The development of Initial Teacher Education in India: transferability of principles and practices from the English system Kevin Mattinson Simon Spencer TEAN Conference May 2015

The Indus Trust o International Schools in Bengaluru (Bangalore), Pune and Hyderabad o International Community School o Leadership Centre in Tamil Nadu o Early Childhood Centres o Indus Training and Research Institute (ITARI) Teacher supply and development from within Professional development for Indus staff Teacher ‘training’ for International Schools – Cambridge International Research 2

ITT Provision o In-house ITT programme launched in 2009 o Embryonic elements that would be recognised in the English system  Greater emphasis on practice within classroom  Involvement of school-based practitioners in delivery of content  Experience in more than one ‘phase/setting’ o Desire for recognition and accreditation from overseas o The development of a ‘collaborative partnership with an English University’ 3

The Professional Graduate Diploma in International Education (PGDIE) o Level 6 award with opportunities for Level 7 o Issues around development and implementation How to adapt an ‘English/UK’ approach to the Indian International setting (albeit International School) – culture, values and status Pedagogic challenges and the ‘movement’ of staff in their approach to ‘delivery’ Approaches to assessment of academic capability – what, how and why The development of systems, documentary frameworks and learning resources 4

PGDIE – Principles and Practice o Notions of partnership working and joint responsibility o The synthesis of theory and practice – and the place of professional placement within this o Gradualism o Collaborative models of teacher development o Development, review and assessment – the use of competences/standards o The ‘trainee’ as a reflective and reflexive practitioner 5

PGDIE o Subject Mentoring o Professional Mentoring o Academic work that is embedded in professional practice – what and how to assess o The student voice o Notions of professional accountability, professional identity and professional autonomy 6

The successes 7 It is clear that the students’ overall performance is easily comparable to similar programmes of ITE throughout England (2014) A good range of opportunities for students to demonstrate the knowledge, skills and understanding expected of beginning teachers Trainers have a clear understanding about the requirement and expectations which are realistic, achievable yet challenging High quality of written and verbal feedback given to trainees following teaching Students perform well and clearly engage with the key issues surrounding educational pedagogy and practice

The successes 8 Students are well prepared to meet the demands of teaching in the context of Indus International School The development of the programme over time has been very good and the work innovative Trainers regard the quality of their own practice to have benefitted as a result of their training and mentoring role The quality of teaching and learning is good

Some of the challenges o Meeting the trainee entitlement o Consistency of practice o Analysis of practice and feedback o Access to teaching – pupil outcomes, parental expectations and fees! o Time to undertake role o A lack of organisational ‘buy in’ from school staff o Cultural and status perceptions o Views on approaches to professional development – for some, a ‘mismatch’ between the approach with pupils and that with adult learners 9

Reflections o Around 30 teachers trained over three years in partnership + 25 in 14/15 in a ‘non-accredited’ programme o Vast majority employed within the Indus Trust o National recognition within India for ITARI o For some, transformational o The first graduate on Assessment Only in England HOWEVER……………. 10

Moving forward… o Indus Trust schools are “alien” in the context of the Indian education system o Approaches to teacher training might be regarded as “western” in nature o The concept and nature of mentoring considered to be an emerging issue o Research into perceptions of mentoring 11

Research Context o Survey mentors and trainees from Birmingham City University (BCU) and Indus Training & Research Institute (ITARI) o Mixed methodology: o Quantitative – aspect of mentoring rank ordered; mean average of responses o Qualitative – comments on each aspect invited. Far more from Indus trainees than any other group 12

Sample o Mixed groups – primary and secondary o (BT) BCU Trainees = 19 (6m, 13f) o (IT) Indus Trainees = 19 (2m, 17f) o (BM) BCU Mentors = 48 o (IM) Indus Mentors = 28 o Both context use DfE Teachers’ Standards (2012) o Jan/Feb 2015 data gathering o Just ahead of trainees’ final assessed placement 13

Mentor/Trainee relationship Mentor’s experience as a teacher Mentor’s experience of mentoring Mentor’s knowledge of the training programme Mentor’s knowledge and understanding of standards/competencies/expectations Support from mentor with subject knowledge development Support from mentor with planning Support from mentor with behaviour management Support from mentor with classroom management Support from mentor with assessment practice Mentor’s support with trainee’s reflective practice and recognising achievements Accurate assessment by mentor of trainee’s attainment Mentor’s ability to conduct helpful weekly review meeting Mentor’s timekeeping and organisation Mentor’s willingness to negotiate over his/her role during trainee’s teaching Mentor providing well balanced feedback on trainee’s teaching (positives & areas for development) Mentor’s feedback focussed on trainee’s needs rather than school’s or mentor’s agenda Mentor’s willingness to negotiate over timetable, classes and lesson content 14 Aspects of Mentoring

Rank Ordering Considered more important Considered less important

Mean Average Results 16 Focus AreaBTITBMIM Relationship112 1 Teaching experience326 2 Mentoring experience Programme Competencies Subject knowledge Planning578 4 Behaviour management Classroom management Assessment practice Reflection Accurate attainment Weekly review Organisation Role negotiation1617 Feedback291 7 Agendas Lesson negotiation

Mean Average Results 17 Focus AreaBTITBMIM Relationship112 1 Teaching experience326 2 Mentoring experience Programme Competencies Subject knowledge Planning578 4 Behaviour management Classroom management Assessment practice Reflection Accurate attainment Weekly review Organisation Role negotiation1617 Feedback291 7 Agendas Lesson negotiation

Mentor/Trainee relationship (Relationship) 18 Focus AreaBTITBMIM Relationship112 1 Okay, tricky at times. Developed a strategy to deal with it. BT9 I established a cordial relationship with my mentor. IT5 We were able to forge a working relationship. IT6 Needs to be a positive experience for both so that learning takes place. BM5 This element impacts on ALL other elements of the placement. BM12 This I feel is important to share a healthy professional relationship to be able to accept flaws and make constructive improvements even as a mentor. IM25

Mentor’s experience of mentoring (Mentoring experience) 19 Focus AreaBTITBMIM Mentoring experience As long as they know how the training works it doesn’t matter if they haven’t done it before. BT17 Mentors can treat trainees properly without fear only when she knows expectations and needs of pupils. IT16 Willingness to learn – develop together. BM36 I don’t mind as it is a learning process for me. Documentation is the dreaded part. IM8 Since this is my first experience as a mentor in spite of all the positive experience, I feel I have a long way to go in mentoring. IM14

Support from mentor with subject knowledge development (Subject knowledge) 20 Focus AreaBTITBMIM Subject knowledge My mentors have always been very supportive in helping me to develop my subject knowledge but this is something that I think is more for the trainee to focus on, using guidance from the mentors following formal or informal observations or at the planning stage. BT18

Support from mentor with subject knowledge development (Subject knowledge) 21 Focus AreaBTITBMIM Subject knowledge Most mentors seem resistance to share or help. IT12 She is skilled in subject knowledge and development with primary years program. IT6 Emphasis on supporting them [trainees] – they should lead on this. BM5 If they don’t have enough subject knowledge to teach the curriculum then they shouldn’t be on the course. IM5

Mentor’s support with trainee’s reflective practice and recognising achievements (Reflection) 22 Focus AreaBTITBMIM Reflection It is important that mentors help trainees to do this but trainees should be doing this anyway, actively seeking feedback and building upon advice. I do think it is important that mentors recognise achievements as school experience can be very exhausting and having someone recognise your achievements, no matter how small can really lift a trainee’s spirits when they are tired and run down. It helps make the experience more worthwhile. BT18

Mentor’s support with trainee’s reflective practice and recognising achievements (Reflection) 23 Focus AreaBTITBMIM Reflection She definitely help me to reflect on the effectiveness of my class and change my strategies accordingly. IT9 If I got to know my mistakes properly I can work. IT16 She had no time. IT18 Reflective learners make the best teachers. Let’s establish that from the outset. BM4 Reflection is a very important part to learn and to be able to overcome difficulties and know strength. IM23

Accurate assessment by mentor of trainee’s attainment (Accurate attainment) 24 Focus AreaBTITBMIM Accurate attainment Overall, I feel I was accurately assessed - if my mentor could clearly see where I was, they could direct me to where I needed to be. BT19 I had to keep a check on my attainment. She would praise me aurally but never articulated in the required documents. IT5 She gave two different assessments in verbal and written feedback. IT6 Important for both institutions to have an accurate view of trainee. More importantly, trainee needs clear assessment. BM6 We owe it to them. IM8

Mentor providing well balanced feedback on trainee’s teaching (positives and areas for development) (Feedback) 25 Focus AreaBTITBMIM Feedback291 7 Feedback is crucial so we know our targets to continue to develop. Also important to hear strengths so we feel like we are doing somethings well. BT17 She always gave me good oral feedback. I would be delighted if she would articulate the same in writing. IT5 Teaching is the key focus – as well as praise, it’s vital that targets for progression are given. BM6 Oral is important, paperwork is onerous. IM5 Apart from only working on areas of improvement it is also important to work on the positives. IM25

Mentor’s feedback focussed on trainee’s needs rather than school’s or mentor’s agenda (Agendas) 26 Focus AreaBTITBMIM Agendas This happened some of the time – I received personalised targets to help improve my practice. However, sometimes I was judged on the school’s agenda and this was frustrating because I felt I needed to learn the basics first. BT19 It is a challenge as their livelihood is the school and not us. IT3 It focused on my needs and areas of improvement. IT7 Mentors' school and own agenda is at the top of our training. IT16 This should not be a tick box exercise, it should be about meeting the needs and learning of the trainee. BM4 I think, most often, it works hand in hand. Trainees are accommodated based on their interest. IM23

27 Emerging Issues Reluctant to engage with mentoring without obvious “what’s in it for me?” English culture of training next generation not very obvious in Indus (or India) Mismatch between expectation of Indus mentors and trainees Mentors’ understanding of Standards currently limited

Positives o International school – high achieving – training own workforce o High quality training based around a competency model (atypical of India) o Strong emphasis on relationship between theory and practice – classroom-based research o Drawing from the most effective systems 28

Where next…? o Use the information to develop more targeted mentor training o Share the information with participants and relevant colleagues o How appropriate / necessary / helpful is it to share data from the English context with those in the Indian context? o Share data with colleagues training BCU mentors 29

Where next…? o Return to India (May 2015) o Intention to share: … Indus mentors’ v. trainees’ responses … Indus mentors’ v. BCU mentors’ responses 30

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