Student Teacher Growth

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Student Teacher Growth

• Using Additionality in ITE as a Vehicle for
  Practical SEN Training
• Rachel Barrell and Robyn Cox
• University of Worcester

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• 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.

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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
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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 lions 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)
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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?

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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.

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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

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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

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Part 2

• Part 2 Description of our implementation
• - the TDA pilot
• - embedding in ITE provision

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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.

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The placement over two years
Year 1 pilot 2006-2007
Year 2 Embedding 2007-2008
Year 3 Development 2008-2009
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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

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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?

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• Year 2 Embedding continued
• Students took part in semi-structured interviews
  focussed on Males (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

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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

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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)

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Part 3

• The data collection and the student voice

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The Street Fair Oxford Reading Tree
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Sequencing- Using Symbols
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TEACCH
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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

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Assessed observations Cycle 1 Pilot
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Assessed observations Cycle 1 Pilot
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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.

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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.

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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.

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• 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 Im sure I
  will pick it up eventually!

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Part 4

• Additionality and Future plans

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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.

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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)

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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.

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Successful areas to build on

• Student knowledge and transfer of Multi-Sensory
  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

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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.

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• 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.

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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
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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.