Assessing the Impact of Initial Teacher Education and Using this to Raise Achievement in Schools Through the Development of Models in ITE

The Partner schoolsDerek Peters, Alder Community High School Leslie Loftus, Alder Community High SchoolChris Wheeler, Ashton on Mersey SchoolSimon Lennoxs, Audenshaw High SchoolTom Abbott, Biddulph High School Lyndsay Ratcliffe, Biddulph High School Lynn Winters, Bramhall High School Diane Beer, Bramhall High School

Thanks to:Dawn, our administrative for her persistent pushing and nagging

Peter Marks Manchester University for his continual assistance in steering the project

Hay Group for allowing us to use their product Transforming Learning

The whole team for their hard work and sense of humour

To influence decision makers on the benefits

of ITT in schoolsHeadteachersGovernorsProfessional MentorsMentorsTeachers

Three sections

1)Identify the impacts of ITT through• Headteacher, Professional

mentors and mentors case studies/views on

ITT• ‘Pupil Voice’ (Transforming

Learning) Pupil performance data

• School performance (CVA) - cancelled

2) Support materials on how to make effective use of Trainee Teachers

to raise achievement

3) Detailed research findings

Headteacher case studies

Many Headteachers have a strong philosophical commitment to ITT and seethe development of Trainee Teachers as acore aspect of their own staff’s professionalDevelopment.

“Trainee Teachers play an integral part in the learning that takes place, bringing enthusiasm and drive in their approaches to learning whichchildren find exciting”

Mentors case studies“Having Trainee Teachers helps staff to update their own subject knowledge and refreshes their own teaching,”

“Doing observations makes me reflect on my own teaching and reminds me how important certain things are. It alsoreminds me of all the things I do without thinking now, which are working well.

“The mentor/mentee relationship has helped me improve my communication skills.”

We used the Hay Group’s online lesson questionnaireTransforming Learning to allow pupils to assess the performance of Trainee Teachers, and compare the results against a national data base. The survey covered the classes of 52 Trainee Teachers

Transforming Learning

Factors affecting learning in the classroomClarity – the transparency and explicit relevance of what goes on in classOrder – discipline and structure in the classroomStandards – expectations of achievement and encouragement to improve Fairness – justice and equality within the classroomParticipation – pupil involvement and influence in the running of the classSupport – encouragement to try new things and learn from mistakesSafety – absence of threat or fearInterest – stimulation and fascination in class Environment – the comfort and attractiveness of the physical environment

The Pupil survey results found little overall difference in the quality of the classroom learning environment compared with their normal teacher

Following TL feedback Trainee Teachersacross PDS cluster project group completed a questionnaire

Trainee Teachers made predominantlypositive comments regarding the use of ‘Pupil Voice’ in the assessment of their lessons

Transforming Learning Trainee questionnaire

Transforming Learning Trainee questionnaire

Main Findings (positive)

Importance of ‘Pupil Voice’ Another source of feedback Reinforces feedback from University and

Subject Mentor Provides measurable elements to focus

on when observing others teach Useful for target setting, self-evaluation,

short-term/long-term action planning

Main Findings (positive) contd

Helps to understand classroom dimensions

Provides an alternative way of viewing lessons

Helps to develop consistency across all teaching groups

Considers learning rather than teaching Boosts personal confidence

Transforming Learning Trainee questionnaire

A study showing that Trainee Teachers do not adversely affect

pupil progress

KEY STAGE 3 AND 4 IMPACT DATA

Key Stage 3 and 4 Impact Data

The study came out of a practical need to monitor the number of trainees teaching individual pupils.

Some staff had expressed concern that, as a Training School hosting 30+ trainees per year, this could impact negatively on pupil progress.

However, no parents had ever expressed misgivings.

Key Stage 3 and 4 Impact Data

The Project We kept a record of pupils taught by

every trainee. The information was entered onto a

database that has now been maintained for more than 5 years.

We related the data to pupil progress using firstly Key Stage 3 SATs results and then ultimately GCSE results.

Key Stage 3 and 4 Impact Data

Analysis We compared their expected Key Stage 3 results, based upon FFT data with their

actual results. We split each cohort into 3; those who had been taught by lots of

trainees, those taught by an average number and those who were taught by

few trainees. After 5 years, we could then check the

results against GCSE.

Key Stage 3 and 4 Impact dataConclusions

At Key Stage 3, over the 3 year period, there is no significant difference between the observed and expected values, irrespective of the number of trainee teachers that they have experienced.

To check variability we then set up a control by using surnames to see if there was any difference in correlation

Key Stage 3 and 4 Impact

data Conclusions

We have been able to extend our data to include one year up to GCSE and the table below shows the results of the 2008 class at this level.

Trainee Trainee TeachersTeachers

Alphabetical Alphabetical orderorder

OverallOverall 0.940.94 0.940.94Fewest/Fewest/beginningbeginning

0.930.93 0.950.95

Average/middleAverage/middle 0.960.96 0.940.94Most/endMost/end 0.920.92 0.910.91

Key stage 3 and 4 Impact Data

Summary From our results so far, we can clearly

see that our carefully monitored use of Trainee Teachers has not had any negative impact on our pupils’ progress.

We intend to continue this study in order to ascertain whether this is a consistent trend.

•Increase to A3 size•Display in the staffroom•Hand to SM’s•Present to Trainees on their induction day•Share with faculties during meetings as examples of best practice•Use as part of new SM training•Use in CPD training events for those looking to advance their careers•Use as a ready made INSET session

Ideas for Using ITTs Effectively