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Community and Collaboration

Community and Collaboration. Jackie Stewart and Pauline Brown School of Education May 2013. Interview Process for B Ed. Early liaison with schools, eg ASPIRENorth . Attendance at Recruitment Events, and hosting parents/prospective students throughout the year.

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Community and Collaboration

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  1. Community and Collaboration Jackie Stewart and Pauline Brown School of Education May 2013

  2. Interview Process for B Ed • Early liaison with schools, egASPIRENorth. Attendance at Recruitment Events, and hosting parents/prospective students throughout the year. • At interview, we look for suitability for the profession. Interviews are done in collaboration with staff from the School of Education and local Head Teachers, underlining professional partnerships. • Candidates are aware of the selection process and so value the offer of a place on the course. • 113 places, 786 applications (2013 entry) • Prospective students will already have had experience in schools and so will have a sense of being part of the ITE experience.

  3. “Getting Off to a Good Start” • Welcome pack sent out to students over summer, along with joining instructions • Staff (both Academic and Admin) attend Freshers’Fayre, along with current students, to meet and greet and give information • 2012/13 “Getting off to a Good Start” event marked the start of the degree programme, made students feel welcome (tea and scones!) and collaborative activities gave early opportunity to make friends • In collaboration with Blackwells, staff set up a book stall so that students could buy packs of course texts at reduced cost. This was timed to coincide with signing up for tutorial groups. This helped students orientate. • Early meeting with PPA (Personal and Professional Adviser) • “Welcome” lecture as part of induction week • Structured orientation process and support system allows informal support to flourish

  4. Learning How To Learn • Experienced tutors model and practice inclusive and supportive pedagogy • Tutorials are designed to develop collaborative ways of working. Examples: student groups leading tutorials, peer assessment, community investigation leading to group poster presentation

  5. Learning Community • As students need to depend on each other in order to carry out learning activities, effective working relationships are formed. Collaborative working also leads to the development of close personal friendships. • Attendance is key for effective collaboration and working relationships • Our students also participate in community projects within the local area, such as working with local children in after-school ‘homework clubs’ and playing football with them on Saturday mornings. These intense experiences help our students develop a sense of ‘vocation’ • Students on the current B Ed course have a common goal….they want to be teachers. Common goals are a key element of a successful, cohesive community.

  6. University Classroom

  7. Collaboration • Across the four years, students continue to work collaboratively, for example • in years one and two, they work in schools in pairs • in year two they plan and deliver a ‘Creativity Conference’ for local children • in year three they work on paired assessments with children in schools, create a University Classroom in MacRobert • in year four they plan and present a learning conference, participate in an ATLAC elective (Arts as a Tool for Learning Across the Curriculum)

  8. Buddy System/Induction Programme • Year 2 buddies for Year 1 students • Initial meeting during induction programme, usually followed by other meetings throughout the year • ‘Like’ buddies • Other support systems include Education Society, Class Reps, Staff Student Liaison Committee

  9. “At present, it seems fair to conclude that human beings are fundamentally and pervasively motivated by a need to belong, that is, by a strong desire to form and maintain enduring interpersonal attachments” (Baumeister and Leary, 1995, p522)

  10. Year 3 and 4 School Experience and Transition Workshops • Transition: Formal support vehicle where students pair and share experiences and advice • Tutors present ‘team’ lecture where they introduce themselves (if necessary!) look at aspects of the year ahead, including offering significant dates for diary and book lists • Year 4 students support year 3 students while on school placement

  11. Graduation • Tutors attend graduation ceremony and ball… • In years to come, tutors and students will find themselves working together again; this time to support a new generation of student teachers • Full circle… a sustainable, cyclical process

  12. “Students are more likely to complete their studies successfully if they feel part of a community” (University of Aberdeen Scottish Funding Council Outcome Agreement, March 2013)

  13. Bibliography • Baumeister, R.F. And Leary M.R. (1995) The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation in Psychological Bulletin 1995, Vol. 117, No. 3, 497-529 • Hobson , A.J. & Malderez, A. (Eds.) (2005) Becoming a Teacher: Student Teachers‘ Motives and Preconceptions, and Early School-based Experiences During Initial Teacher Training (ITT) University of Nottingham Research Report RR673 • University of Aberdeen Scottish Funding Council Outcome Agreement, March 2013

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