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From Partnership to Leadership: collaborative improvement of student teacher placements

From Partnership to Leadership: collaborative improvement of student teacher placements. Tricia Young & David Owen. Purposes:. to share ways in which providers monitor and develop effective partnership procedures

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From Partnership to Leadership: collaborative improvement of student teacher placements

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  1. From Partnership to Leadership: collaborative improvement ofstudent teacher placements Tricia Young & David Owen

  2. Purposes: • to share ways in which providers monitor and develop effective partnership procedures • to disseminate ways in which SHU made significant improvements in the ways in which it monitors and supports school based training

  3. Overview: • Ofsted March 2008 • Measurement of quality • Enhancement of quality • Ofsted May 2009 • Ofsted June 2010 • Beyond Ofsted

  4. Feedback from Ofsted March 2008 • Requirements • strengthen the quality assurance of school-based training • introduce rigorous monitoring of the suitability of schools as training placements • ensure that there are clear criteria for placing trainees in schools in order to guarantee equality of entitlement

  5. Strengthen the quality of school based training • What criteria would you include when measuring the quality of school based training? • What evidence would you use to measure the quality? • What does good training 'look like'? • What might school based training in need of improvement 'look like'?

  6. Pilot (July 2008) Evidence used • Moderation reports • Analysis of lesson observations • Analysis of summative reports • Trainee evaluations • School's Ofsted grade

  7. Pilot findings • Partnership Leadership 10% • Partnership Development 3619% • Partnership School 14980% • Unsatisfactory 0 0%

  8. The moderation forms weren't asking the right questions • Schools weren't aware of our expectations

  9. Phase 2 visits to Partnership schools

  10. Feedback in subject knowledgeSubject knowledge per sePedagogical subject knowledgeKnowledge of child developmentAttitudes • Analysis of lesson observation and summative report forms • Mentor training • Newsletters • Cluster meetings

  11. Post placement trainee evaluation

  12. What actions did we take? • Academic tutor training to ensure trainees were confident about the requirements and expectations • Link tutor training to ensure all aspects of the placement are quality assured • Termly cluster meetings arranged • Development of Partnership advisory group meetings • Mentor development days to enable priorities to be addressed. • Primary Newsletter used to communicate priorities and guidance on how these might be achieved • Continuation of quality designation of all schools which accommodate trainees.

  13. Ofsted June 2010 A key strength includes: the quality designation of schools in the partnership which has led to high levels of commitment and more effective support, enabling most trainees to make good or outstanding progress

  14. Where next? • Embed initiatives • Redesigned Quality Designation criteria • Use of cluster meetings to support achievement of targets (further use of grade descriptors during target setting processes)

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