University of Warwick ITT Partnership - Review and Development Meeting Notes

Friday 24th January 2014 – 12:30 to 15:00

In attendance: EB (UoW), EW( UOW), PO (UoW), AS (UoW), SH (UoW), JC (WMCETT), HG (City), MJ (WCT), JH (NEW), LH (Lough), AS (NCN), RK (NWHC), JE (H&L), DR (Warks)

Apologies: LH (Henley), RB (Henley)

1.1 Moderation of DTLLS / AET findingsDiscussion took place around the findings of January moderation: taught elements of the programme (See Appendix 1).

Matters agreed: That in general 3-4 weeks between observations would allow sufficient time for a trainee

to show development. In the rare cases where a trainee’s place of work is some distance away a Teacher Educators professional judgement should be exercised in collaboration with the University.

That University observation paperwork must be used by Teacher Educators and in general by mentors. However, if the mentor is doubling up the observation for quality purposes it is permissible for college paperwork to be used, as long as this provides for all University criteria to be covered. It was recognised that almost all mentors carry out their role without additional time and that it was unreasonable to expect them to complete two sets of paperwork.

Discussion also took place around the entry requirements for the DET and the potential need to ask for Level 2 English and Maths prior to starting on programme, as opposed to the current position of achieving English by the end of ear one and Maths by the end of Year two of the programme. This required further debate particularly in light of the Government agenda around Maths and English and the focus of both in 16-19 study programmes.

Action – EB to amend moderation finding to incorporate the above and upload to the staff resource bank.

1.2 Partnership Self Evaluation and Quality Improvement Plan.Both documents were provided with the SED and QIP prior to the meeting – discussion took place around outcomes for learners and key developments for 13/141. EB confirmed that she would be meeting with partners for a termly 1:1 meeting to look at the QIP and would be contacting each shortly for dates in February2. EB reminded partners of Observation

1 Subsequently revised following Exam Board held on 24th Jan. New SED/QIP to be issued2 Dates with all partners agreed – meetings to take place from 5 Feb to 25 Feb. Agenda to follow

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training which has been planned for the 28th February 2014, of which is to be facilitated by an Ofsted Additional Inspector.

2. Maths Enhancement Project.Julie Chamberlain (WMCETT) joined the meeting to share information with partners on the Maths Enhancement Project (See Appendix 2). EB confirmed that eight of the nine partners had representatives enrolled on programme.

3. Professional StandardsMelanie Jarman (WCT) kindly shared information on the proposed new professional standards for teachers and tutors in FE, the background to these, their purpose and what they might encompass3. EB reminded colleagues about the consultation event planned for the 31 January at the University, which is being managed by WMCETT. Draft standards can be located at http://www.pyetait.com/wp-content/uploads/2014/01/Professional-standards-Consultation-Version.pdf. Further information on the consultation process is on the Education and Training Foundation website 4.

4.1 Sharing Practice – Behaviour Management ToolkitThe implications of the raising of participation age was discussed and Penny Otttewill (UoW) shared resources (Behaviour Management toolkit) on supporting trainees with strategies linked to managing challenging behaviour. For further information please contact p.ottrewill@warwick.ac.uk

Debbie Reardon (Warks) showcased the ‘How to Teach’ resource reporting that she uses this each week to share different teaching strategies with trainees. It was reported that there was a cost associated with this resource of £4975 + VAT per year for 200 licenses. Adrian Stanfield (NCN) reported that he uses the Pivotal Education site which has a bank of free resources available at http://www.pivotaleducation.com. EB reminded partners that a wiki had been started for partners to share ideas on behaviour management in forth coming weeks http://behaviour-management-warwick.wikispaces.com/

4.2 Sharing Practice – Working with Learners with DisabilitiesEB reminded partners that ‘learning difficulties and disabilities’ is the basis for weeks 17 and 18 in the scheme of work. Liz White (UoW) shared an Appetizer with partners linked to this topic, which could also be linked to E&D. (See Appendices 3 & 4)

Liz also shared informed with colleagues information about the availability of assisted technologies which are available from Jisc (disability toolkit). See websites:

http://www.jisctechdis.ac.uk/techdis/home http://www.pinterest.com/aliy186/accessibility/

3 Melanie Jarman has been on the consultation working group from the outset4 Further information on the consultation process can be found on the The Education and Training Foundation website: http://et-foundation.co.uk/professional-standards-and-workforce-development/professional-standards-review.html

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http://www.excellencegateway.org.uk/jisctechdis

5. ILT and New TechnologiesSara Hattersley (E-Learning Manager UoW) kindly joined the meeting and shared a range of new technologies to facilitate learning, which included:

OCR code generator Polleverywhere Nearpod iBrainstorm Poplet and Padlet

Further information on effective e-learning interventions can be located on the staff resource bank here: http://www2.warwick.ac.uk/study/cll/othercourses/itt/staff-resources/meetings/elearning/

6. Any Other Business

EB reminded partners the need to sample joint lesson observations with mentors and to forward the record of professional dialogue to the University for information and analysis (see Appendix 5: Guidance on Practice of Dual Observations and Appendix 6: Record of Professional Dialogue). Both documents can also be located on the staff resource bank here:http://www2.warwick.ac.uk/study/cll/othercourses/itt/staff-resources/p_4/ 5

Jayne Hedges (NEW) requested APL guidance for the CTLLS/CET, as a matter of urgency.EB to confirm APL guidance by week commencing 3rd Feb

EB reminded partners that the QSET form needs updating and forwarding to Nataliya (UoW) by the end of January 6.

EB reminded partners of the date for the next meeting: Friday 11th April.

The meeting closed at 3pm.

5 A sample of Joint lesson observation with mentors and Teacher Educators will be moderated by the UoW during the Spring and Summer terms6 Deadline revised to mid-February to allow for information to be gathered on Jan/Feb new courses

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APPENDICES

Appendix 1 – Moderation Findings Jan 14

Don’t use plastic wallets please! Make sure all checklists are completed / checked off in full

DTLLS PDP

Teaching Practice element:

All 8 observations (including extended LPs) must be in the PDP and have been completed with an adequate amount of time between the two (not 2 on the same day!)

University paperwork needs to be used – some mentors are using college paperwork Word process feedback Make sure observations are carried out across all areas of the programme – theory &

practical Link targets from one observation to another and check/comment that they have been

addressed (or not?!) The ‘journey’ needs to be monitored, supported and assessed. Use evaluative judgement e.g. A good range of…., sufficient evidence of planning….

excellent working relationships…. a wealth of resources ……poor engagement….

PDP Tasks Some ILPs are vague and refer to complete assignment 1 rather than skills to be developed -

use SMART targets on action plans WTEs - Encourage critical reflection rather than descriptive and focus on impact on future

practice. Ensure trainees understand the focus of the WTE visits i.e. that they are going in to observe and/or participate in new contexts, areas, levels etc and then reflect on what they might apply to own practice. Some trainees are using this task to observe a teacher demonstrating 1:1, group work in a ‘normal’ setting rather than carrying out themselves a 1:1 tutorial or observing / supporting a small group.

TPRs – some had a tutorial or pastoral feel (lots of comments linked to wider role but few to improving teaching practice). Some not uploaded to e-portfolios.

AET Portfolio Consider word processing assignment feedback Encourage learners who are not drawing on their wider reading to do so and to reference

correctly Ensure all candidates consider the impact on professional practice. Candidates should word processed all elements including the ILP Ensure the word count is added to each submission Ensure all ‘small parts’ are included in the portfolio

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Appendix 2 - NCETM FE GCSE Enhancement Support Programme

Background

WMCETT is one of nine Centres for Excellence in Teacher Training around the country, and we are members of ACETT, the Association of CETTs, chaired by Paula Jones of the South West CETT.

Last year as you will know the government closed down LSIS, which the CETTs had originally received core funding from, and had continued to win work and projects from.

The Education and Training Foundation was set up instead, and Paula Jones started lobbying government and the Foundation to work with the CETTs. To cut a long story short the value of the CETTs’ regional networks of contacts was realised, and we have been asked to do some work for them, the largest project at the moment being the NCETM FE GCSE Enhancement Support Programme.

With the participation age going up and the requirement for all 16-18 year olds without at least a grade C in maths and English to continue to try to gain it, it was felt at national level there is a shortage of suitably trained people in post-16 education to teach GCSE. Courses in maths and English are going to be run to upskill more people currently teaching functional or basic maths and English to take on this role.

Content

The maths programme is being rolled out first. In the autumn, ACETT started working with the Foundation and the National Centre for Excellence in the Teaching of Mathematics to run the programme. NCETM had already piloted a course, which is run over six full days, with a focus on areas of GCSE maths which they say are not usually addressed when teaching level 2 courses, namely statistics and data handling, algebra, geometry and trigonometry. The course is very practical, with lots of small group activities, and ideas for teaching the subject with a post-16 cohort.

Professional development leads have been trained to teach the course around the country, and CETTs have been setting up courses. The target is to train 2,000 people nationally.

The course can be run at a central venue, ie here, or generally at provider venues – a college or a private training provider. The aim is to get around 15 people on a course –with an absolute minimum of 13, though we are aiming for between 15 – 20. If a provider has a large number of people to train, the course can be run completely in house, but generally they are a mixture of people from the venue, and other organisations.

Attendance at all six days of the course is compulsory to gain a certificate at the end, so if people miss one day, they need to attend that day’s course at another venue.

How it’s going in the West Midlands

We cover the larger West Midlands, Coventry, Warwickshire, Worcestershire, Herefordshire, Shropshire, Staffordshire and Birmingham and the Black Country.

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So far we have five courses which have started – two in November, the most recent today, and we have another seven courses which are all booked in and arranged, with some full, and three currently advertising places. We are trying to set up another two or three courses, specially in the Wolverhampton and Staffordshire areas. Feedback so far has been extremely positive.

As of Tuesday this week, there were 947 enrolments for the courses nationally. In the West Midlands, as of today, we have 151 enrolments. We also have a number of reserved places on courses and we are waiting for people’s completed forms through from them. Out of those 151 people, 94 are from FE colleges, 49 are from work based learning or independent training providers, and eight are from adult and community learning departments from local authorities.

The college numbers are a bit deceptive, as a few colleges have sent large numbers. We have some individual colleges which have sent 14, 11, 10, and two colleges sending 8 each. So if you take those out that means only 43 from all the other colleges in the West Midlands. There are a number which haven’t engaged at all with the programme and we are going to try to contact them to make sure they are aware of it, and hopefully send people. At the moment the six-day programme is heavily subsidised by the Education and Training Foundation, and costs only £100 per person. We are expecting at the moment, the subsidy will end with this set of courses that finish in July, so if it’s run after that, it is likely to cost considerably more.

As well as the maths programme, we are tasked with setting up a strategic group, a MESH or Mathematics Enhancement Support Hub, to investigate further CPD needs in the teaching of maths, and also to investigate any good practice networks in the teaching of maths, and to establish a practitioner level group to identify and share good practice. Both of these things are imminent.

After the maths programme, there will be an English programme – though we don’t know the timings for that yet, but we think in the coming academic year.

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Appendix 3 – Working with Disabled Students – Appetiser (cards)

Cars

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Appendix 4 : Working with Disabled Students – Appetiser responses

The purpose of the appetiser is:

1. Ice-breaker activity for new course2. Introduce the ‘bigger picture’ (themes/context/principles) of the course 3. Model fun, active methods for new teachers

Keira Knightley - Orlando Bloom – both have dyslexiaKeira had well educated parents, who pushed for the correct support and persisted with reading and writing.

This course will look at the support available – both formal and informal – for students with disabilities

Robin Williams – ADHDWas motivated to act, and struggled with learning his scripts. Persisted to trial and find ‘coping’ strategies to best deal with this.

This course will look at a range of strategies that can be used to support a range of disabilities, always starting first with what the learner knows works for them best

Gary Newman – Aspergers (High Functioning Autism)

High intellect, but weaker social skills – was diagnosed in later life, and now that he knows he has this, has strategies to cope in social situations.

On this course, we will explore how teachers can support the embedding and development of social and communication skills, and the importance of this in the wider community context.

Tim Howard - Howard Hughes – Tourettes/OCD

Tim Howard (Everton goalkeeper) and Howard Hughes (billionaire, inventor and aviator) both had tourettes/OCD. Leonardo di Caprio (actor in role) also has OCD. Reported that can affect all aspects of life without recognising the trigger, and finding a strategy to deal with it.

Tourettes/OCD – introduced here together, to introduce the term ‘co-morbidity’, where two or more conditions can co-exist. Both common conditions together, as is ADHD.

This course will explore how to address the person with co-existing conditions, and support their learning

Stephen Fry and Jim Carrey – Depression

Both did not get the support from families or services in early life, and have found their own creative methods to deal with depression.

On this course, we will explore a person centred approach.

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Christy Brown (artist, famed in ‘My Left Foot’ depiction) – Cerebral Palsy

Christy’s family believed he was mentally, as well as physically handicapped, due to lack of communication, and frustration of not being able to socialise. He communicated through art, and it shows that not all people with CP have other learning difficulties. This course will explore myths and people’s stereotypes, attitudes and values to disability from the medical and social model perspectives.

Sue Townsend and David Blunkett – Registered Blind

Both have high levels of assistance and support to function in their roles. This course will explore how we can work with others effectively in the support network.

Syd Barrett, Pink Floyd – Schizophrenia

The artist had a range of health conditions, which may have been brought on by drug use; On this course, mental health and strategies to support learners with a range of conditions will be explored.

Beethoven – Hearing impaired

Like other artists, Beethoven was motivated and had exceptional gifts; being deaf was not a barrier to his achievement and he was extremely motivated. This course will explore some of the wider barriers in society that disabled learners face.

Steven Hawking – Motor neurone disease [Amyotrophic Lateral Aclerosis (ALS), also known as Lou Gehrig's disease] which is a neurological disease. Hawking has challenged views of disability. On this course, we we will look at the social and medical models of disability, as well as newer models of citizenship and the Bio-Psychosocial model.

The underlying principle is that everyone, regardless of disability or impairment, has strengths/gifts/ things that they ‘can do’ to be active citizens and learners, and that teachers can help to remove physical/environmental barriers, and ‘reshape’ conceptual barriers in the classroom.

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Appendix 5

University of Warwick ITT PartnershipModeration and standardisation of the non-taught elements of ITT

programmesDual Observations - Guidance on Practice

The Standardisation and Moderation Policy (updated Sept 2013) states that:

Moderation of how each subject mentor guides and mentors each trainee should take place with the course manager. As the work they do with the trainee in tutorials and observation feedback is moderated by the visits outlined below, so the role of the course manager/tutor is to ensure that the mentoring which takes place is supportive, effective and appropriate. The subject mentor has at least two opportunities to pass or fail a trainee’s teaching so it is important that their decisions are also moderated. Each course manager/tutor should therefore undertake at least three dual observations per year. It is recommended that one is undertaken with a mentor who is working with a year 1 trainee, one who is working with a year 2 trainee and one with an external mentor. A discussion between the mentor and tutor should follow, during which the course manager/tutor will guide the mentor on essential aspects of observation and feedback.

Process for dual observations:

1. Time and location of observation to be agreed between trainee, mentor and the co-observer2. Mentor and the co-observer to arrive no later than 5 minutes before the start of the lesson3. Mentor to use standard observation paperwork as prescribed in the mentor handbook.

There is no requirement for the co-observer to use the same paperwork as the mentor although this would be perceived as best practice.

4. Time and place for feedback agreed between the trainee and mentor 5. Soon after the observation but before feedback to the trainee, professional dialogue to take

place between mentor and the co-observer 6. Agreement ascertained about trainee strengths and actions for development along with any

areas of debate and possible CPD opportunities for the mentor7. Record of Professional Dialogue (RPD) form to be completed by the co-observer with a copy

of the form provided to the mentor8. Trainee provided with feedback from the mentor, which should, if possible, be observed by

the co-observer. In the event of the co-observer being unable to observe mentor feedback, a copy of written feedback should be forwarded by the mentor to the co-observer, no later than 14 days after the observation.

9. Co-observer to email electronic copy of the RPD to e.buttler@warwick .ac.uk no later than 14 days after the observation.NB The above process is also applicable for dual observations undertaken with teacher educators.

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Appendix 6

University of Warwick ITT PartnershipDual Observation - Record of Professional Dialogue

This form is to be completed by the co-observer following professional dialogue with the mentor (or teacher educator).

Agreed trainee strengths:

Agreed trainee areas for development and action(s) to be taken by the trainee:

Points of debate:

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Was feedback to the trainee observed?

Yes

No

If yes were all points agreed through professional dialogue discussed with the trainee (add comments as necessary)

Possible CPD opportunities (for primary observer identified through discussion)

Areas of Concern and required action:

Name of Co-Observer:

Signature of Co-Observer:

Date:

Name of Mentor (or Teacher Educator)

Signature of Mentor

Date:

One copy of this form should be retained by the co-observer and a copy given to the mentor. An additional electronic copy should also be emailed to e.buttler@warwick.ac.uk within 14 days of the observation.

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