Lisa Murtagh and Karen Kilkenny, University of ManchesterSarah Misra, Staffordshire University

TEAN, December 2014

Bespoke… Building a

programme to suit partner

requirements

‘Hybrid’… Similar to PGCE

with placements

organised by partners and

additional CPD provided Online/

distance

Examples of School Direct Delivery Models

Trainee

HEISchool

Exceptional,inspirational

teachers

Case Studies Consider these questions as you discuss the case studies: •What effect does this situation have on the stable triangle?

•Does this raise any tensions with school direct models of training?

•How could the partnership be strengthened to avoid such issues?

Caroline

Caroline is a school direct trainee. Her training programme is shared equally by the university and the school. One of the university training days is focussed on planning for mathematics. The session focuses on the theoretical underpinning of lesson objective planning, versus resource driven planning. The session uses standard university planning sheets. Caroline states loudly to her peers and the university tutor that she feels the session is pointless. She already plans in school, using the magic Maths scheme.

Johnny

Johnny was recruited to the school direct programme following a 2 stage process. Stage 1 involved a day of interviews, tasks and tests at the university, with both university and school-based staff,. Stage 2 involved Johnny being in a school being observed teaching mathematics and supervising children during break. Having performed highly, he was in demand by the school alliance for placement 1. However, although his teaching is sound, it has come to light that he has a tendency to be disorganised. During mentor training and school alliance meetings, his school mentor complained to the group about him. As a consequence, in spite of making steady progress, partners are reluctant to offer hm a place for placement 2.

Nisha

Nisha is undertaking her school direct training on a bespoke programme. 30 days of training are delivered by the university, and 30 within the school alliance. The university sent out a booklet during August, outlining the subjects that partners will be responsible for delivering. Nisha’s university tutor asks Nisha how her training in school is progressing. Nisha states that thus far she has had none. It is mid-December. Her university tutor asks has she raised this with school. Nisha states that she hasn’t – she is worried about speaking to her school partners and seemingly complaining, particularly as school have indicated that there is potentially a job available in September.

Josef

Josef’s school-based mentor, who is also his class teacher, has broken his jaw in a football accident. Josef has been asked to cover the class for up to 4 weeks. Josef has complained to his university tutor that he feels that he is being used as a supply teacher, and is unable to see practice being modelled. The university tutor has offered to speak to the headteacher, but Josef is concerned about this as he knows that there is a potentially a job for September within the school alliance. He does not want to be seen as a trouble maker.

Leah

The deadline for assignment 1 is looming. This is a Level 7 piece of work, and is a research proposal. This feeds into the next Level 7 assignment, which is a small scale research project. The university tutor receives and email from Leah’s school-based mentor, who is requesting a 4 week extension on this, on Leah’s behalf as he feels that she should be focussing on the teaching commitment. Leah has approached him, advising that she is struggling with the teaching workload and the demands of being a mother to 2 young children.  

Review the strengths and build on these..

Plan together for all aspects – r and s, delivery models and develop shared understanding of the full programme (including the M level aspects of the PGCE and capitalise on what we can all bring to this)

Develop case studies

Secure long term partnerships – choosing to work with high quality known partners and building on this to avoid ‘shopping around’ (Murray, 2014)

How can we move forward?