Presentation on theme: "Returning To Teaching An evaluative case example of one CPD course."— Presentation transcript:
Returning To Teaching An evaluative case example of one CPD course
Draft: CC H.Houghton & C Hardy2 The Background zThe Return to Teaching course is funded by the Training and Development Agency for Schools (TDA) zIts remit is to provide teachers who have been the away from the profession for a number of years to update their skills, knowledge of current educational practice. zThe course run by the University of Winchester is specifically designed for teachers returning to the Primary school setting. zThe present cohort includes teachers who have not taught in mainstream classrooms for between two and twenty years.
Draft: CC H.Houghton & C Hardy3 The Background zThe course is delivered over twenty five weeks from September to April with seminar attendance at the University half a day a week and approximately one school based day a week. zThe present cohort includes teachers who have not taught in mainstream classrooms for between two and twenty years. zThe individual needs of the participants are therefore wide ranging.
Draft: CC H.Houghton & C Hardy4 The Purpose of the study zIt was realised, via the evaluation of the previous course, that the participants occasionally experienced a variable amount of support from their mentor. zTherefore the researchers set out to explore and evaluate the effectiveness of the support offered to teachers returning to the teaching profession zIn addition the remit was to evaluate the reality of the professional development opportunities offered to the teachers undertaking the role of mentor to post graduate participants as opposed to Initial Teacher Training students.
Draft: CC H.Houghton & C Hardy5 Links with Qualified Teacher Status (QTS) Standards Underpinning the research and the course are the following considerations; 1.The need to bring the participants up to date about the QTS standards and their place within the framework (core) 2.The recognition that the mentors are all post threshold teachers and require evidence relating to the P group of standards. 3.The RTT course organisers need to ensure that the course has the maximum CPD impact both for the participants and in the schools. (TDA 2007)
Draft: CC H.Houghton & C Hardy6 Research Process zSample : A self-selected group of four teachers, together with their allocated Returners, were the subjects of the research. zReturners Audit yInitial Audit:During the Induction day the Returners considered the depth and effectiveness of their professional experiences and strengths prior to the course school placement. yMid-Term Audit: During their school placement they reviewed these aspects. yFinal Audit: To be completed at the end of the course. zMentors Audit: yThe mentors also reflected at the outset on their prior experiences and perceived strengths as mentors. yMid-Term Audit: Telephone interviews yFinal Audit: School visits
Draft: CC H.Houghton & C Hardy7 zAt the midpoint of the school experience the mentors were asked to review the strategies being used to support the individual Returner zA further question was whether the additional direction and support of the University on the Induction day had contributed to their professional development, understanding and ultimately to their skills as a mentor, particularly when supporting post graduate students.
Draft: CC H.Houghton & C Hardy9 Initial participant data gathered at the beginning of the RTT course. ReturnerNumber of Years Absent from Teaching Perceived strengths Additional Experience since ITT Expected individual outcome Perceived Needs of the Returner Teacher
Draft: CC H.Houghton & C Hardy10 ReturnerNo of years absent from teaching Perceived strengths Additional Experience since ITT Stated Training needs Expected individual outcome for the Returner at end of placement Perceived Needs of the Returner Teacher at the commencement of the course Returner A NoneCreativity. Experience in cross curricular issues Leadership & project management Working nationally with artists and writers. Classroom Management Curriculum Assessment Teaching in a school environment Uncertain at this stage but eventually to explore the overlap between the cultural & the education sector via consultancy? Classroom experience Returner B Ten Years Ability to relate to children. The ability to motivate. Ability to be adaptable nd to cope with the unexpected has developed over time. Planning and Assessment A return to Teaching on a part-time basis A development of knowledge with regards to planning & assessment issues A greater awareness of the new developments in the NC Returner C None (TA) Knowledge Understanding of SEN issues Patience Social Services, particularly related to children with disabilities. Maths, ICT & a greater K & U of new teaching methods To be able to secure a post as a SENCO IT Knowledge & planning To be fully aware of the NC standards Returner D Three Years Interest in numeracy & science dev Speaking & Listening dev Parental exp with a child with SEN ICT, Whiteboards Classroom Management Job Share and /or supply teaching Aspects of PE – ideas to keep lessons varied & fun.
Draft: CC H.Houghton & C Hardy11 Returners Data zThe strengths and training needs identified by Returners included: ySEN yLiteracy & Numeracy yICT yPlanning and Assessment yClassroom Management All aspects which relate to QTS/Core standards: C11-12, C15-C17;C26-C28, Q10-Q11
Draft: CC H.Houghton & C Hardy12 Initial Mentor data gathered at the beginning of the RTT course. MentorPerceived strengths Previous Experience Stated training needs Expected outcome for the mentor Voluntary or imposed Mentor role Perceived needs of the Returner from the Mentors perspective
Draft: CC H.Houghton & C Hardy13 MentorPerceived strengths Previous Experience Stated Training needs Expected individual outcome for the mentor at end of placement Voluntary or Imposed Mentor Role Perceived Needs of the Returner Teacher B (Male) Good Interpersonal skills. Able to encourage & a confident teacher Mentor to a mature student completing an OU PGCE How to improve the quality of balanced feedback to be able to support, motivate and to challenge the Returner Hopes that it will provide opps to reflect on own practice & to also learn form the Returner I was asked politely and responded politely! Considers that it will be valuable exp for leadership & man skills To embrace changes in technology To renew K & U of the Curriculum Life/work balance issues A (Male) Experience & Approachabilit y A wide range of Undergrads in ITT None stated but would seek advice if any problems occurred. Anticipates that the experience will be a two way process. Voluntary as part of own PM To have a listening ear available How to cope with the increased amount of paperwork C (Female) Good relationships. Enthusiasm & good organisational skills Undergrads in ITT & an NQT Observational skills to ensure that the Returner gains the most from any feedback Hopes to become more reflective and to learn from the Returner Volunteered to develop own skills Organisational skills Planning D (Female) Interpersonal skills A wide range of Undergrads in ITT some more challenging than others! None statedTime to become more reflective Volunteered Regain confidence
Draft: CC H.Houghton & C Hardy14 Mentors Data zThe strengths and training needs identified by Mentors (all post threshold) included: yInterpersonal Skills yNo training needs (x2) yObservation and feedback yReflect on own practice All aspects which relate to Professional Standards, Q7, C4, C6, C9, P9, P10,
Draft: CC H.Houghton & C Hardy15 The Story so far zTen weeks after the commencement of the course the participants and the mentors who had taken part in the research project during the Induction Day were contacted again. zMid-Term Audit: yThe Returners completed a mid term audit questionnaire yThe mentors completed a telephone interview yA summary of the perceptions were collated to identify similarities and differences.
Draft: CC H.Houghton & C Hardy16 Mid Course Reflection BenefitsChallengesIdentified Training Needs Future Strategies for Returners course Returner AzThe positive classroom management and teaching strategies modelled by the mentor have been really helpful zTime management relating to mentor discussions zThe identification of own targets & action plan for future development zThe opportunity to deliver whole class lessons. – So far this Returner has concentrated on parts of a lesson e.g. the starter or the plenary zTo create a more prescriptive To Do checklist to be completed within the first 4 visits Mentor AzConsiders that skills re feedback are developing – particularly with someone with additional experiences zTime management zThe recognition of prior professional experience and how this can be utilised. zAdapting to the flexibility of visits as ITT students have a block practice zThe opportunity to discuss with other mentors the challenges and useful strategies to meet the needs of the Returner zTo encourage all mentors to attend the Induction Day prior to the SE zTo tighten the advice to schools & Returners re the expectations at the beginning of the placement especially. Too open-ended at the moment
Draft: CC H.Houghton & C Hardy17 The way forward zAn initial session during the Induction Day is valuable as it clarifies the expectations and highlights the differences between postgraduate and ITT students zThe initial meeting of the Returner and mentor off site is useful and provides quality time at the start of the professional relationship zThe advice given for the first school visits should be more prescriptive. zThe mentoring skills required for post graduate students should be a component of future courses for mentors.
Draft: CC H.Houghton & C Hardy18 Practical changes Re-timetable mentor meetings to twilight Redraft and clarify written advice to mentors and Returners for initial school visits days To consider the enhancement of mentor training to incorporate the full range of trainees including ITT,Pgrad, SAS and Returners. Repeat exercise next year with refinements to research tools and incorporate into course self- evaluation tools.
Draft: CC H.Houghton & C Hardy19 Bibliography TDA (2007) Professional Standards for Teachers, London:TDA Cordingley,P. Bell, M.Isham,C. Evans,D. Firth,A (2007) Continuing Professional Development- EPPI Review, London: Institute of Education Cordingley,P. et al. (2003) Effective Collaborative Continuing Professional Development- EPPI Review, London: Institute of Education Bryan,H. & Carpenter,C.(2006)How do mentors in ITT contexts learn to mentor?, Stirling: IPDA Conference 2006 Ingleby,E & Hunt,J Reviewing the CPD Needs of Mentors Within ITT Provision Stirling: IPDA Conference 2006