More can be BetterTrainees in Primary Classrooms

Schools in the PDS Cluster 8Yorkshire & Humber Region

Yeadon Westfield

Lee Mount Thorne Brooke

A Rural Contrast in North Lincolnshire

Wootton St Andrew’sSouth Ferriby

Winteringham

The Project

The research explored three core questions:

1. What are the realities of working in a SFCC in Yorkshire and the Humber from a Headteachers, experienced teachers and trainees’ perspective?

2. What does it take to be a SFCC teacher?

3. What support can stakeholders offer to prospective SFCC teachers?

Our findings show that it is important if we are to retain and continue to recruit effective SFCC teachers ITT providers and schools need to ensure trainees:

are offered the necessary training and support to

excel in their work especially in behaviour management.

have strong, support systems and strategies in place

have a positive experience on teaching practice in a SFCC school.

are trained on how to set up workable support and action plans to address “difficult” classes and help learners succeed.

Summary of Findings of research that we know can be applied to all Trainees

ITT providers need to ensure trainees: Have a strong knowledge of child and

adolescent development. Have an understanding of pupils family and

community background. Be able to diagnose their learning needs Be able to apply various strategies to support

their learners.

Working with PDS 2006-2009

Projects based on Improving Trainees experiences in schools Additional CPD opportunities for Partnership

schools Improving the Quantity and Quality of Mentors

in schools Qualifying and Quantifying the benefits of

having Trainees in our schools

Examples of how ‘more can be better’ in Primary Schools?

In 2007/8 a PDS Cluster focused on

Providing evidence of how supporting Initial Teacher Trainees in school can positively impact upon pupil standards.

Of the five schools involved , three focused on reading standards,

one on writing standards and one on staff opinions on the value of ITT to their school.

The Case Study points to the benefit to learners provided by engaging with ITT at the strategic planning level. The additional capacity created in classrooms can have a demonstrable positive effect

Evaluation and Impact of the Project

Writing:

“When the entry and exit assessments were carried out for writing for the whole school, the impact of trainees could be analysed.”

“For the period of this case study, when trainees were present in a class the writing progress at least doubled. This was the case for EAL pupils and the class as a whole.”

Reading :

In Y4 out of the 15 pupils,

12 had made 6 months + progress:

5 made over 2 years progress

4 made more than 1 years progress

3 made 6 months progress.

So why is more better?

Staff CPD

EnthusiasmRaise

standards

Allows time for reflection Allows creativity/

projects

Peer evaluation /paired placements

teaching approaches

Allows smaller class groups / more 1-1

Shared planning and teaching

Learning from each

other

How can large numbers of trainees be effectively deployed in schools to raise standards?

Over to you …………………..