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Introduction
• Aim: outline of partnership guidance to paired placements …
… in particular the driver-navigator model
• Applicable to other phases of ITE and subject areas
Background
• Previous practice
• Schools and trainees
• Developing placements
TDA Conference
• Nov 2006
• Smith (2004), Sorensen (2004)
• TDA Multiple Placement Project (Menendez and Oulton, 2007)
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
ImpactUsing an evaluative framework, compared with solo placements, on these groups
• Trainees• Providers • Pupils• Schools
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
HEIs
• Finding placements
• Developing practice with the partnership
• Innovative approaches
• Focus on best placements
• Improved organisational efficiency, reduced journey time etc.
Pupils
• Positive evaluations of impact on pupils
• Better lessons, better learning
• Innovative approaches
• Better classroom management
• Better support to individuals
• Improved assessment
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
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
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
Driver Navigator model
• Classroom roles
• Planning
• Assessment
• Evaluation – principles
• Evaluation - mechanisms
• 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 navigator’s awareness of the rationale behind the approaches used
• 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
• 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
• Empathy, trust and sensitivity
• Positive and constructive
• Agreed format for feeding back
• If in doubt – don’t 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
• Start with initial feedback from driver
• Review pupils’ learning based on achievement of learning outcomes
• The navigator’s 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
Next
• Roll out across other subject areas
• Involvement of mentors in modelling the navigator’s role – training implications
Review
• Aim: outline of partnership guidance to paired placements …
… in particular the driver-navigator model
• Applicable to other phases of ITE and subject areas
References
• Menendez, J. and Oulton, C. (2007), Report on TDA’s 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
• 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=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 [email protected]