths and Science and all GCSE results were compared for each of the 3 groups. The results showed that there was no significant difference between the attainment levels of any of the cohorts; this would indicate that even using lots of trainee teachers has no detrimental effect on pupils’ results.

3. HEADTEACHERS’ VIEWS

Trainee Teachers help to further promote a culture of learning and an ethos which focuses on critical reflection and self improvement. Huge benefits are gained, enthusiasm and drive enhances teachers’ development – raises the quality of teaching across the school and therefore enhances pupils’ experiences, vitality and creativity.

4. PROFESSIONAL MENTORS’ VIEWS Summary of results of research project conducted jointly by University of Manchester, Manchester Metropolitan University, Liverpool John Moores University, Open University, University of Chester and Liverpool Hope University. There are many intermediate benefits from school participants in ITE. These include opportunities for host teachers to reflect upon and improve their own practice, a platform for professional learning especially through links with HEI, and benefits in terms of teacher retention and recruitment.

In nine areas Professional Mentors and Subject Mentors felt having trainees had a positive impact on schools – 2 areas neither positive nor negative and only two areas declared to have a negative impact. Also collection of Professional Mentors and Subject Mentors views outlining in detail the advantages.

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EXECUTIVE SUMMARY

Assessing the impact of Initial Teacher Education and using this to raise achievement in Schools through the development of models In ITE

5. Trainees can be used in a wide range of situations to enhance pupils’ development and attainment. We have provided ideas and support materials under the following headings:- Working as Trainee Teachers Helping with Excursions Working with Selected Pupils Group Work Helping the Form Tutors Extra Curricular Increasing Pupils’ Motivation Community Cohesion Inspiring Pupils Designing Resources Learning from Each Other

Trainees’ involvement in all the above will also have an impact on pupils’ learning and development.

6. Appendix 1 – Detailed analysis of Pupils’ Voice results

7. Appendix 2 – Bramhall – detailed analysis of pupils’ results

8. Appendix 3 – Detailed results of joint Universities research - re Secondary Co-ordinators’ Views on the impact of ITT in their Schools a) 11 areas of Positive Impact – scores over 50% b) 5 areas of Neutral Responses of scores over 50% c) 2 areas of Negative Impact on scores over 50%

Positive Impact over 50% Positive Responses

Your professional development? 93%

Colleagues’ professional development? 96%

The knowledge base of the departments? 75%

The climate of learning? 74%

Whole school activities? 53%

Whole school finances? 58%

Staff relationships? 74%

Staff Room culture? 58%

Whole school ethos? 69%

Pupils’ learning gains? 65%

Pupils’ motivation for learning? 66%

Neutral Impact over 50% Neutral Responses

Your income? (do you receive payment?) 56%

Whole school exam/rest results? 86%

Parental attitudes? 77%

Pupils’ behaviour? 51%

Pupils’ attitudes to school? 61%

Neutral Impact over 50% Neutral Responses

Your workload? 55%

Colleagues’ workload? 57%

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EXECUTIVE SUMMARY

Assessing the Impact of Initial Teacher Education and using this to raise achievement in Schools through the development of models In ITE

9. Appendix 4 – Abstract of Steve Hurd’s Research a) 2004/2005 - Does school-based Initial Teacher Training affect Secondary school performance?

ABSTRACT This paper investigates the effect of Trainee Teachers on Secondary School student outcomes. The additional resources which schools receive from being involved on Teacher Training offers them an opportunity to raise standards, but this has to be set against the possible losses due to school students being taught by inexperienced teachers and the diversion of mentors’ efforts away from the classroom. Inspection evidence is used to assess whether Trainee Teachers adversely affect school students’ test and examination results. The findings of their research are that the number of trainees has no significant effect on school results at A-Level or GCSE, or on the overall value-added between Key Stage 3 and GCSE Level. However, at Key Stage 3 Level age 14 there appears to be a very small depressing effect on achievements in schools with larger numbers of trainees. b) A Review of Research 2007 HEADLINES Most of the research on teacher education focuses on its wide effectiveness rather than its impact on schools Trainees can have a positive impact by boosting school resources in financial terms, by providing more adult helpers on the classroom, and by bringing new knowledge and skills The main negative effects relate to the impact on teachers’ workloads. This is accentuated when schools have to cope with a trainee experiencing problems The majority of school co-ordinators and mentors, especially in Primary Schools, believe that the presence of trainees improves the climate of learning in the classroom A statistical comparison reveals that training-active schools achieve higher test scores at both Key Stage 2 and Key Stage 3 than the schools that are not involved in school-based training Statistical analysis shows that in Secondary Schools that host more than 7 trainees per placement, additional trainees bring about further gains in average Key Stage 3 scores, even after allowance has been made for ability, social and school characteristics Lower numbers of trainees are associated with a half-point depression of average Key Stage 3 results. This is likely to reflect differences in the way trainees are managed in schools that are reluctant participants in ITE Trainee numbers have no significant impact on GCSE and ‘A’ level points or on Key Stage 3 to GCSE value added. This probably reflects the fact that most teaching by secondary trainees is at Key Stage 3 level

There are many intermediate benefits from school participants in ITE. These include opportunities for host teachers to reflect upon and improve their own practice, a platform for professional learning especially through links with HEI, and benefits in terms of teacher retention and recruitment (Steve Hurd, Centre for Research and Development in Teacher Education. The Open University – 5 May 07)

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What do pupils feel about Trainee Teachers?

What impact do Trainee Teachers have on learning?

Using the Hay Group confidential on-line questionnaire Transforming Learning over 500 pupils in 52 classes participated in the research. The investigation into Pupil Voice took place following the Trainee Teachers’ long practice when they had responsibility for the learning of a whole class for at least six weeks. The trainee Teachers were assessed by the students in their classes against nine factors which help to support effective learning.

Results demonstrate that the average performance of the Trainee Teachers in the Trainee account varied little from the results which might be found in any average school. A number of Trainees performed in the top band of the 30% highest quality teachers.

CLARITY - the transparency and explicit relevance of what goes on in class

ORDER - discipline and structure in the classroom

STANDARDS - expectations of achievement and encouragement to improve

FAIRNESS - justice and equality within the classroom

PARTICIPATION - pupil involvement and influence in the running of the class

SUPPORT - encouragement to try new things and learn from mistakes

SAFETY - absence of threat or fear

INTEREST - stimulation and fascination in class

ENVIRONMENT - the comfort and attractiveness of the physical environment

(Source: Transforming Learning Hay Group)

Pupils noted that Trainee Teachers used a varied

approach to learning, making the lessons more

interesting

The pupil survey results

found little overall

difference in the quality

of the classroom

learning environment

compared with their

normal teacher

PUPIL VOICE

They said Trainee

Teachers supported them

in being more inclusive

by developing greater

levels of participation in

the classroom

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“Having Trainee Teachers in our school has enormous benefits. They play an integral part in the learning that takes place in our school. They bring enthusiasm and drive, are willing to take risks with new approaches to learning which children find exciting.”

“Many of our students can relate to young Trainee Teachers who have

recently been through the education system. This has helped enormously

with raising the aspirations of our students.”

“We support around 20

Trainee Teachers each

year and these extra

adults can make a big

difference to the progress

in the learning of

particular pupils. By

using trainees to extract

small groups of students or

by tutorial work with

individual pupil progress

has been enhanced.”

Headteacher: Stephen Collier Biddulph High School, Staffordshire 2008: 5 A*-C = 75% CVA: 4 year average 1020 DCSF 2007 Award for Sustained Improvement DCSF 2008 Value Added Award SSAT Sustained Improvement Award 2007, 2008 SSAT Value Added Award 2007, 2008

HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS?

“Being heavily involved in Teacher

Training for 12 years has brought

huge benefits to the enhancement

of my teachers’ professional

development. The opportunity to

mentor other teachers supports self

- reflection. The mentoring of

Trainee Teachers has given staff

opportunities for improving their

skills in lesson observation and has

helped to raise the quality of

teaching across the whole school.”

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“It reinforces the learning and training ethos of the school; there’s a sense of excitement and anticipation, sense of looking forward, sense of someone wanting to achieve, a sense of wanting to look after individual teachers, helping them to succeed and training them well, wanting them to do well. It links with your NQT programme, your Young Teacher Programme, your Leadership Programme and the whole process is seen as a continuum. ”

“They perk up your own practice and remind you of what best

practice can look like.”

“Training is a philosophical

focus of the school. We see the

training of new teachers as the

starting point. Leadership

should be related to expertise

and many of the trainees coming

into our school are expert in

many of the new approaches,

assessment for learning, starters,

plenaries and activity lessons.

When teachers are assessing

trainees they are continually being

reminded of teaching standards and

makes you think again about what

you are doing.”

Headteacher: Mike Osborne-Town John Taylor Specialist Leadership School OFSTED 2007: “John Taylor is an outstanding school with an outstanding Sixth form.” 5 A*-C = 80% 5 A*-C = 76% with English and Maths CVA Average 1010


“Pupils get a good diet of

active learning with Trainee

Teachers. When they are

team teaching they can take

small groups and there are

opportunities for them to

mentor individual students.”

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“Trainee Teachers are very much an asset to schools. They enhance the experience of pupils and refresh the pedagogy of teachers.”

Paul Hunt, Assistant Headteacher

“As leader of the Training School I truly believe that training teachers makes us more reflective and effective practitioners.”

Lynn Winters

Headteacher: John Peckham Bramhall High School 2008: 5 A*-C = 80% 60% 5 A*-C including Maths and English


“I can see that having trainee teachers has not detracted from my child’s results. Many of them improve motivation of my child as the Trainee Teachers are often younger and can be seen as a positive role model.”

Bramhall Parent

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“As a school we have a philosophical commitment to the development of new teachers. It gives us access to a rich vein of CPD development for our existing staff in mentoring trainees. We believe that good trainees can bring vitality and creativity to the Departments in which they work.”

Headteacher: Steven Turner Audenshaw School, Manchester OFSTED 2006 - Outstanding - “Overall quality of teaching and learning across the school is excellent”.

2008 5 A*-C = 70% A*-C (English & Maths) = 64%

How does the school benefit?

“Mentoring trainees helps

develop our own staff. It allows

us to identify talented trainees

for recruitment purposes to

enrich our staff. We benefit also

from the networking associated

with our involvement with

training institutions.”

How do pupils benefit?

“Pupils benefit from the youthful,

fresh ideas from trainees and we

find that pupils often have a sense

of empathy towards trainees as

they can see that they have to work

hard to learn too.”

How do staff benefit?

“There is a huge amount of professional development in mentoring and staff

are now starting to complete a Post Graduate Certificate in Mentoring which

is worth a third of a Masters Degree. Also, trainees bring new personalities to

the staff room.”


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Lyndsay Ratcliffe, Professional Mentor

“A Trainee Teacher within a

department helps staff to update their

own subject knowledge and refreshes

their own teaching, as trainees bring

new ideas into the classroom. This

enables you to pay more attention to

the fine detail of teaching and ensures

you are moving practice forward.”

Derek Peters

Professional Mentor

Alder Community High School

“Every time I have a fresh cohort of students

I look forward to learning something new.

Their enthusiasm is contagious and

motivational, their preparation in most cases

is exemplary and some of the strategies I get

to see in the classroom during observations

really give food for thought.”

I learn new techniques or ideas which I can

use to enhance my own teaching even after

38 years in the classroom. The whole

experience is worthwhile.”

HOW DO SCHOOL PROFESSIONAL MENTORS VIEW TRAINEE TEACHERS?

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“Trainees can contribute to out of school activities and new clubs/

societies.”

“It enables you to

identify cracks in your

own teaching; you

can see things as you

step back and

observe others.”

“Gives you great professional links to other schools and higher education institutions.”

“Having Trainee Teachers improves your lesson observation skills and helps you to identify what Ofsted

inspectors look for.”

“Good Trainee

Teachers can help

move groups of

pupils forward when

classes are split.”

“The mentor/mentee relationship has helped me improve my communication skills.” “Trainee Teachers can show us new ideas/techniques. I learnt how to use „Movie Maker‟ last year.”

“Doing observations makes me reflect on my own teaching and reminds

me how important (or unimportant) certain things are. It also reminds me of

all the things I do without thinking now, which are working well. I imagine

it‟s the same for colleagues within the department.”

“Trainees are

useful as classroom

assistants in BTEC.

They provide one-

on-one pastoral

support.”

“Pupils receive a different

style, different approach.

Trainees have fresh ideas

and up-to-date subject

knowledge. A break from

me!”

“A different „face‟ and

teaching style for a

few months can be a

really positive experi-

ence for some pupils,

giving them a chance

of a „clean start‟.”

“They are a keen

and enthusiastic

presence in the

staffroom whereas

we old folk are all

tired and jaded!

(sometimes).”

“The school is more focused on

reflective practice from having

trainees in the department.”

HOW DO SCHOOL TEACHER MENTORS VIEW TRAINEE TEACHERS?

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“The ethos of the school is enhanced by Trainee Teachers as we all become role models, and it helps you to keep abreast of any changes in teaching styles.” “Having a Trainee Teacher enable teachers to become aware of newer teaching methods which can enhance learning and develop your own personal repertoire of skills.” “Trainee Teachers help to reinforce systems we have in the school and the value of them. Trainees have ideas and new ways of doing a task which can be refreshing.” “A fresh face often helps engage pupils, bring new ideas and find different ways of getting pupils involved.”

How do you, and your colleagues, benefit from taking Trainee Teachers?

It gives staff an opportunity to reflect on their own practice and consider their approaches to lessons. it also brings new ideas and initiatives into the classroom.

Excellent professional development for teachers who become mentors. It makes a department look at their own performance and deal with any weak areas. Trainees often contribute fantastic ideas and resources and give it a well needed boost of energy and enthusiasm.

It encourages you to reflect on your own practice. It introduces new ideas into the department. They bring with them new ideas.

It keeps us in touch with new ideas and initiatives, teaching methods, different styles etc …

How do the pupils benefit from the school having Trainee Teachers?

The pupils experience a fresh approach with more innovative ideas. They also get an enthusiastic delivery from teachers at the start of their career.

Lots of new ideas/teaching initiatives which have good resources. Trainee Teachers are often keen to carry out experimental learning and pupils gain lots from the time they have to plan interesting lesson ideas and resources.

Because a change is as good as a rest! Trainees bring a new perspective and different areas of expertise.

Sometimes the lessons can be more varied and interesting than the normal teacher. A contrast of teacher can be refreshing. However, sometimes having the trainees makes them appreciate you more!

How does the school, in its widest sense, benefit from having trainee teachers?

They bring new ideas and skills and keep things moving forward. It keeps the school current with educational trends and ideas. It provides an opportunity for

departments to share their expertise and also evaluate their own progress with a professional institution. It gives the school prestige in being a partner with a University, putting teaching and learning at the forefront of its priorities.

Trainees bring new energy - they introduce a new dynamic. The school can see potential new teachers in action. It keeps the school in touch with new

teaching initiatives and trends. Having trainees keeps the staff as a whole aware of current teaching issues. It raises the status of

the school professionally.

HOW DO SCHOOL TEACHER MENTORS VIEW TRAINEE TEACHERS?

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“We took a conscious decision twelve years ago

to become more involved with teacher training

and professional development. This became

crystallized in the form of Training School

status in 2000.

The involvement of a wide group of staff in

training and mentoring has had a substantial

impact across the school in raising the quality of

teaching and professional practice.”

John Peckham, Headteacher

Our study shows that Trainee Teachers do not adversely affect pupils’ progress.

The quality of our children’s education is only being enhanced by the effective use of Trainee Teachers.

Our results show a strong correlation between the actual and expected targets with negligible difference for the number of Trainee Teachers they have experienced.

“Bramhall High School has kept detailed records of the number of Trainee Teachers who have taught each individual pupil over the past 5 years. Using the group that completed GCSEs in 2008 we can clearly see that having Trainee Teachers has not had a detrimental impact upon our school’s results.”

WHAT IMPACT DO TRAINEE TEACHERS HAVE ON PUPIL PROGRESS?

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Links to Standards

Q - Qualified Teacher

Status

C - Core standards for

Main Scale

Teachers who have

successfully

completed their

induction

P - Post-Threshold

Teachers on the

upper pay scale

E - Excellent teachers

A - Advanced Skills

Teachers (ASTs)

TIP

An added extra to help

you implement the ideas

more smoothly.

The following pages contain a selection of ideas for Subject Mentors when considering more imaginative ways to encourage best practice from their Trainee Teachers. This is by no means an exhaustive list but rather it is a selection of ideas designed to inspire a more imaginative use of Trainee Teachers whilst they are at your establishment on placement. Electronic copies of each flier can be found on the enclosed CD-ROM if you want to enlarge them and decorate a specific part of the school, e.g. Staffroom or Training Room. Each flier has similar sections to help you to easily select different methods you might wish to employ.

USING TRAINEE TEACHERS EFFECTIVELY

Possible Activities

Just a taste of things to ask your

ITTs to try and do. They could

be given free rein in their first

placement and then for later

placements certain activities

could be chosen that best help

the ITT to meet the remaining

standards that they require

evidence for.

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Links to Standards

Q - 1, 2, 4, 5, 6, 9,

19, 20, 25d, 32, 33

C - 4a, 5, 6, 20, 40, 41

P - 9, 10

E - 7a, 14, 15

TIP

Get the Trainee Teacher

to work as a TA in a class

that they teach but

possibly in another

subject area.

Whilst some Trainee Teachers have spent time working as a Teaching Assistant others may have no idea as to how to use other adults in the room. As an empathy exercise get them to work closely with TAs and to become one for at least a day.


TEACHING ASSISTANTS

Possible Activities

Trainee Teacher shadows a TA

for a day and reflects on their

experiences

Trainee Teacher interviews a TA

about how they see their role

Allow them, if possible, to meet

specialist TAs and HLTAs

Trainee Teacher plans a lesson

with a TA to help them better

understand how to meet the

needs of certain pupils

Have a Trainee Teacher use you

as a TA

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Links to Standards

Q - 4, 17, 23, 24, 25a,

25c

C - 6, 19, 37c, 41

P - 9, 10

E - 14

TIP

Select a pupil, or small

group of pupils, for the

Trainee to support

during the lesson.

We all know of pupils who could benefit from extra help. This could include literacy, numeracy or ICT. Unfortunately we do not always have the time needed to dedicate to such pupils. However, Trainee Teachers may do.


INTERVENTION STRATEGIES

Possible Activities

Helping in library lessons,

whether they are English

trainees or not

Becoming reading mentors to

pupils

Simply being seen to be reading

amongst pupils sends a positive

message about reading

Organise literacy or numeracy

based activities such as book

clubs or after-school numeracy

support

Support official speaking tests

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Links to Standards

Q - 1, 2, 3a, 3b, 4

C - 6, 40, 41

P - 9, 10

E - 14

TIP

Whilst the Trainee

Teacher is engaging the

form, tutors could

interview students that

need closer attention and

take on more of a

mentoring role.

Trainee Teachers have long been attached to form groups but often they find it difficult to fit in as they are conscious that they do not want to tread on anybody’s toes. Take full advantage of having an extra pair of hands at the ready!


HELPING OUT THE FORM TUTOR

How to do it

Give the Trainee Teacher a few

suggestions for things to do.

This gives a greater sense of

ownership

Design a daily quiz, keep scores

and award prizes at the end of

the week

Deliver a short activity related to

the ECM and PSHE agendas

Signing planners and picking up

issues with pupils gives them a

real responsibility

They could practise starter

activities on the form and perfect

them in time for their lessons

Plan and direct a form assembly

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Links to Standards

Q - 1, 2, 3, 4

P - 7

E - 2, 6

TIP

Encourage Trainee

Teachers to issue

rewards that are linked

to attainment as well as

effort

Teaching is still very new to Trainee Teachers, whatever their age; make a real difference by channelling this energy ….. whilst you can!


MOTIVATION

Possible Activities

Trainee Teacher and usual Class

Teacher split the class between

them for certain activities and

add an element of competition to

the lesson

Designing a revision lesson that

small groups are sent to during

the main lesson

Provide lunch time and breakfast

club revision lessons

PE Trainee Teachers provide

coaching for aspirational skills

Good Trainee Teachers can be

used to inspire less motivated

staff when in their lessons

Create statistical charts for form

time, e.g. attendance, merits,

punctuality

‘Buddy up’ with certain pupils to

motivate and inspire them

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Links to Standards

Q - 1, 2, 4, 9

C - 1, 2, 5, 6, 40

P - 9, 10

E - 14

TIP

Trainee Teachers could

talk to groups of Year 9,

Year 11 and Year 13

students

We have, from time-to-time, attempted to ignite the fire of learning in our pupils and found that they do not always aspire to University. Trainee Teachers can offer a fresh perspective and pupils are more receptive to those who have recently graduated.


INSPIRING PUPILS

Possible Activities

As a group, Trainee Teachers

could give an assembly about

life in Further Education

Offer a drop-in session to

anyone wanting to know about

Further Education

Hold a question and answer

session with Gifted and Talented

pupils of any age

In Financial Literacy lessons

Trainee Teachers could discuss

the impact of their Student Loan

Organise a trip to their

University

Many Trainee Teachers have

valuable life experiences that

will inspire pupils

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Links to Standards

Q - 2, 4, 6, 7a, 10, 14

15, 17, 24, 25a

C - 40

P - 9, 10

E - 14

TIP

The best presentations

could be written up as a

TLA Level 1 (once they

qualify)

An important skill for the modern day teacher is having the ability to present to others. Any Trainee Teacher hoping to progress in the profession will appreciate being given the opportunity to develop these skills.


LEARNING FROM EACH OTHER

Possible Activities

Presenting to other Trainee

Teachers (and maybe NQTs)

about a lesson that they felt went

really well

Feeding back at faculty meetings

on a successful starter, plenary

or resource that they have used

Observing the lessons of other

trainees and offering feedback

(under the guidance of an

experienced mentor)

A day could be given over at the

end of the placement where

these presentations happen as a

‘celebration’

Give presentations on topics

they are doing in assignments

for their course

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Links to Standards

Q - 2, 4, 6, 7a, 10, 14

15, 17, 24, 25a

C - 40

P - 9, 10

E - 14

TIP

Give Trainee Teachers an

experience of the

paperwork by letting

them complete a copy as

if it is the real one. This

is great evidence for their

files.

Many schools acknowledge that a number of pupil excursions could not have taken place without Trainee Teachers being involved. But do not simply think of them as an extra pair of eyes - though that is a distinct advantage!


HELPING WITH EXCURSIONS

Possible Activities

Phoning possible places to visit,

to research costs, etc.

Getting quotes for coaches/

transportation

Drafting the letter to be sent

home

Collecting and recording reply

slips

Organising the lunches for

pupils with free school meals

Designing worksheets

Helping pupils to write a letter

of thanks following the visit

Organise a trip to their

University

Many Trainee Teachers have

skills that can enhance a visit,

e.g. local knowledge, another

language

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Links to Standards

Q - 1, 2, 24, 30, 32

C - 6, 37c

P - 9, 10

E - 14

TIP

Remind Trainee

Teachers that there is

more to extra-curricular

activities than just sport!

Trainee Teachers bring a wide range of skills and experiences that can benefit the full spectrum of pupils.


extra curricular

Possible Activities

The placement before

Christmas offers a chance for

involvement in productions

and religious festivals

Running a video club at lunch

for younger pupils (the

Simpsons works really well)

Stress that any talent or interest

that they have can be used to

influence and motivate pupils

PE Trainee Teachers offer a

chance for groups of pupils to

receive coaching that they

would not otherwise access

Running breakfast, homework

and revision clubs

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Links to Standards

Q - 1, 2, 4, 6, 10, 25a,

25d, 26b, 28, 32

C - 4a, 6, 10, 19, 29a,

29e, 37a, 40, 41

P - 9, 10

E - 3, 7a, 14, 15

TIP

If you have more than

one Trainee Teacher in

the Department try using

them both in the same

class. Both can then be

given pupils with

different learning needs,

e.g. G & T or SEN

Why not use your Trainee Teacher to focus on a specific group within a class? They could work with your SEN or Gifted and Talented pupils; your C/D borderlines; disaffected groups - the possibilities are endless!


FOCUSED GROUP WORK

Possible Activities

Observe your trainees

interacting within the class that

you want them to work with.

Do they work well with

certain groups?

Maximum group size of 5

If you can get them another

appropriate room they will feel

more in charge

Discuss why you have

assigned them a particular

group and let them be involved

in the planning stage

The Trainee Teacher could take

the majority of the class whilst

the class teacher removes the

focus group

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Links to Standards

Q - 4, 5, 6, 14, 32

C - 6, 40

P - 9, 10

E - 14

TIP

Give a few options or

encourage Trainee

Teachers to come up

with their own projects

For many specialist schools outreach work is an area that needs to be supported. Again, it can be hard to allow a number of teaching staff out on the same day. Trainee Teachers’ contributions can be very valuable in ensuring the safety of the children.


ENHANCING COMMUNITY COHESION

Possible Activities

Teach lessons in a different

school setting e.g. Primary if

training for Secondary

Design opportunities for pupils

from your schools to attend

revision days at other schools

Supporting non-specialist

colleagues in partner Primary

Schools, e.g. languages

Offering sessions to parents

e.g. ‘Parents in Partnership’

events

Arranging for outside agencies

to come in

25

Links to Standards

Q - 6, 9, 10, 11, 17, 23,

35a, 32

C - 4a, 27, 29a, 40

P - 9, 10

E - 7a, 14, 15

TIP

Involve the Trainee

Teacher in the planning.

This way they will

understand the learning

outcomes behind the

activity that they are

going to be designing

From time to time we all have great ideas for learning activities, however we often lack the time to create these strokes of genius. Why not encourage your trainee to use them in their lessons and to make a class set for you to keep?


DESIGNING RESOURCES

Possible Activities

Putting resources on the VLE

Card sorting activities

Differentiated worksheets

Starters & plenaries

Writing frames

Kinaesthetic activities

Activities for G&T, visual and

hearing impaired pupils and

pupils with additional learning

needs

Researching appropriate web

based resources

Creating instructional videos

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SUMMARY OF OUTCOMES

On average pupils perceive little difference between the classroom climate of Trainee Teachers and that of teachers nationally

Pupil voice can be used as a means of assessing the impact of Trainee Teachers on pupil learning if it is organised in a way in which pupils can feel confident that they cannot be identified, and that there are clear learning criteria against which the teacher is assessed. It would be difficult to see how the process of using Pupil Voice as a means of measuring the impact of ITT could be reproduced within a school without the relevant research investment of the Hay Group and the ability to standardise the results against a national database

Trainee Teachers are perceived by their students to allow high levels of pupil participation and have more interesting lessons than found generally among teachers on the national database

Trainee Teachers do less well in the view of pupils in order, standards and safety

There is a considerable variation range of pupil responses. Some Trainee Teachers in the final months of their teaching practice are, in the view of the pupils performing at a high level in comparison to their other teachers

Trainee Teachers’ prime focus is on improving their classroom management skills and keeping order in the classroom. They feel they need to improve aspects of clarity as well as pupil participation even though pupils feel they actually are performing quite well against the national database.

AIMS AND PURPOSE

As Trainee Teachers are generally in school for a relatively short time it is very difficult to ascertain if the impacts on pupil progress are positive or negative. To allay some of the fears suggested by School Managers we wished to use Pupil Voice to review the standards and qualities of Trainee Teachers, to compare their attributes with that of their “normal teachers” and standardise their performance against a national database.

Transforming Learning - Pupil Voice

METHOD

The focus of this part of the research was to try identify the views of pupils on the impact of Trainee Teachers on learning, and identify if the impact was a negative or positive one. The research used a commercial product produced by the Hay Group called Transforming Learning. This surveys the views of pupils and asks them to assess a range of their teacher’s qualities. It produces a report on what it is like to be a student in a particular class with a particular teacher. The research used for Transforming Learning identifies 9 key aspects or dimensions of teacher actions that impact upon student learning.

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There are nine dimensions of classroom climate which impact significantly on pupil motivation. See Annex for detailed explanations of dimensions. These are:

CLARITY – the transparency and explicit relevance of what goes on in class

ORDER – discipline and structure in the classroom

STANDARDS – expectations of achievement and encouragement to improve

FAIRNESS – justice and equality within the classroom

PARTICIPATION – pupil involvement and influence in the running of the class

SUPPORT – encouragement to try new things and learn from mistakes

SAFETY – absence of threat or fear

INTEREST – stimulation and fascination in class

ENVIRONMENT – the comfort and attractiveness of the physical environment (Source: Transforming Learning Hay Group)


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Transforming Learning questionnaires were used in 52 classes taught by Trainee Teachers and the results collected. These surveys took place in the spring and summer term of 2008 during the trainees’ long teaching practice. It was important that the Trainee Teacher had at least 6 weeks of responsibility/control of the class. It was also necessary that the children’s usual teacher should not be in the classroom, and that the trainee should have had an extensive time when they were in sole control of the class. This would allow the pupils memory and perceptions of their usual teacher to diminish and permit the Trainee teacher to set up a new classroom climate (learning environment).

In each class 10 pupils were surveyed using a confidential online questionnaire and the results analysed by the Hay Group. Results were published for each class reviewed and given to each of the Trainee Teachers. This illustrates to the teachers what pupils feel it is like in their classroom, benchmarked against all teachers, in all the schools who participate in Transforming Learning.

The Hay Group allowed us to set up a Trainee account and the results of the 52 Trainee Teachers’ classes were aggregated to provide a summary which could be analysed against the Transforming Learning Data base. Using this information it is possible to see how Trainee teacher’s lesson are perceived compared with experienced teachers in the host schools. Pupils’ perceptions of lessons and classrooms are based on their range of experience of other teachers (experienced staff in the 5 schools hosting Trainee Teachers long practice) and their classes. The summary graph shows how well the Trainee Teachers’ lessons are rated compared with the experienced teachers in the 5 schools that hosted trainees on their long teaching practice.

Results demonstrate

that the average performance of the Trainee Teachers in the Trainee account varied little from the results which might be found in any average school. A number of Trainees performed in the top band of the 30% highest quality teachers.

Using the Transforming Learning results it is clear that when Trainee Teachers take responsibility for a class for an extended period pupils feel that generally the learning environment is of a good quality and not detrimental to their learning experience.

Analysis of the results show that the Trainee Teachers in the sample scored particularly well in pupils’ perception of Participation, Interest and Environment and lower in Order, Standards and Safety. Having said that, overall they still performed well compared with more experienced teachers in the national database.


Fig 1: Summary Graph Cursor shows Average Score for Trainees

Top 30% of all teachers would appear in this band

40% of teachers appear in this band

Bottom 30% of all teachers appear in this band


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Transforming Learning results for the group of trainees can be aggregated in a number of ways. The point on the graph where the colour changes marks the average score for each dimension in the ‘model’ school. Where the cursor falls into the light blue area the performance of Trainee teachers is lower than the average that might be expected in the 5 host schools. From the results of the trainee account it appears that Trainee Teachers perform slightly below average in Key Stage 3 classes and slightly above average in Key Stage 4. This might at first appear unexpected, but this could result from teachers only allowing the very best trainees to take management of older pupils, possibly teaching outside their specialism at Key Stage 3 or having difficulty in pitching work of a suitable level for younger pupils.


Fig 2

Fig 3


30

Following the publication of the individual teacher’s class results, part of the online review asks the teacher to identify where they feel they need to prioritise their own professional development. Clearly this relates closely to the dimensions that were identified as weaker in the pupil’s survey. For Trainee Teachers in the early part of their development is it not surprising that a principal focus should be on order and developing the skills needed to control the class.


School data will be compared with all the Secondary School data in our 2002 norm database.


Chosen Priorities - Trainee Teacher

Fig 4

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POSITIVE TL (Transforming Learning) allows TT (Trainee

Teacher) to take a more holistic view of the classroom and enables the TT to identify areas for development

Allows TT to develop consistency in teaching across all classes

Provides specific measurable elements to focus on when observing other teachers ‘teach’

Acts as a checklist in planning, e.g. helps to identify why some classes are more enjoyable than others

Gives TT standards to aim for and build towards Pupil voice is relevant to the OFSTED framework

and TL can be compared to National Standards TL underpins SEAL (Social and Emotional Aspects of

Learning), addresses how the behaviour and planning of a teacher directly influences a pupil’s opportunity to learn

Pupil voice can highlight a dimension that needs clarification or which needs to be implemented correctly and consistently across all teaching groups

TL gives insight into what matters to children, such as feeling safe and highlights what is important in a learning environment

TL is a good process and makes the TT think carefully about their practice

TL has lead to more confidence in one’s teaching abilities, as pupils have a far higher perception of the classroom environment

It enables TT to move forward, not stagnate TL reflects a number of voices, not just one TL highlights where pupils and teachers differ in

their priorities, so learning can be more pupil orientated

TTs may tick all boxes in terms of standards, but pupil opinion is crucial to effective classroom environment

Pupils are very likely to be honest and give direct suggestions

TL is useful at the end of a placement as an evaluation tool

TL investigates the circumstances through which learning takes place

TL gives pupils a degree of ownership If teaching views pupils as ‘customers’, teachers need to

know their views and opinions in order to adjust lessons to suit them better

TL provides pupils with an opportunity to reflect on their learning and suggest ways in which the climate can be enhanced

TL gives an alternate way of viewing lessons TL gives a clear sense of progression to the TT Pupils are just as much part of the learning experience

Supports the understanding of what is important to learners in a classroom environment and how this compares to what

the teacher views as important All feedback is important

Following the completion of the Transforming Learning process, the Trainee Teachers were asked to complete a questionnaire about the whole process of using ‘Pupil Voice’ to assess the quality of the Learning Environment. A summary of the points made are listed below. They identified an extensive number of points which support the use of programmes like Transforming Learning in the assessment of learning in school.

Analysis of Trainee Teachers’ Responses

NEGATIVE

Not sure how carefully pupils think about their responses and what influences their judgements

There are so many elements to ITE (Initial Teacher Education), TL may add to the workload of trainees. A more informal way of consulting pupil voice could benefit TTs and pupils

Large amount of time needed to complete TL

Feedback was very revealing, but does not necessarily match own personal evaluation of one’s teaching

TL is not as valuable as the opinions of other teachers

Subjective viewpoints only expressed

Limited test group/small selection of pupils

Feedback not detailed enough, needs to be broken down and made more personal

Only one class perspective

Not enough time with the questioned class to make a judgement on the TT

Difficult to judge results, as there is a weaker relationship with TT compared to established class teacher

Only a very small sample, not really reliable

Feedback can be de-motivating and damaging to self esteem for an TT about to start on a teaching career

Difficult as an TT to fit into a normal class teacher’s routine and classroom environment

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A study showing that Trainee Teachers do not adversely affect pupil progress

At Bramhall High School we have kept detailed records of the number of trainee teachers that have been teaching our pupils over the last five years. We monitor and analyse the data to determine the influence that trainee teachers may have had on pupils’ external exam results. The study shows that trainee teachers do not adversely affect pupil progress. At the end of Key Stage 3 we added up the total number of trainee teachers that had taught our pupils and then ranked this information. We then divided each year group into 3 cohorts, those who had had the fewest trainee teachers, those with an average number and the final group who may have had as many as 12 trainees over the 3 year period. We then looked at their SAT scores and compared these with what we had as their target grades. We looked at the correlation between the observed and expected values, to see if this varied according to the number of trainee teachers that they had been taught by. The data below shows the results of the study of three year groups. All the year groups are identified by the year that they will leave our school. The class of 2008 refers to the year 11 group that finished in 2008, 2009 are the current year 11 and 2010 are this year’s year 10. Unfortunately, we have been having some difficulties in receiving appropriate English results from QCA and we will only include these when we have a complete set of results.

KEY STAGE 3

The closer the correlation coefficient is to 1 the better the relationship between the observed and expected values, whereas the closer the value is to 0 the more random the figures. Summary

At KS3 over the 3 year period there is no significant difference between the observed and expected values irrespective of the number of trainee teachers that our pupils have experienced.

Bramhall High School Key Stage 3 & 4 Impact Data

Class of 2008 Class of 2009 Class of 2010

Subject Student teachers

No. of pupils

Correlation No. of pupils

Correlation No. of pupils

Correlation

English All 307 0.68 All 275 0.69 All 265 -

Fewest 98 0.71 92 0.7 88 -

Average 99 0.67 90 0.73 88 -

Most 108 0.65 91 0.59 87 -

Maths All 307 0.63 All 275 0.85 All 265 0.90

Fewest 98 0.77 92 0.81 88 0.96

Average 99 0.53 90 0.85 88 0.88

Most 108 0.58 91 0.89 87 0.90

Science All 307 0.72 All 275 0.74 All 265 0.80

Fewest 98 0.66 92 0.76 88 0.89

Average 99 0.77 90 0.78 88 0.77

Most 108 0.77 91 0.66 87 0.86

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When examining the results table we can see that, although there is some variation in the results obtained by any cohort and between cohorts and years, analysis has showed that none of these has any statistical significance given the sample size. Looking at the maths results, these seemed to have the greatest amount of variability, so in order to create a control set of figures we analysed their results based upon their surname. We arranged them alphabetically and split the list into 3 groups to maintain the methods of analysis, and then again looked at their results comparing the observed and expected. This set of results reflects a similar degree of difference.

The control group (alphabetical) shows a similar pattern to that involving use of trainee teachers, which suggests that the differences are not dependent upon the number of trainee teachers. We have been able to extend our data to include one year up to GCSE and the table below shows the results of the 2008 class at this level. These show a strong correlation between the observed and expected values with negligible difference for number of trainee teachers they have experienced or with regard to their alphabetical arrangement of surnames.

GCSE RESULTS FOR THE CLASS OF 2008 Our results would suggest that a similar conclusion to that from the KS3 analysis may be drawn regarding the impact of trainee teachers on KS4 results. Future study will endeavour to confirm these results.


Year Letters Correlation

Class of 2008 Ab-Go 0.80

Gr-O’c 0.54

O’n-Ye 0.65

Class of 2009 Ab-Ga 0.89

Ga-Mu 0.87

Mu-Wy 0.81

Class of 2010 Ak-Gr 0.88

Gr-O’f 0.90

O’f-Za 0.94

Trainee Teachers Alphabetical Order

Overall 0.94 0.94

Fewest/beginning 0.93 0.95

Average/middle 0.96 0.94

Most/end 0.92 0.91

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Year on year our results suggest that we are getting closer to achieving our pupil targets, as can be seen on the graph below where the lines are converging and approaching perfect correlation (1).

This is still a work in progress as we intend to maintain a careful monitoring of the situation so we can assure our parents that, as a training school, the quality of their child’s education is only being enhanced by the effective use of trainee teachers.

KS3 Mathematics SAT Results

0

0.2

0.4

0.6

0.8

1

1.2

2005 2006 2007 2008 2009

Year

Co

rre

lati

on

Fewest Trainees

Average Trainees

Most Trainees

Linear (Overall)

Linear (Fewest Trainees)

Linear (Average Trainees)

Linear (Most Trainees)
