University of Leicester Students in Classrooms

1. University of LeicesterStudents in Classrooms Jean Baxter and Lucy Croucher

2. Training session 1

3. Training Outline • Schemes • Benefits • Working with schools and colleges • Professionalism • Raising aspirations to further study • Evidencing your experience

4. Schemes • Students in Classrooms • Modules placements (including Undergraduate Ambassadors Scheme UAS) • Tomorrow’s Teachers • Volunteering/CONTACT

5. Benefits • Schools • Students • Pupils • University

6. Number crunching • 6,000 • 20,000 • 35,000 • Over 60,000 interventions if each one of you has contact with just one class on each day of your placement • That’s 60,000 opportunities to raise aspirations and attainment and change someone’s future

7. Working with schools and colleges • Overview of the city and county schools • University engagement with schools • Social exclusion agenda (Widening Participation)

8. City Schools/Colleges • City secondary schools are mainly 11-16 • supported by FE colleges delivering post-16 qualifications • Four of the city schools have retained a sixth form

9. County Schools • County structure is Primary-High- Community College/Academy (Upper School) • Transition from Primary to High at the start of years 6 or 7 • Transition from High to Community College/Academy (Upper School) start of year 10 • High schools therefore offer experience of top end of primary and pre-GCSE secondary (11-14) • Many County schools are now Academies -‘independent state schools’. Free from Local Authority control.

10. University engagement with schools • Cross sector, including primary • Students in Classrooms, ITT placements, CULN • HEI Collaboration (Aimhigher ended July 2011) • Departmental relationships • Work placements on campus (70 last year) • Projects (GENIE, Botanic Garden, Medreach) • Realising Opportunities Compact scheme

11. Social Exclusion Agenda • Widening Participation – targeting pupils in state schools for interventions designed to raise aspirations and attainment • Strong focus for all University school and college engagement • New HEI collaboration (post Aimhigher) • Students in Classrooms is a lynchpin of this plan

12. Widening Participation • Education is a powerful transformational experience which promotes: • Social justice • Economic strength (individual and national) • Physical and mental well-being

13. WP – target groups • NS-SEC social groups 4-7 • National Statistics Socio-economic Classification • occupationally based classification • IMD – Index of Multiple Deprivation • measures relative deprivation across the country • Disability • Certain Ethnic groups • Looked After status • No family history of HE • Low income (Free School Meals)

14. What this means in schools Achievement at GCSE - % of pupils attaining 5 GCSEs A*-C including Maths + English: • 98-100% - Independent and ‘best’ State schools • 58.6% - the national average • 68% - highest for Leicester City (only 6 schools above natav) • 21% - lowest for Leicester City • 31% - celebrated level of achievement in one city school coming out of special measures. • 12.8% - national rate of achievement for LAC

15. What this means for individuals • Achievement depends on where you live rather than your ability • Failure at GCSE at 16 impacts on life chances • Low aspirations at home and in school • Poor progression advice (Russell Group statement) • Failure to progress to FE – NEET population • HE not on even on the menu for many

16. Professionalism • What is professionalism?

17. Professionalism • Behaviour • Dress • Address • Timekeeping and reliability • Communications • Child Protection

18. Placement Induction – first visit • Introduction to Link Teacher/identify key staff • Discuss your placement content – exchange of ideas • Special project/requirements – go with ideas but be flexible • Policy: Health and Safety/Emergency/Bullying/Equal Opportunities/Discipline and Behaviour/Child Protection • Appropriate dress and how to address colleagues • Refreshments/staff room rules/toilets • Where resources are kept • Schemes of work for relevant year groups • If there is something you don’t know, ASK!

19. Skills Development/Project Management • This is a project and should be managed as such • Recording and evidencing your work – make sure you are clear on academic requirements • Skills development • Recording observations – how does Module Leader want you to do this? Check! • Timesheets to evidence your attendance

20. Project Management • Your input in school is negotiable with your link teacher • Engage with a free flow of ideas • Be clear of module requirements • Think creatively • Be organised • Planning/research/development/delivery process • All key employability skills

21. Recording your experience • Enables project management • Keep a record of work done in schools and at home timesheets, daily log • Check your Module Handbook for specific requirements • State your aims and measure outcomes • Plan and cost your resources • Written report giving an overview of your time in school • Aim for clarity of language and presentation

22. Skills and Experience Log • A framework for thinking objectively and subjectively about your experience in school • Good practice for any working situation • Allows you to verbalise/contextualise reflective thinking • Encourages personal development planning • Journal/Diary

23. What to complete CHECK YOUR MODULE SPECIFICATION! On completion of placement, hand in to your Dept: • Written report or essay + any specific requirements listed in the module specification i.e. Special Project • Experience Log/Journal/diary Hand in to us: • Timesheet (original, signed by link teacher) • Travel receipts/mileage claim • We will send you a student evaluation to complete later Teacher evaluations • We send and receive back all teacher evaluations from the schools on behalf of Departments

24. Good luck out there!