1. Paired Placements: the driver-navigator model Paul Wilson 12 November 2010 pjwilson@marjon.ac.uk

2. Introduction Aim: outline of partnership guidance to paired placements … … in particular the driver-navigator model Applicable to other phases of ITE and subject areas

3. Background Previous practice Schools and trainees Developing placements

4. TDA Conference Nov 2006 Smith (2004), Sorensen (2004) TDA Multiple Placement Project (Menendez and Oulton, 2007)

5. Partnership Project TDA funded 07, 08, third year within partnership Emphasis on active roles for both partners Development of partnership practice The driver-navigator metaphor

6. Impact Using an evaluative framework, compared with solo placements, on these groups Trainees Providers Pupils Schools

7. Trainees Learning from each other Meeting trainees needs (Wilson and Edwards, 2009) Opportunities to take on challenges Preparation for collaborative practice Concerns over missed opportunities for solo experience

8. HEIs Finding placements Developing practice with the partnership Innovative approaches Focus on best placements Improved organisational efficiency, reduced journey time etc.

9. Pupils Positive evaluations of impact on pupils Better lessons, better learning Innovative approaches Better classroom management Better support to individuals Improved assessment

10. Schools Better lessons than solo placements Less demand on school resources than two solo placements Reduces need for lower level support Professional development of staff Opportunity to observe own classes Opportunity to create new pupil groupings Demands on school resources Demands on staff

11. Outcomes Need for careful pairing – empathy, trust, confidence Shared responsibility and engagement - no free rides Need for solo / paired balance Continuum of collaboration Need for careful preparation / training – both in college and at start of placement with a focus on roles and feedback

12. Partnership guidance Planned provision of placements Pairing: empathy and trust College-based preparation Mentor developing paired practice at the start of the placement Timetabling and allocation of teaching group Mentor meetings - the sandwich The driver-navigator model

13. Driver Navigator model Classroom roles Planning Assessment Evaluation – principles Evaluation - mechanisms

14. Driver – leads lesson in the classroom Navigator – assistant in the classroom Fixed roles with a particular class - avoids confusion Both responsible for the class – shared responsibility for planning, assessment, evaluation, resources, supporting pupils, managing pupils and marking Importance of navigators awareness of the rationale behind the approaches used

15. Managing the progression of lessons Identifying objectives, learning activities and outcomes Producing resources Strategies for differentiation and inclusion Clear roles for both partners Identifying key areas for evaluation and feedback to feed into the planning, teaching, evaluation cycle

16. Use outcomes to assess the pupils performance against the objectives. During the lesson the navigator has the main responsibility for assessing every pupil against the learning outcomes. The navigator reports back on pupils performance against the outcomes

17. Empathy, trust and sensitivity Positive and constructive Agreed format for feeding back If in doubt – dont say it! Only offer critical feedback within agreed areas for evaluation, or if expressly invited. Be careful not to give an impression to the pupils that you are assessing each other The planning, teaching, evaluation cycle

18. Start with initial feedback from driver Review pupils learning based on achievement of learning outcomes The navigators feedback on agreed areas Positive feedback should may also touch upon other aspects of the lesson, outside of the agreed focus for evaluation. Refer to standards

19. Next Roll out across other subject areas Involvement of mentors in modelling the navigators role – training implications

20. Review Aim: outline of partnership guidance to paired placements … … in particular the driver-navigator model Applicable to other phases of ITE and subject areas

21. References Menendez, J. and Oulton, C. (2007), Report on TDAs Pilot Multiple Placement in Mathematics and Science 2007: Accessed on 16/2/09 at http://www.ttrb.ac.uk/attachments/707d4ade-b695-4cac-9978- 4b5564183522.doc http://www.ttrb.ac.uk/attachments/707d4ade-b695-4cac-9978- 4b5564183522.doc Smith, J.D.N. (2004), Developing Paired Teaching Placements, in Educational Action Research 12 1 pp 99-125 Sorensen, P., Greenwood, Y., Linden, A. and Watts, R, (2004), Paired Student Placements in Partnership Schools: TDA report accessed on 16/2/09 at http://partnerships.ttrb.ac.uk/viewarticle2.aspx?contentId=11868http://partnerships.ttrb.ac.uk/viewarticle2.aspx?contentId=11868 Wilson, P. and Edwards, J., (2009), Paired ITE teaching placements: implications for partnership development, Proceedings of the British Society for Research into Learning Mathematics, Volume 29 Number 2 pp 82-87 Wilson, P. (2010), Developing Good Practice in Initial Teacher Education using Paired Placements; available from pjwilson@marjon.ac.ukpjwilson@marjon.ac.uk