DIVERSITY

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MULTIVERSE exploring diversity and achievement
Mentoring for the new Standards in
diversity Clare Dowdall South West Regional
Coordinator
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Regional network meeting focus

• Mentor training and the new Standards in
  diversity
• Multiverse website redesign
• Mentoring resources
• Early years
• Contributions from student teachers/ trainees

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Regional network meeting questions

• How are policies and practices relating to
  diversity communicated to trainees when they are
  on placement?
• What issues have arisen in meeting TDA QTS
  standards relating to diversity?
• What role can partnership play in supporting
  trainees and mentors in relation to diversity?

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Source TDA 2006 available at http//www.tda.gov.uk
/partners/datasurveys/nqtsurvey/nqtsurvey2006.aspx
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Source TDA 2006 available at http//www.tda.gov.uk
/partners/datasurveys/nqtsurvey/nqtsurvey2006.aspx
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Links to useful publications DfES Aiming High
series (ref. 478)
The guide contains chapters on English as an
Additional Language, Prejudice and Racism and
Education for All. Each of these chapters
contains relevant research, case studies and
examples of good practice.
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QCA Pathways to learning (ref. 11246)
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General population your areareference 438
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MULTIVERSEexploring diversity and achievement
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Multiverse website resource

• www.multiverse.ac.uk
• Number of resources 550
• Number of registered users 8002
• Teacher educators 22, Trainees 55, teachers 12
• Average daily downloads 843

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Multiverse and diversity six strands

• Race and ethnicity
• Social class
• Religious diversity
• Bilingual and multilingual learners
• Refugees and asylum seekers
• Travellers and Roma

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Resources teachers tv
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Mentoring for diversity resources

• Guidance for primary student teachers on
  addressing diversity and EAL issues in the
  classroom
• (University of Chichester Primary partnership)
• Standards for QTS 2007

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Activity 1a Preparation for the mentoring of
student teachers/ trainees

• What challenges would trainees face in following
  the guidance within the context of our particular
  schools?
• What needs to be put in place in order to address
  these challenges?
• Are members of staff confident in preparing
  advice in relation to the guidance provided?
• If not, what are the training implications?
• Could the ITE provider provide support?

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Activity 1b Support for school-based staff as
part of mentoring process

• How can the guidance be used as a discussion
  focus between teacher mentors and trainees

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Activity 1c Support for ITE Providers

• How can guidance be adapted for use within ITE
  settings to complement existing input around
  diversity and EAL?

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Activity 2 Mentor training activity

• See statement sheet 1
• For each statement consider the following
  questions
• To what extent does this happen in your
  particular school context?
• What impact does it have on the trainee?
• How could it be improved further?
• Would this have any resource/training
  implications?

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Activity 2 Mentor training activity ctd.

• If the response is negative
• Why is this not done in your particular school
  context?
• What is done or could be done as an alternative?
• Are there any resource/ training implications?

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Sharing success in the South West region

• Ways forward
• Suggestions for regional report

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