Training Schools and Teacher Training Academy Pilot Projects: local leadership in Norfolk and the Eastern Region

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1 Journal of In-service Education, Volume 30, Number 3, 2004 Training Schools and Teacher Training Academy Pilot Projects: local leadership in Norfolk and the Eastern Region ROB KNEE Regional Partnership Manager (TTA Eastern Region), Norwich, United Kingdom RICHARD CRANMER Notre Dame High School training school, Norwich, United Kingdom MAXINE BLOCKSIDGE Aylsham High School training school, Aylsham, United Kingdom ABSTRACT Current trends towards greater collaboration between schools to support training and staff development at a local level together with the linking of the needs of trainees, the wider workforce and experienced staff to this agenda has created a need for neighbourhood support. This support can be effectively developed by Training Schools, acting as a broker for schools, local education authorities and initial teacher training providers. The development of Teacher Training Academies, based on the foundations of high-quality standards and networks, is being piloted in the Eastern Region. Context Few developments rightfully earn the descriptor phenomenon in the school context, but the training school concept is perhaps an example. There are two areas of evidence to substantiate this. The local evidence stems from the desire shown by so many schools to apply for this status and for the determination with which they do so. Not many innovations can stimulate the demand that leads to school staff flying across England to hear from successful applicants, or the deep frustration and disappointment that has been shown by the unsuccessful. The national evidence can be found in the Office for Standards in Education (Ofsted) inspection report of the evaluation of the training 391

2 Rob Knee et al schools programme published in November This report described the large majority of training schools as achieving their objectives, serving as models for leadership, using the status to further other school aims, improving recruitment and retention, and providing clear value for money. Little wonder that this status stands above all others in the eyes of many schools. A discussion with training schools reveals that such an initiative has the capability to support a number of core aims. These include: the provision of a unifying mission for a school with which many of the staff (teaching and support) can identify; the provision of high quality training for both initial teacher training (ITT) and practising teaching and support staff. The development of ITT partnerships, particularly over the past 3-4 years, has provided the opportunity for many staff to enjoy working with trainees. Stimulating an interest in the development of pedagogy and other continuing professional development (CPD) opportunities has contributed to improvements in standards in training and, in some cases, clear improvements in school performance. Perhaps the other significant opportunity that training schools enjoy is the chance to develop, through a common agenda for training, strong partnerships with higher education institutions (HEIs), local education authorities (LEAs) and the local community. Many also enjoy the independence of acting as their own provider, through a School Centred Initial Teacher Training (SCITT) programme or work with the Graduate Teachers Programme (GTP). In critical terms, training schools are developing a local leadership role, which is acting as a strategic response to the pressures that stem from national and regional interests. This leadership can be seen to have the potential to develop a degree of enfranchisement for school staff, students, neighbouring or linked schools, and for the wider local community. The development of ITT to the highest quality forms the opportunity and provides the language through which schools can collaborate on equal terms. For school staff, the local training agenda provides enriching opportunities and professional development. For pupils, the provision of opportunities to contribute to the training and learning discourse through initiatives such as the Students as Learning Partners (Sharnbrook and Comberton Village College training schools) or Partners in Learning (Nobel School training school) schemes. There is also the opportunity for a greater variety of experience within the classroom. Other schools can take advantage of these developments in collaboration 392

3 TRAINING SCHOOLS AND PILOT PROJECTS with the training school. Such a unified focus can bring benefits to the community through improved opportunities and access. In Norfolk, the monitoring of such developments has led to the creation of two local Teacher Training Academies. This is a unitary concept which provides the practical framework for training schools to outreach and to coordinate, on behalf of an area or partnership of schools, the activities of LEAs, higher and further education institutions (HFEIs), ITT providers and other agencies. The potential value of the academy concept can best be measured against a number of key questions that have emerged from the evaluation processes, many of which are perennial. One issue for each interest group has been selected. ITT Provision: how can providers of Initial Teacher Training be supported in the development of capacity, quality and profile of ITT partnerships? The training school-led academy can help to support trainees in the field with study and support facilities, train mentors at events in their local area, help to coordinate training that draws on the strengths of individual schools. These activities can be done on behalf of all local providers, thereby supporting a degree of rationalisation for the benefit of schools working with a variety of partners and a variety of training routes. ITT Trainees: how can trainees receive local support and training? Trainees can use an academy study base and meeting room, which will also be the venue for local training. The academy will also support fast track development for GTP by strategic use of placements and consultation with local schools. Remodelling: how can the provision of locally based, high quality opportunities for Higher Learning Teaching Assistants, Specialist and General Assistants, Cover Assistants, Counsellors, helpers, etc., be supported? The academy can develop programmes, working with the LEA or other providers, on a local basis on behalf of a group of schools. Continuing Professional Development (CPD): how can teaching staff be provided with tailored, locally available opportunities for career development? The academy can broker programmes working with LEAs, schools, Higher and Further Education. The academy can coordinate research projects and support the integration of ITT activity into the whole school process. Preparations for the curriculum rely on a high degree of collaborative working, which the academy is well placed to support. Discussions with the General Teaching Council s Teacher Learning Academy project has lead to the piloting of aspects of this initiative which provides an accreditation opportunity for teachers learning. Academies are likely to train a team of assessors for both ITT and CPD. Pupils Learning: how can the academy support learning? The academy can support the introduction of schemes that enable pupils to 393

4 Rob Knee et al participate in the processes of training and reflection. Such schemes have the potential to motivate pupils, and to assist their development as reflective and informed learners. Work-related opportunities can also be supported by this collaborative model approach. Such opportunities can be developed on behalf of pupils, staff and ITT. Local Education Authorities: how can LEAs extend the range of support for schools? The academy can pilot on behalf of the LEA and can disseminate, recruit and support LEA interests at a local level. ITT links can be developed to support a wider agenda. Advanced Skills Teachers (AST): how can the role of AST be supported and coordinated in a local context? AST support for ITT offers two key opportunities. By working with trainees and their placement departments, an AST can operate an effective form of outreach that grows from a neutral agenda of highest quality training the achievement of which inevitably involves the development of departmental subject provision. In addition, reaching a cohort of hundreds of trainees, many of whom will take up posts with the LEA, is one way of developing a working relationship for the future. The academy can assist in the deployment and coordination of AST outreach. Universities and Colleges of Further Education: how can the availability of the resources, interests and activities of HE, FE, museums be supported? Academies can provide opportunities for the interchange of staff and information that can enable a greater level of access on both sides. In effect, the academy can become an outpost, building on existing links. Extended Schools: how can the development of closer collaboration between significant agencies be achieved within communities on behalf of the interests of the whole child? The academy can support the training needs of staff from schools, police, health and social services to enable the successful interchange required. This can be brokered locally on behalf of a community of schools and, again, be seen as an ITT/CPD initiative. The Community: how can the local community gain greater access to education and associated elements? The academy can promote and support events that provide information and opportunities in relation to careers in schools. It can help disseminate projects that relate to local community leadership by school staff, parenting skills and other aspects accruing from inter-agency activities, such as citizenship, health and the response to anti-social behaviour. Development A key ingredient for the development of the Teacher Training Academy initiative in Norfolk emerged from the close collaboration between the county s training schools, the Norfolk LEA (a partner in both SCITT and a 394

5 TRAINING SCHOOLS AND PILOT PROJECTS Designated Recommended Body for the Graduate Teacher Programme [DRB]), the University of East Anglia (UEA) and Norwich City College. Further detail on the current development of academies by secondary training schools Notre Dame High School in Norwich and Aylsham High School in North Norfolk (both supported by the Bawburgh School, a primary training school) follow this section. All three schools (subsequently joined by Lynn Grove VA High School in Gorleston/Great Yarmouth) are committed to high quality ITT through key partnerships with the SCITT, DRB and the UEA. The schools meet regularly with both the LEA and the UEA, and are making use of their ITT partnership links to underpin their academy outreach activities. The LEA is particularly keen to develop support for newly qualified teachers within their local school communities many a considerable distance from the professional development centres, to develop a tailored and responsive approach to CPD for other staff, with the aim of retaining and supporting a county staff complement, the majority of whom are in the last third of their careers. The LEA is also keen to develop a local recruitment and training dimension in response to the needs of supply. Discussions with the University and College of Further Education, facilitated in part by a conference of local stakeholders in May 2004, identified a number of shared aims. Both organisations believe that local collaboration will enhance their training activities and recruitment through a greater understanding and sharing of expertise and resources. Many of those trained remain to take up posts locally with a clear opportunity to maintain and bridge the transfer from trainee to newly qualified to mature member of staff. Research expertise and opportunities for postgraduate level CPD are areas that will benefit from greater access at local levels, particularly in this large rural area. A regional partnership dimension has led to the funding of the pilot academies by the Teacher Training Agency and the development of other academy models across the region. Descriptions of these particular models will follow the description of the case studies. The funding allows for training school outreach and meetings. The costs can be kept relatively low as many of the activities described already occur, but may receive the benefit accruing from a more cohesive, coordinated and disseminated approach. Case Studies: Norwich and North Norfolk Notre Dame High school was established in 1864 when the Sisters of Notre Dame arrived in Norwich to teach just seven students, and is situated in the centre of Norwich. From this small beginning, the school has grown into the present specialist language college of 1272 students, including 372 in the sixth form. The school has greatly benefited 395

6 Rob Knee et al from its involvement with ITT through longstanding partnerships with UEA and de Montfort University and further enhanced through the relatively recent addition of a DRB and SCITT, managed jointly by Norfolk and Suffolk LEAs. Notre Dame has for a long time considered itself as a training school by the very nature of its extensive association with ITT and was delighted to be granted designation by the Department for Education and Skills (DfES) in September Aylsham High School (HS) is located in North Norfolk. One of the first cohort of schools to be awarded training school status, it now has 900 pupils within the range with a local federation in operation with Fakenham College (11-18) and close links with Paston Sixth Form College in North Walsham. Aylsham HS is also a long-standing partner with the UEA and a founding school for the development of the GTP and SCITT. Both schools are also using TTA Partnership Promotion School status and funding to support outreach projects with neighbouring schools. Involvement with the DRB and SCITT routes has provided the catalyst to stimulate improved coordination between the other training schools in the county. Norfolk is one of the largest LEAs in terms of geography and for this reason trainees can be spread far and wide in an equally diverse range of schools ranging from relatively large city high schools to very small rural first schools. Ensuring full benefit from one centrally delivered Professional Development Programme presented challenges in terms of travelling time whilst at the same time a network of enthusiastic colleagues across the county were forming themselves into a strong team of school-based advocates willing to support trainees within their own school and those elsewhere in their locality. It was as a result of these developments and the recognition that trainees from all routes should have access to such a network that encouraged us to look at formalising this support. Coupled with this was a growing appreciation that all of those involved in ITT appreciate a personal level of support, rather than or in addition to a distance learning model that some trainees found themselves relying on in their schools. The advantages of peer support and the ability to communicate swiftly with others involved in ITT, be it subject-related or concerned with the more generalised challenges that face trainees and their mentors, were clear in our minds. In formalising this network of support it became apparent very quickly that such a system would act as a portal through which other initiatives, both national and local, could access their target groups in addition to trainees and mentors. This is likely to include newly-qualified teachers (NQTs), other teachers, teaching assistants, ASTs and those colleagues involved with schools in the wider community. In the light of the existing challenges facing these groups, and in terms of communication between schools and access to local support, the network looks set to become a 396

7 TRAINING SCHOOLS AND PILOT PROJECTS vital tool with which those parties responsible for school improvement and remodelling, in particular the LEA, are taking great interest. Developments from April 2004 ITT The formation of the Norfolk Training School Partnership (NTSP) with the three existing training schools and one newly designated. A Primary and Secondary Induction Programme (primarily for GTPs) with open access to trainees from any other route. The programme to be delivered by representatives from ITT providers along with significant input from school-based experts as examples of collaborative practice. Level 1 and 2 Mentor Training: dates set for delivery of TTA modules by the NTSP as part of the proposed differentiated approach mentor training. Preparing the academy study centres in Norwich and North Walsham with books and ICT equipment. Supporting GTP and SCITT trainees placed at schools within the academy area by visits by academy coordinators to both trainees and mentors. Remodelling Meetings with Norwich City College and UEA to support the launch of a Foundation Degree for Teaching Assistants in September. Planning training and support for Cover Assistants within the local area. Liaison with the LEA to support HLTA training and supporting those teaching assistants following distance learning packages and preparing for HLTA assessment. CPD Meetings with the Norfolk LEA to discuss future CPD provision for the complete school workforce. Working in partnership from September with aspects of the GTC Teacher Learning Academy pilot. Discussions with Norwich City College on partnership opportunities to support developments for staff in both environments. Meeting with Norfolk Police to discuss common training programmes and the opportunities of sharing specific training sessions. Colleagues to shadow each other in the near future to identify these. Providing local support for the LEA NQT Induction programme. 397

8 Rob Knee et al Developing a standards-based, progressive route from classroom helper, to Learning Support Assistant, to Teaching Assistant, to Cover Assistant, Specialist roles, HLTA, QTS. Such a programme will be offered locally and supported by local schools and the LEA. Pupils Offering training for pupil involvement in the evaluation of lessons taught by trainees or other staff. Advanced Skills Teachers Presentation to Norfolk ASTs, illustrating the different levels of involvement with ITT and involvement in the academy project. Schools Providing outreach opportunities for specialist schools to contribute to the local ITT programmes. Providing models for outreach in other areas of the county for leading schools or schools intending to apply for training school status. Working with the Regional Partnership Manager to support potential and existing training schools. Museum Meetings with the Education Office at the Norwich Castle Museum to establish ways in which we could work together in a more cohesive way and provide a link between themselves and school based staff. Extended School The region s first extended school (located in Norwich) has just received designation, and is likely to become a key part of our work and further our involvement with the police force and other agencies. Community A programme for the collaborative delivery of Taste of Teaching evenings in each of the training schools and supporting similar events in other schools has begun. 398

9 TRAINING SCHOOLS AND PILOT PROJECTS The Academy office will be staffed one afternoon/early evening each week for support and guidance for any interested in a career in schools. Evaluation In the final analysis, the academy concept will need to be judged on the impact it has on pupils, staff, school performance, parents, ITT trainees and providers, and the wider community. A number of elements described have already taken place (and, it is recognised, are likely to be existing features in many other areas across the country). Each stakeholder group will be consulted on a regular basis to assess the impact of the academy. However, as the central concept is about developing the benefits of collaborative working between schools, Further Education (FE), HEIs, LEAs and other agencies, attention needs to be focused on monitoring and discussion with these groups, to determine improved efficiency and clarity. Early indications suggest that the initial process of information sharing is already yielding benefits. Presentation of the academy project has already opened doors for collaborative work, in particular with FE and the Museum service. Placement of SCITT and GTP trainees is already providing opportunities to target support to individual school departments. The academy s professional studies and induction programme for GTP has helped a greater involvement of primary school staff. The local Taste of Teaching evenings have helped to recruit a number of SCITT and GTP for (One clear advantage of building on existing frameworks is that benchmarks are already familiar.) Other LEAs across the region have expressed interest in the academy model as a potential strategic approach to work with training schools. The regional training school and LEA network is working successfully to pass on advice, and to organise consultative events and exchange visits. Developing the Model It is intended that a number of other models will be piloted in the Eastern region from September The academy pilots are linked to the broad strategic aims for partnership in the region. One aim centres on the problems of supporting training and recruitment in the coastal and rural areas. A school, training school or a school of equivalent potential, will focus on supporting partnership within a local context. The areas that may be explored include: closer collaboration, and sharing of expertise between secondary and primary schools; the development of local resources, for example, developing the advantages of coastal areas in respect of certain areas of the curriculum, such as science and tourism; 399

10 Rob Knee et al the development of positive advantages for the career development and support of local staff, and the development of local pathways to school careers; and attracting graduates back to train in the home locality and those contemplating a return to teaching. A second project involves the outreach of a training school with a particular expertise in supporting the teaching of English as an additional language. A third is linked to working with other agencies and specific outreach for a number of LEA initiatives. A fourth focuses on an academy centred on a pyramid of schools within a single catchment area. Future developments include the exploration of how closer links between schools and universities can be achieved. There are existing projects that are already facilitating such links, for example, in the South West. There are models in the USA where training schools are outposts for universities, where the training is based locally in response to local needs characterised by underachievement by disadvantaged groups. Information and communications technology can clearly make an important contribution. However, there is an irony that stems from the importance of the academy project in bridging by human interaction as an important advantage over electronic or paper communication. A virtual academy, web-based, would provide an answer to the question as to how academies might prosper in larger, complex urban areas or even across very large distances or borders. A virtual web facility is planned, which mimics the human element of academy outreach by animated and virtual environments, where information can be exchanged and discussions take place at a more sophisticated, satisfying and significant level than the sending of an . The government has moved to develop the role of the Teacher Training Agency in respect of a wider training brief. The high standards achieved for ITT clearly providing the foundation and structures for this development. The development of the role of the individual training school is a microcosm of this, with the dissemination of high quality practice and expertise via well established networks developed and led by teachers for the benefit both for their current and future colleagues. Correspondence Rob Knee, Regional Partnership Manager (TTA Eastern Region), 2 Station Road, North Walsham NR28 0EA, United Kingdom (rknee.tta@btopenworld.com). 400