Transcript Student Teacher Growth

Student Teacher Growth
Using ‘Additionality’ in ITE as a
Vehicle for Practical SEN Training
Rachel Barrell and Robyn Cox
University of Worcester
This seminar outlines how one ITE provider has embraced recent TDA
initiatives to enhance the profile of SEN in an undergraduate
programme
Following the implementation of the TDA pilot study we reflected on
and refined the programme to enhance the experience. The seminar
will present some practical solutions to the problems that we
encountered.
By drawing on interview, observation and questionnaire data a close
insight to the student teacher growth will be made together with
recommendations for good practice in the area.
Part 1 – The wider TDA context and how
University of Worcester responded
Part 2 – Description of our implementation
- the TDA pilot
- embedding in ITE provision
Part 3 – The research project
Part 4 – Additionality and future plans
Part 1 – The wider TDA context and how
University of Worcester responded
Andrew Adonis, Minister for Children, Schools and Learners, said:
“The Government is committed to securing better outcomes for
children with special educational needs and disabilities and
ensuring they get the best possible deal.
Improving workforce skills is central to our plans and the lion’s
share of this money – some £12m – is being devoted to work
designed to improve coverage of SEN and disability in initial
teacher training, induction and continuing professional
development.“ (2008)
Context of Project for ITT students
The release of Every Child Matters (2004)
prompted questions about ‘personalised
learning?’
The new QTS standards devote a standard
(Q10) to this area
‘ITT is fundamental to making sure that every
teacher has the skills to personalise
learning’. 2020 Vision Report (2006)
How do we ‘empower’ students to fulfil these
obligations?
Challenges for ITT
TDA identify that there is currently an inconsistency in
provision across ITT providers in the preparation of
teachers to for special provision
These skills as fundamental to ITT and require
‘demonstrating and embedding good practice’ (2006).
GTC (2007) – ‘enable trainees to gain experience of
working with children with a range of special
educational needs’.
How we responded at the
University of Worcester
Male (2006) Why do students lack
confidence in working with children with
SEN?
 Lack of knowledge
 Fear of the unknown
 Doubts about abilities to cope with severe
needs / challenging behaviours
 Lack of specialist skills
Reflecting on the student experiences
• Strong interest from students to build
expertise, take risks and overcome ‘fear of the
unknown’.
• Module flexibility – additional experiences and
alternative pathways
• Staff expertise and development
Vehicle chosen – TDA funded pilot project 2006/7
in partnership with Institute of Education,
University of London
Part 2
Part 2 – Description of our implementation
- the TDA pilot
- embedding in ITE provision
TDA SEN and/or Disability training
materials and extended placements.
Element 2 – Extended placements provision
Aims and Rationale
To develop trainees’ knowledge, skills and understanding
of inclusive practice.
To challenge stereotypes and ‘see past the label’ to the
child.
To generate interest in working in special provision when
qualified.
To enhance their skills when working with children with
additional needs in mainstream education.
The placement
over two years
Year 1 pilot
2006-2007
Year 2 Embedding
2007-2008
Year 3 Development
2008-2009
Methodology – Cycle 1
Year 1 Pilot –
• 10 students from UG Year 2
4 week paired placement
• 3 special schools.
• MLD, SLD, ASD pupils
• Two assessed visits by University tutor
• Pre and post practice tutorials
• Completed adapted Professional Development
Profile (QTS SEN standards)
• ‘Bespoke’ mentor training
Methodology – Cycle 2
Year 2 Embedding
• 8 students from UG year 2 completed a 4 week
paired placement
• 3 SEN schools Cycle 2
• MLD, SLD, ASD, PMLD
• Pre and post practice tutorials
• Completed adapted Professional Development
Profile (QTS SEN standards)
• Unassessed placements – why is this important?
Year 2 Embedding continued
• Students took part in semi-structured
interviews focussed on Male’s (2006)
confidence indicators
• Facilitators of learning mentoring system put in
place (mentors students from Cycle 1)
• Establishing closer connection to colleagues in
SEN provision
• ‘Bespoke’ mentor training
Methodology – Cycle 3
Year 3 Development
• 16 from UG year 2
students a 4 week paired placement
• 7 special schools
• A range of additional needs
• Finely tuned selection process – Cycle 2
students involved in selection process
• Completed adapted Professional Development
Profile (QTS SEN standards)
• Unassessed placements
What we have learnt
- Selection procedures need to be rigorous and
transparent (not just looking for the best student)
- Relationships with colleagues in school
central and important (bringing them in from the
cold and listening to their voice)
- Students need to be carefully prepared and
certain of support (peer mentoring; available and
committed academic staff, external training course for
behaviour management)
Part 3
The data collection and the ‘student
voice’
The Street Fair – Oxford Reading Tree
Sequencing- Using Symbols
TEACCH
Two sets of data collection
Cycle 1 – Pilot
Assessed observations
Pre and post practice tutorials
Student assignments
Student presentations
Cycle 2 - Embedding
Semi – structured interviews
Pre and post practice tutorials and questionnaires
Student assignments and presentations
Assessed observations – Cycle 1 Pilot
Student grades in QTS Professional Standards
Outstanding
Very good
Good
Number of students
8
7
6
5
4
3
2
1
0
1 Professional
Values and Practice
2. Knowledge and
Understanding
3. Planning,
Expectations and
Targets
Standards
3.2 Monitoring and
Assessment
3.3 Teaching and
Class Management
Assessed observations – Cycle 1 Pilot
Student grades for SEN standards
Outstanding
Very good
Good
number of students
8
7
6
5
4
3
2
1
0
4.1 identification
assessment and
planning
4.2 effectgive teaching
4.3 development of
4.4 promotion of social,
ensuring maximum
communication, literacy emotional development
access to the
and numeracy skills
positive behaviour and
curriculum
preparation for
adulthood.
Selected SEN standards
Pre and post practice tutorials and
questionnaires
As it common prior to students going into
placement to have a tutorial with the
supervisory tutor we kept this constant during
Cycle 1 and 2.
Cycle 2 we added a pre and post practice
questionnaire based on Males (2006)
confidence indicators and the seven SEN
standards.
Interviews – Cycle 2
Again these allowed the student to talk about
their experiences in a non-threatening
situation.
Prior to the placement all students expressed
lack of confidence and fear of taking risks –
whereas, after the practice they were
confident to express things like‘It has made me a better teacher’.
The assignments and presentations A Celebration of Success
• Presentations were given by students in Cycle 1 and 2.
• Cycle 1 audience were class teachers, UW staff and
project evaluation team from the Institute of Education,
University of London
• Very positive – preconceptions of special provision
challenged.
‘I have learnt a lot about the meaning
behind the classroom.’
‘You were absolutely right about feeling exhausted - there is
just so much information to take in and it turns all
previous placements on their head – brilliant.’
‘we were more able to ask questions and have a completely
open mind to all that we see, do and learn’.
‘I quickly became immersed in the whole new world of
education and care’.
‘Today was great! Really got an idea for the school’.
‘I am slightly worried about being able to control certain
pupils behaviour but I’m sure I will pick it up eventually!’
Part 4
Additionality and Future plans
Additionality
• Our provision goes beyond compliance to
achieve a level of excellence – open to
engaging with external initiatives.
• A proactive provision provides a responsive
curriculum and a hands on pedagogy.
• This equips our students to be thoughtful,
talented and in demand teachers.
What Next? The National Context
Launch of SEN and disability training
materials for ITT in June 2008
‘Every child deserves chance to make the
most of their potential and we can only
make this happen if teacher have the
knowledge, understanding and skills to
identify pupils’ learning needs at an early
stage and adapt their teaching to meet those
needs.’
Lord Adonis (2008)
TDA Training Materials in mainstream
provision
• 18 taught modules aimed to develop trainees’
knowledge, skills and understanding
• Includes DVD clips to support training across
the degree programme
• Extensive resource for implementing into UG
modules (www.ttrb.ac.uk)
• Using these to support both students
undertaking extended placement and general
cohort in UG Year 2.
Successful areas to build on…
Student knowledge and transfer of MultiSensory Teaching Strategies
That the ‘Traditional model’ of classroom
challenged. Q18, Q30
Use of specialised teaching techniques –
TEAACH, PECS, Snoezelen, Sherbourne
Links with external agencies – Ed Psy, SLT, OT,
music therapy, social workers Q20
Links with QTS standards –’creative approach
towards innovation’ Q8
Student Teacher Growth?
Are the skills learnt in special provision
transferable into mainstream?
‘Flexible in applying existing knowledge
and understanding of a wider range of
diverse needs’
What about the other way round?
‘She has adapted planning to support the
pupils in her class and adapted resources
to meet the needs of the pupils’.
Mechanistic v flexible teaching approach
‘She quickly learnt that by adapting an
intensive interaction approach to play
and learning, she could communicate to
and with pupils successfully.’
References
DfES (2004) Every Child Matters: Change for Children, HMSO, London
DfES (2006) 2020 Vision Report of the Teaching and Learning in 2020 Review
Group. London: HMSO
General Teaching Council for England (2007) Consultation on draft guidance
from DfES on Planning and Developing Special Educational Provision.
Male, D. (2006) Including Students with special educational needs in mainstream
schools: What do teachers need to know, understand and be able to do? What do
they need to have experience of? University of London
TDA (2008) Special Educational Needs and/or Disabilities: A Training Resource for
Initial Teacher Training Providers, Primary Undergraduate Courses. London: TDA
TDA (2007) Professional Standards for Qualified Teacher Status and
Requirements for Initial Teacher Training. London: TDA
Questions..
• We would appreciate any feedback or
questions.
• Thank you for coming along to this
session and we hope it has been
informative and useful.