1. www.le.ac.uk University of Leicester Students in Classrooms Jean Baxter and Lucy Croucher

2. Training session 1 2

3. Training Outline Schemes Benefits Working with schools and colleges Professionalism Raising aspirations to further study Evidencing your experience

4. Schemes Students in Classrooms –Modules placements (including Undergraduate Ambassadors Scheme UAS) –Tomorrow’s Teachers Volunteering/CONTACT

5. Benefits Schools Students Pupils University

6. Number crunching 6,000 20,000 35,000 Over 60,000 interventions if each one of you has contact with just one class on each day of your placement That’s 60,000 opportunities to raise aspirations and attainment and change someone’s future

7. Working with schools and colleges Overview of the city and county schools University engagement with schools Social exclusion agenda (Widening Participation)

8. City Schools/Colleges City secondary schools are mainly 11-16 supported by FE colleges delivering post-16 qualifications Four of the city schools have retained a sixth form

9. County Schools County structure is Primary-High- Community College/Academy (Upper School) Transition from Primary to High at the start of years 6 or 7 Transition from High to Community College/Academy (Upper School) start of year 10 High schools therefore offer experience of top end of primary and pre-GCSE secondary (11-14) Many County schools are now Academies - ‘independent state schools’. Free from Local Authority control.

10. University engagement with schools Cross sector, including primary Students in Classrooms, ITT placements, CULN HEI Collaboration (Aimhigher ended July 2011) Departmental relationships Work placements on campus (70 last year) Projects (GENIE, Botanic Garden, Medreach) Realising Opportunities Compact scheme

11. Social Exclusion Agenda Widening Participation – targeting pupils in state schools for interventions designed to raise aspirations and attainment Strong focus for all University school and college engagement New HEI collaboration (post Aimhigher) Students in Classrooms is a lynchpin of this plan

12. Widening Participation Education is a powerful transformational experience which promotes: Social justice Economic strength (individual and national) Physical and mental well-being

13. WP – target groups NS-SEC social groups 4-7 – National Statistics Socio-economic Classification – occupationally based classification IMD – Index of Multiple Deprivation – measures relative deprivation across the country Disability Certain Ethnic groups Looked After status No family history of HE Low income (Free School Meals)

14. What this means in schools Achievement at GCSE - % of pupils attaining 5 GCSEs A*-C including Maths + English: 98-100% - Independent and ‘best’ State schools 58.6% - the national average 68% - highest for Leicester City (only 6 schools above nat av) 21% - lowest for Leicester City 31% - celebrated level of achievement in one city school coming out of special measures. 12.8% - national rate of achievement for LAC

15. What this means for individuals Achievement depends on where you live rather than your ability Failure at GCSE at 16 impacts on life chances Low aspirations at home and in school Poor progression advice (Russell Group statement) Failure to progress to FE – NEET population HE not on even on the menu for many

16. Professionalism What is professionalism?

17. Professionalism Behaviour Dress Address Timekeeping and reliability Communications Child Protection

18. Placement Induction – first visit –Introduction to Link Teacher/identify key staff –Discuss your placement content – exchange of ideas –Special project/requirements – go with ideas but be flexible –Policy: Health and Safety/Emergency/Bullying/Equal Opportunities/Discipline and Behaviour/Child Protection –Appropriate dress and how to address colleagues –Refreshments/staff room rules/toilets –Where resources are kept –Schemes of work for relevant year groups –If there is something you don’t know, ASK!

19. Skills Development/Project Management This is a project and should be managed as such Recording and evidencing your work – make sure you are clear on academic requirements Skills development Recording observations – how does Module Leader want you to do this? Check! Timesheets to evidence your attendance

20. Project Management Your input in school is negotiable with your link teacher Engage with a free flow of ideas Be clear of module requirements Think creatively Be organised Planning/research/development/delivery process All key employability skills

21. Recording your experience Enables project management Keep a record of work done in schools and at home timesheets, daily log Check your Module Handbook for specific requirements State your aims and measure outcomes Plan and cost your resources Written report giving an overview of your time in school Aim for clarity of language and presentation

22. Skills and Experience Log A framework for thinking objectively and subjectively about your experience in school Good practice for any working situation Allows you to verbalise/contextualise reflective thinking Encourages personal development planning Journal/Diary

23. What to complete CHECK YOUR MODULE SPECIFICATION! On completion of placement, hand in to your Dept: Written report or essay + any specific requirements listed in the module specification i.e. Special Project Experience Log/Journal/diary Hand in to us: Timesheet (original, signed by link teacher) Travel receipts/mileage claim We will send you a student evaluation to complete later Teacher evaluations We send and receive back all teacher evaluations from the schools on behalf of Departments

24. Good luck out there!