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Returning To Teaching

Returning To Teaching. An evaluative case example of one CPD course. The Background. The Return to Teaching course is funded by the Training and Development Agency for Schools (TDA)

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Returning To Teaching

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  1. Returning To Teaching An evaluative case example of one CPD course

  2. The Background • The Return to Teaching course is funded by the Training and Development Agency for Schools (TDA) • Its remit is to provide teachers who have been the away from the profession for a number of years to update their skills, knowledge of current educational practice. • The course run by the University of Winchester is specifically designed for teachers returning to the Primary school setting. • The present cohort includes teachers who have not taught in mainstream classrooms for between two and twenty years. Draft: CC H.Houghton & C Hardy

  3. The Background • The course is delivered over twenty five weeks from September to April with seminar attendance at the University half a day a week and approximately one school based day a week. • The present cohort includes teachers who have not taught in mainstream classrooms for between two and twenty years. • The individual needs of the participants are therefore wide ranging. Draft: CC H.Houghton & C Hardy

  4. The Purpose of the study • It was realised, via the evaluation of the previous course, that the participants occasionally experienced a variable amount of support from their mentor. • Therefore the researchers set out to explore and evaluate the effectiveness of the support offered to teachers returning to the teaching profession • In addition the remit was to evaluate the reality of the professional development opportunities offered to the teachers undertaking the role of mentor to post graduate participants as opposed to Initial Teacher Training students. Draft: CC H.Houghton & C Hardy

  5. Links with Qualified Teacher Status (QTS) Standards Underpinning the research and the course are the following considerations; • The need to bring the participants up to date about the QTS standards and their place within the framework (core) • The recognition that the mentors are all post threshold teachers and require evidence relating to the P group of standards. • The RTT course organisers need to ensure that the course has the maximum CPD impact both for the participants and in the schools. (TDA 2007) Draft: CC H.Houghton & C Hardy

  6. Research Process • Sample: A self-selected group of four teachers, together with their allocated Returners, were the subjects of the research. • Returners’ Audit • Initial Audit:During the Induction day the Returnersconsidered the depth and effectiveness of their professional experiences and strengths prior to the course school placement. • Mid-Term Audit: During their school placement they reviewed these aspects. • Final Audit: To be completed at the end of the course. • Mentors’ Audit: • The mentors also reflected at the outset on their prior experiences and perceived strengths as mentors. • Mid-Term Audit: Telephone interviews • Final Audit: School visits Draft: CC H.Houghton & C Hardy

  7. At the midpoint of the school experience the mentors were asked to review the strategies being used to support the individual Returner • A further question was whether the additional direction and support of the University on the Induction day had contributed to their professional development, understanding and ultimately to their skills as a mentor, particularly when supporting post graduate students. Draft: CC H.Houghton & C Hardy

  8. Data Collection

  9. Initial participant data gathered at the beginning of the RTT course. Draft: CC H.Houghton & C Hardy

  10. Draft: CC H.Houghton & C Hardy

  11. Returners’ Data • The strengths and training needs identified by Returners included: • SEN • Literacy & Numeracy • ICT • Planning and Assessment • Classroom Management All aspects which relate to QTS/Core standards: C11-12, C15-C17;C26-C28, Q10-Q11 Draft: CC H.Houghton & C Hardy

  12. Initial Mentor data gathered at the beginning of the RTT course. Draft: CC H.Houghton & C Hardy

  13. Draft: CC H.Houghton & C Hardy

  14. Mentors’ Data • The strengths and training needs identified by Mentors (all post threshold) included: • Interpersonal Skills • No training needs (x2) • Observation and feedback • Reflect on own practice All aspects which relate to Professional Standards, Q7, C4, C6, C9, P9, P10, Draft: CC H.Houghton & C Hardy

  15. The Story so far • Ten weeks after the commencement of the course the participants and the mentors who had taken part in the research project during the Induction Day were contacted again. • Mid-Term Audit: • The Returners completed a mid term audit questionnaire • The mentors completed a telephone interview • A summary of the perceptions were collated to identify similarities and differences. Draft: CC H.Houghton & C Hardy

  16. Mid Course Reflection Draft: CC H.Houghton & C Hardy

  17. The way forward • An initial session during the Induction Day is valuable as it clarifies the expectations and highlights the differences between postgraduate and ITT students • The initial meeting of the Returner and mentor ‘off site’ is useful and provides quality time at the start of the professional relationship • The advice given for the first school visits should be more prescriptive. • The mentoring skills required for post graduate students should be a component of future courses for mentors. Draft: CC H.Houghton & C Hardy

  18. Practical changes • Re-timetable mentor meetings to twilight • Redraft and clarify written advice to mentors and Returners for initial school visits days • To consider the enhancement of mentor training to incorporate the full range of trainees including ITT ,P’grad, SAS and Returners. • Repeat exercise next year with refinements to research tools and incorporate into course self-evaluation tools. Draft: CC H.Houghton & C Hardy

  19. Bibliography TDA (2007) Professional Standards for Teachers, London:TDA Cordingley,P. Bell, M.Isham,C. Evans,D. Firth,A (2007) Continuing Professional Development- EPPI Review, London: Institute of Education Cordingley,P. et al. (2003) Effective Collaborative Continuing Professional Development- EPPI Review, London: Institute of Education Bryan,H. & Carpenter,C.(2006)How do mentors in ITT contexts learn to mentor? , Stirling: IPDA Conference 2006 Ingleby,E & Hunt,J Reviewing the CPD Needs of Mentors Within ITT Provision Stirling: IPDA Conference 2006 Draft: CC H.Houghton & C Hardy

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