Session 1 Christine Roy Dixons City Academy
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Transcript of Session 1 Christine Roy Dixons City Academy
![Page 1: Session 1 Christine Roy Dixons City Academy](https://reader036.fdocuments.us/reader036/viewer/2022062514/5583bbccd8b42a85798b4ac6/html5/thumbnails/1.jpg)
Partnership Development Schools
Cluster Project 2008/9
Clusters 4 and 5
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The Regional Priority
Assessing the impact of ITE on pupil achievement and using this to raise achievement in schools through the development of models of ITE practice
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The Objectives
produce, collate and analyse evidence to support the benefits of having trainees in a range of subject areas and Key Stages, and to disseminate the findings
The Group identified as its overall focus to:
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The myth we hoped to dispel
“Having trainees in the classroom is bound to have a detrimental effect on my school’s league table results”
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What we did
26 schools
At least 3 classes in each school
Tested attainment at start and end of a 6 week period
Assessed student attitude at the start and end of a 6 week period
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Contextual Information
• Trainees worked with students aged 11 to 18
• Mentors were asked to “grade” the trainees on a scale of 4
• As it was a first placement it was suggested that in most cases the trainee (s) and teacher work together but trainees were deployed in a variety of ways
• The majority of mentors were positive, even in cases where the trainee was rated as “weak”
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Key Findings – students’ attitude
Student attitudes are positive.
Overall changes in student attitude before and after the placement are minimal
A modest negative shift in mathematics but still positive overall both before and after the placement
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Our findings about attainment
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Implications for practice –
1. Important to prepare:
• Mentors
• Students
• Trainees
• Staff, Parents and Governors
2. Important to address outdated practice
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Mentor’s comments and contextual information
Attainment Trainee “grade”
Mentor comment
5/6 boys’ attainment up
satisfactory He brought new ideas/ways of delivering the topic. Allowed me to get to know the class much better and see what they respond to.
11/11 boys’ attainment up
weak Enabled a much better chance to provide individualised learning for all students. Provided opportunities to withdraw small groups
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Students comments
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Mentors comments