New Teaching Standards, eCPD and Teacher Training

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New Teaching Standards, eCPD and Teacher Training
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KINGSTON COLLEGE
LINDSEY WAINE
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Background and Context

• A medium-sized FE college to the south-west of
  London
• 200 students on a range of teacher training
  programmes
• Diversity of trainees and the institutions they
  represent
• Strong adult education ethos

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Participants in the project
Kingston College Teacher Education Team Kingston
Adult Education tutors on 7407 Stage 2
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Project framework
Equipping our Teachers for the Future (Standards
Unit)
OFSTED Survey the initial training of further
education teachers
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What we set out to achieve

• To develop a digitised repository of exemplar
  classroom practice in both AE and FE
• To use digital video technology for online lesson
  observation by subject mentors

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Our rationale

• We had already exploited the use of our
  Blackboard VLE in our ITT programmes
• Student evaluations had identified video material
  of real classroom practice as under-utilised or
  set within the secondary school context and
  curriculum

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Our rationale

• We had recognised the resource implications
  arising from the need for trainees to be observed
  by a subject specialist mentor
• The lack of systematic and effective mentoring
  arrangements for trainees on the majority of FE
  teacher training courses is a major weakness.
  (OFSTED p.18, pt.45)

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What did we do?

• A variety of lessons were videoed in both
  Kingston College and Kingston Adult Education
  Institute
• Edited footage was hosted on a streaming media
  server
• An accompanying commentary was written within key
  themes from the 7407 Stage 2 scheme.

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What did we do? (cont)

• Subject mentors were trained in the use of online
  lesson observation and feedback
• Trainees were grouped in curriculum areas and
  videoed one another, introducing peer observation
  as an additional outcome
• These lessons were streamed directly to a
  confidential area within Blackboard, accessible
  only by the trainee, mentor and a member of the
  Teacher Education Team

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What skills did we acquire?

• Filming techniques use of sophisticated camera,
  positioning of microphones
• Editing using Adobe Premier
• Transferable skills applying general lesson
  observation skills to an online context and
  training of mentors

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Links to new ITT framework
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Links to new ITT Framework
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Links to eCPD framework
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Links to eCPD framework
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Where do we go from here?

• Continue to develop exemplar video materials
• to support ITT programmes
• to focus on subject pedagogy
• to develop mentorship for trainees
• to use exemplar materials more widely for
  in-house CPD activities

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Tasks from the eCPD Framework 1.2.2-4To think
about

• What were the intended benefits of the e-learning
  intervention?
• Would these be clear to learners?
• How would you evaluate the intervention?
• How was learning enhanced or supported?
• Were the intended benefits achieved?
• How could lessons learnt be applied to your own
  practice?
• What teaching and learning approaches would
  maximise the value of this resource?

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lindsey.waine_at_kingston-college.ac.uk