CPD EVENT for SUPPORTER TEACHERS of BEd 3 STUDENT TEACHERS

1. CPD EVENT for SUPPORTER TEACHERSof BEd 3 STUDENT TEACHERS Promoting Excellence through CPD 28 February 2008

2. YOUR expectations for the day OUR expectations for the day Sharing information Allowing opportunities for understanding and clarification Developing collaborative working models to support learning together Norms of working

3. Norms To make best use of everyone’s time To ensure everyone who wishes can contribute within the time available To enable thinking time To encourage risk taking To value all contributions To ensure everyone feels comfortable by putting no-one on the spot To value silence and the right to remain silent To welcome opportunities to seek clarification To provide an opportunity for reflection before final decisions are taken To ensure the meeting ends at the designated time To welcome interjections of humour

4. Programme Setting the Scene – Year 3, Term 2 Course Components Activity 1 BEd3, Term 2 – enquiry week, 4-week block, research week Activity 2 STNE Project – Research Strategy for Year 3 Learning together – PROPs; learning conversations Activity 3 Formative/Summative assessment – supporting learning Activity 4 Plenary and Evaluation

5. THE NEW BED PROGRAMME OVERVIEW

6. Why Change? 21st Century Change Profession demographics Accountability Policy Research

7. What Change? Underpinning Principles of the BEd Programme Learning: is a lifelong process through investigation in collaboration with others to value diversity to communicate effectively

8. BEd Programme Overview

9. Foundation Stage Years 1 & 2Knowledge & Understanding of Learning, Personal & Professional Growth ED1028 – Learning How to Learn (Self) ED1528 – Learning How Others Learn (Children/Adults) ED2044 – From Learning to Teaching (Personal & Professional Identity) ED2503 – Learning & Teaching In and Through the Curriculum (Broadening / Deepening Definition) THE BIG PICTURE; CHALLENGING ASSUMPTIONS, BELIEFS & VALUES; DEVELOPING CRITICAL ENQUIRY / INVESTIGATION

10. Communication Environment Relationships Social Conventions and Feelings Communication Environment Relationships Social Conventions and Feelings Visible Investigation of Learning, Teaching & Curriculum Explicit Implicit Hidden

11. Emergent Stage Years 3 & 4 Development of professional knowledge, understanding, skills and values in practice ED3005 Learning and Teaching: The Emergent Professional 1ED3004 Learning and Teaching: School and Community 1 ED4016 Learning and Teaching: The Emergent Professional 2ED4017 Learning and Teaching: School and Community 2 CURRICULUM DISCRETE AREAS, CROSS CURRICULAR AREAS, LEARNING & TEACHING, ACTION RESEARCH, SPECIALISM

12. Field Experience Years 1 & 2 Field Experience Years 3 & 4 - 25 serial days - 24 weeks & 20 days - pairs in each class, (groups in school) - individual in each class - investigative approach in community - community investigation - participant observation - full engagement / responsibility - learning conversations - continued learning conversations - peer support / peer assessment - class teacher / tutor assessment - field notes, constructed questions - reflective journal & portfolio of written reflections evidence (e-portfolio) Preparatory & reflective tutorials Rehearsal Kids on Campus Teacher as mentor / assessor) Tutor as mentor/assessor/translator

13. Curriculum Knowledge & Pedagogy Situated learning - meaningful purpose ‘Ready, Willing & Able’ (Carr, 2001) A Curriculum for Excellence – 8 areas Time Allocation: Discrete & Cross Curricular - face to face teaching - tutor directed activity - personal study School based study tasks (theory in practice) Opportunity for situated learning projects Arts as a Tool for Learning Across the Curriculum

14. Changing Professional Roles and Responsibilities Student Teacher Teacher Supporter / Mentor & Assessor Tutor Translator/Facilitator & Assessor

15. Changing Approach to Learning 1.Observe/Participate 7.Evaluate & Review 2.Think Critically 6.Implement 3. Question 5.Make Decisions 4.Try & Test Out

16. Key Learning Tool ‘Learning Conversation’

17. Passive Acceptor Confident Creative Contributor Personal Identity Professional Identity

18. BEd3 – TERM 2 On Campus Course ED3005 Learning and Teaching: The Emergent Professional 1 An Overview

19. On campus course aims (1) To develop students’ knowledge and understanding of disciplinary contexts and skills across the range of disciplines within the school curriculum To further develop conceptual understanding across a range of curricular contexts. To support students in taking responsibility for their own professional development To equip students with the capacity for informed decision making through research and enquiry.

20. On campus course aims (2) To develop knowledge and understanding of the principles of educational inclusion and social justice in relation to pupil learning gains. To facilitate students’ acquisition of a range of learning and teaching approaches which support pupil learning gains. To facilitate students’ acquisition of approaches to assessment which support pupil learning gains. To develop knowledge and understanding of the nature and purpose of parental partnership and interdisciplinary collaboration.

21. On campus experiences include: Arts as a Tool for Learning Across the Curriculum (ATLAC) Robbie’s Autumn Adventure -> P1-3 on campus classroom RAINBOW Days (cross curricular) Assessment in Practice – Maths and Language (Aberdeen City)

22. BEd3 – Term 2 ACTIVITY 1

23. Activity 1 In table groups: Discuss the content and approaches to the on campus components of BEd3 Identify warms/cools

24. BEd3 – TERM 2 Field Experience Course ED3004 Learning and Teaching: School and Community 1 An Overview Enquiry Week 4 Week Block Research Week

25. Field Experience Course Aims (1) To develop knowledge and understanding of the school and community contexts for learning and to support the valuing and application of personal and professional investigation in such contexts. Within a school setting students will: deepen knowledge and understanding of discrete and integrated aspects of all disciplinary contexts within the school curriculum. further develop knowledge, understanding and confidence in discipline related skills. develop a range of professional skills and abilities through the planned implementation, evaluation and review of learning and teaching experiences with young learners in a school setting. investigate and evaluate a range of learning & teaching approaches within curricular

26. Field Experience Course Aims (2) apply assessment approaches which support pupil learning gains. engage in genuine, meaningful and purposeful school based study projects which connect theory to practice. convey theoretical understanding of educational inclusion and social justice in practical application apply, research, and enhance professional knowledge, understanding & skills. develop personal and professional confidence in their developing roles and responsibilities as teachers of young learners. develop collegiate working relationships with other professionals and pupil support assistants. develop communication and professional working relationships with parents.

27. Key Components - Enquiry week Information gathering week + teaching along with your teacher and teach specific lessons. Where students are new to the school, gather information about the community and the school, in terms of: The locality and physical environment of the school (community walk) information about the school, to be recorded in portfolio Policies Management structure School roll Record keeping. groups and grouping arrangement. All students Gather information about the transition from Nursery to P1

28. Key Components - Enquiry week Information gathering week + teaching along with your teacher and teach specific lessons. Gather information about the pupils and the running of the class in terms of: where the pupils are in their learning in key curriculum areas similarities and differences in learning groups and grouping arrangement how the teacher plans, assesses and records learning and teaching how the teacher organises and manages the pace of the day strategies in place to manage behaviour deployment of support staff within the classroom involvement with other agencies and the wider community.

29. Key Components - Enquiry week Information gathering week + teaching along with your teacher and teach specific lessons. Agree plans for your four week placement with your class teacher : Identify a method of planning for 10 days continuous establish which topic the class will be working on, so that you can select a sub-topic and plan a ‘storyline’. identify aspects of numeracy and language that you will need to plan for that period and where cross-curricular links may occur make a start to a ‘Big Book’ which will document some aspect of children’s learning over the 4 week placement. See http://www.mindstretchers.co.uk/cat/MP/Msttbook.html OR http://www.ltscotland.org.uk/earlyyears/professionaldevelopment/events/LTSseminars/involvementseminar/index.asp obtain a timetable, with as much detail as possible Include all completed tasks in your portfolio.

30. What is Storyline? Storyline provides a cross-curricular, topic based method of teaching that uses the structure of a story to enable teachers and pupils to co-construct the curriculum. Steve Bell has suggested that a good ‘storyline’ begins with a question, or problem, and concludes with a celebration. Students will have the opportunity to plan a ‘mini storyline’ during their ‘MacRobert Classroom’ experience. The following scenario will be one which is offered to students. Initial questions, posed to children in their own settings. ‘What is a University?’ ‘What do students do?’ Children construct their own ‘student’ and bring it to the MacRobert Classroom. Children name their ‘student’ (Name is constructed from letters of child’s own name (Morag … Ogma) This ‘student’ experiences problems/events during the day, recorded in a ‘big book’. The day culminates in a ‘graduation ceremony’ for the children. This ‘graduation’ would be part of a ‘review’ where children and students work together to evaluate what they have done, identify what they have learned. Using this approach, students will have had first hand experience of a key aspect of ‘Storyline’ – the creation of key characters to inhabit the narrative and drive it forward.

31. Key Components - 4 week block During the placement and especially during your 10 days full responsibility, you should implement a Storyline approach in developing your sub-topic. You should also continue to document children’s learning and development in your chosen area, using a ‘Big Book’ or similar. Expectations and Progression Week 1 i) developing Teacher Identity ii) establishing relationships with children, staff and parents/carers iii) beginning to take on full responsibility in facilitating children’s learning iv) employing and evaluating professional skills Week 2 i) further developing Teacher Identity ii) extending relationships with children, staff and parents/carers iii) embracing full responsibility in facilitating children’s learning iv) employing and evaluating professional skills

32. Key Components - Week 3 i) enhancing Teacher Identity ii) consolidating relationships with children, staff and parents/carers iii) beginning to take full leadership responsibility (10 days across 2+ weeks - to be negotiated) iv) employing and evaluating professional skills Week 4 i) emerging confidence in Teacher role ii) emerging autonomy in relationships with children, staff and parents/carers iii) employing full leadership responsibility (10 days across 2+ weeks - to be negotiated) iv) employing and evaluating professional skills + School Based Enquiry Tasks are documented in the Field experience Booklet and should be completed regularly.

33. ED3005 L&T – The Emerging Professional 1 Course Element : RESEARCH

34. Nature of the Research Element Group Research Project Integrated Lectures and Workshops Broad Area of Interest Literature & Personal Interests Focused Topic Deepen knowledge about a focused area (possibly focused on a particular school stage) Investigate some pupil activity or attribute which can be observed while pupils are involved in one of these activities Possible link with capacities of a Curriculum for Excellence Develop Detailed Project Plan Formative & Summative Assessment

35. Enquiry Week Student discuss proposed project plans with school management / personnel Share data collection tools Discuss ethical issues / requirements Implementation - feasibility/practicability/approval Pilot/trial/evaluate data collection tools

36. Post Enquiry Week Before Easter break Students share investigation week experiences Project presentation to tutorial group – formative assessment Finalise project plan and data collection tools Agree data recording and sharing strategies Research in Schools Week and beyond Data collection in accordance with agreed timeline Data sharing within project group Evaluative/reflective report – summative assessment Feedback of findings to school

37. Issues for Discussion Access to digital cameras? Parental permission needed?

38. ACTIVITY 2 Enquiry Week 4 week block Research week

39. Activity 2a – Enquiry Week Individually read FE booklet Read and discuss Enquiry Week tasks and complete task grid with ideas/issues/views Hold table group discussion Note issues for plenary on flip chart

40. Activity 2b – 4 Week Block In table groups: Read and discuss section on 4-week block and discuss requirements and issues for supporter/mentor Hold table group discussion Note issues for plenary on flip chart

41. Activities 2a/b – Feedback Group feedback Open discussion

42. BEd3 – TERM 2 Project Research Strategy

43. Research and Development Initiative Research Impetus Programme Evaluation and Development Learning Projects Action Research Initiatives

44. Research Schematic

45. Programme Evaluation and Development BEd - Year 3 On-going Course Evaluation Questionnaires Longitudinal Study (group of 25) – focus groups and interviews To be finalised Field observation during placements Evaluation questionnaire for teachers Tutor perceptions - interviews

46. Endpoint pupil measures Baseline pupil measures Training/support for A-R teachers School based A-R projects Control? Teacher/B.Ed4 students A-R conference Baseline pupil measures Endpoint pupil measures CT, A-R teachers as tutors/participants in workshops B.Ed3 B.Ed4 B.Ed3 A-R classes B.Ed4 A-R project Induction Year + Action Research

47. Developing Action Research Community BEd(P) Years 3 and 4 students Probationer Teachers in local authority partners Action Research Scholars (funding available – www.abdn.ac.uk/stne ) Focus on classrooms Focus on pupil (learner) gains

48. BEd3 – TERM 2 Student, teacher and tutor – supporting and learning together

49. Developing Learning Conversations in School x Learning conversation, week 1 The teacher talks about the high reading group a lot and then compares them to the lower ones in terms of skills. The students listen but do not contribute their observations to the conversation. The teacher suggests that they could focus on the higher group or the lower group for their focus pupils. The students nod but do not contribute their ideas [field notes, week 1] Source : STNE Evaluative Research, BEd(P) Year 2 Fieldwork Observations

50. Developing Learning Conversations in School x Learning conversation, week 6 The teacher says that it would be good if they did more whole-class activities next time because they need to learn how to do that. The student says that she felt strange with the whole class and reading the book. The students talk about how to get pupils to behave more and the teacher shares some strategies, such as pointing out good behaviour and rewarding those who are ready to listen. [field notes, week 6] Source : STNE Evaluative Research, BEd(P) Year 2 Fieldwork Observations