Developing Training Schools: an evaluation of the initiative

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1 Journal of In-service Education, Volume 30, Number 3, 2004 Developing Training Schools: an evaluation of the initiative ROY BEARDSWORTH & MALCOLM LEE Members of the Standing Committee for the Education and Training of Teachers (SCETT), Worcester, United Kingdom ABSTRACT This article considers the background to the development of training schools in England and examines some of the impact that these schools have had on the initial training programmes of teachers. It also considers some of the effects this initiative has had on the professional development of teachers in such schools. The article is based on work undertaken by the authors as part of their duties as officers of the Standing Committee for the Education and Training of Teachers (SCETT) to monitor the development and effectiveness of the training schools by visiting a wide sample of these newly designated schools in spring The authors also used the report of the Office for Standards in Education inspectors based on their inspection role in training schools to compare and contrast their own findings. The thrust of the paper is built up from the observed perspectives of the designated schools visited as part of their work. Introduction In the middle of the 1980s significant reforms were initiated in both the USA and the United Kingdom. The strategies may have been differently framed, but the reformers saw better schools and better teachers as central to meeting the future needs of society. This was not a new perspective on schools and teachers in England and Wales. Both the employers and the teachers unions had expressed many concerns about the programmes of teacher education in the late 1960s. At the beginning of that decade the period of training of non-graduate teachers had been extended to three years, a move aimed at improving the standards and quality of teaching, since this was the major route into teaching. At the start of the 1970s two national enquiries were undertaken into teacher education in England and Wales. The first was one carried out by the Area Training Organisations (ATOs), which were regional organisations made 361

2 Roy Beardsworth & Malcolm Lee up of representatives from universities, local education authorities (LEAs), colleges of education and teachers unions. A government committee, chaired by Lord James, was established to undertake a second and more wide-ranging enquiry. Both these enquiries made recommendations in the early 1970s directed at improving teacher education and continued professional development. These preceded three decades of change and development in teacher education and training. The Green Paper, Teachers meeting the challenge of change (Department for Education and Employment [DfEE], 1998) proposed the establishment of training schools, one of the initiatives designed to develop and disseminate good practices in initial teacher education and training, and also to train mentors to work with the trainees. The teachers in schools have always played a role in the initial training of teachers by providing practical teaching experience and support in schools. This experience was largely planned and managed by the training institutions. The training school initiative was to give real substance to the idea of partnership between providers and schools. In May 2000, the DfEE invited schools to prepare and submit bids to become training schools. In September 2000, after consideration of the proposals submitted, the first 54 (39 secondary and 15 primary or middle schools) were accredited for three years. Each successful school received an amount of money, commensurate with the bid for funds, from the Department for Education and Skills (DfES) for this initial period. The number of participants has been extended subsequently as additional schools were allowed to bid. In September 2001 a second cohort of 28 (22 secondary and 6 primary) training schools joined the scheme. Further schools have been added to the number. A major task of government is to manage the supply of teachers for schools. Prior to the introduction of training schools there were in place School Centred Initial Teacher Training (SCITT) schools and Graduate Teaching Programme (GTP) places in schools. However, the supply of teachers, even after the establishment of these new routes, failed to meet the national shortage. It is fair to add that the wider profession as a whole had some reservations about the quality of teachers produced in this way. However, it is possible that, with a greater reliance on schools in the training process, one might avoid the problems of over provision of teachers trained primarily in providing institutions. The use of schools in a more central role would mean that numbers on trainee programmes could be increased or reduced on a year-on-year basis providing a more flexible supply line. SCETT Monitoring and Evaluative Activity The Standing Committee for the Education and Training of Teachers (SCETT) exists as a national forum, consisting of representatives of 362

3 DEVELOPING TRAINING SCHOOLS higher education institutions (HEIs) involved in teacher education, all the teacher and head teacher unions and professional organisations, LEAs, schools and other bodies with an interest in initial teacher training (ITT) and continuing professional development (CPD). Members of the Committee quickly expressed an interest in the training schools initiative; welcoming the Government s enthusiasm for strengthening the existing partnerships, involving more schools in teacher education, and increasing the role of the professionals working in schools and classrooms in the preparation of their future new colleagues. The Committee also recognised the potential identification of highly qualified teacher educators working in schools to add to the existing expertise on the Committee. Very quickly, half a dozen or so teachers from the newly identified training schools were co-opted to the Committee and were soon making valuable contributions to the Committee s work. SCETT contributed to the early meetings of the training schools and, subsequently, with the support of the Department, ran some conferences and seminars to assist the schools in the dissemination of their activities. Again, with the support of the Department, members of the Committee set out to visit as many of the schools as possible over a period of three or four months in order to monitor the wide variety of initiatives taking place, and assist in the dissemination of ideas and practices. An agreed schedule of areas to be explored and data to be collected was drawn up. Information was collated and is set out in the next section under six headings: management, whole school partnership activities, teachers, pupils, training/strategic goals and continuing issues. Comparisons are also made with the report of the Office for Standards in Education (Ofsted) inspection of training schools where similar findings to those of SCETT officers are recorded. During the summer term of 2003, Ofsted carried out a survey of training schools to evaluate: how well the objectives of the programme had been achieved; the impact of the programme on provision of ITT (Initial Teacher Training) in schools; the impact of the programme on other aspects of schools performance. It is the outcomes of this survey that will be used by the authors alongside their own findings. The visits we made as SCETT officers tried to focus on: innovation and creative solution to problems; identifiable models of effective practice; costs and use of the resources provided; stakeholder perception of impact on standards of ITT; teachers professional development; recruitment and retention of staff; 363

4 Roy Beardsworth & Malcolm Lee school improvement strategies and self-evaluation; pupil achievement; use of information and communications technology (ICT). We also tried to identify other outcomes, such as changes of attitudes and practices, which might unexpectedly have taken place as a result of a school being identified as a training school. As we stated above, we held an initial SCETT seminar in the autumn of 2001 to which all training school programme leaders were invited. Prior to attendance they were asked to complete a questionnaire profile, which would outline their strategy, objectives and perspectives on their immediate intentions for their projects. A follow-up questionnaire was sent to all the training schools. The information we collected from these two initiatives was used to frame some questions we could use on our visits to explore key aspects of the work of training schools. We checked these questions with a number of individual training schools representing a cross-section of such schools. We then identified primary and secondary schools in different geographical areas, which were going to be visited. We considered they were also representative of the total cohort. Some of the schools we included in the sample of schools were also visited by Ofsted for the purposes of compiling their report in We discussed the data we collected to develop profiles of these schools. We developed a series of statements about training schools, which had been framed from the discussions of the seminars described above. These statements formed the interview schedule, which we each used for our interviews with the Head or training school manager. This methodology enabled us to obtain detailed information for analysis and a firm base upon which to base our judgments. All the schools we visited devoted about a half day to the interview, and provided documentary evidence of the work they were doing and the staff training programmes for those who were acting as mentors to the trainees. Many of the schools we visited were either designated Beacon Schools or Language Colleges, and some schools were working in partnership with other schools in their area. All the schools had a firm commitment to the training school project. Management It was clear from the nature of the planned programmes and the relationships with partner organisations that effective management would be crucial to the success of the project. There was no single management style. The heads of some schools took the lead, but with equal success the responsibility was delegated to the deputy or a senior member of staff. However, the heads remained closely involved with the 364

5 DEVELOPING TRAINING SCHOOLS scheme. A common factor contributing to effectiveness was the delegation of responsibility to named persons for specific areas of work. Integration of the programme into the school life and the development of teamwork, and a whole school approach to teacher training made a substantial contribution to the effectiveness of the programme. Detailed planning also had a positive effect on the work of the training schools. The time available to teachers was a serious pressure point, even though significant amounts of the money provided for the scheme had been spent on releasing staff to undertake their work with the training school project within the school. The Ofsted (2003) report identified strong leadership and management of the programme as the key features in the most effective training schools. They additionally noted the strong influence of the ASTs (Advanced Skills Teachers) in leading training school activities. In some of the schools we visited, the head of the training school had AST status. The extra funding was being used in a variety of ways with the part payment of the programme leader s salary and payment for release time being high priorities. Significant sums of money had also been spent on ICT. Ofsted (2003) reported similar findings, which they adjudged to be an effective use of the government funds. One of the schools visited had used a considerable amount of its money to provide a dedicated room as a Professional Development Centre for use of trainees and other staff undertaking CPD activities. This had been well equipped with Apple Mackintosh machines and software, the preferred system in this particular comprehensive school. Perhaps the most important aspect of this part of the scheme was in the base it provided in the school for trainees and experienced teachers to pursue their own development and to discuss professional issues. Other schools also had dedicated areas for trainees to use. Training schools, like other schools, have Graduate Teaching Programme (GTP ) schemes and the mix of trainees offered opportunities for innovation and some flexibility. Whole School/Partnership The training schools generally believed that this new role enhanced their status and widened their mission. The schools visited by the writers displayed an enthusiasm for the whole school educational programme and this commitment appeared to contribute to good practice. Not all teachers and non-teachers were involved as training areas changed. However, schools appeared to have adopted flexible approaches to involve staff on rolling programmes and commitment was greatest where staff felt involved, and had a stake in the work in some way. Most of the training schools had had long-standing organisational partnerships with the HEIs involved in this initiative, where they had 365

6 Roy Beardsworth & Malcolm Lee provided practice places for students in training. There was concern in some of the schools that the partnership was unequal, and that the school was not given the opportunity to make a sufficient input into the total programme, and its assessment and delivery. Some of the training schools had established links with a number of HEIs, rather than just one, which enabled a variety of programmes to impact on the work of the school. However, the contribution of HEIs was valued as was the expertise they bring. The training of mentors and greater involvement of staff had contributed to the development of the school as a learning community, and provided significant gains in CPD. In some areas, clusters of schools had been formed to work with the training schools and this has increased the number of schools actively involved in teacher training. The training schools also felt that there was limited understanding of the role of the training school in the general activity of schools, bearing in mind that many schools not designated as training schools were significantly involved in providing practice places and contributing to the training of teachers. The Ofsted (2003) report in general supports these findings; for example, it affirms that the programme has had a very positive effect, and listed the following benefits of the scheme: Teachers in almost all the schools felt the programme had resulted in improvements in their teaching; they had become more reflective and analytical of their own practice. Teachers had generally benefited from improved opportunities for staff development, including mentor training. Two-thirds of the schools attributed improvements in the recruitment and retention of teachers to involvement in the programme. More than a third noted improved teacher morale. Additional resources provided for teacher training had also been beneficial to the wider work of the school (Ofsted, 2003, p. 5). Teachers Perhaps the most significant outcome of our work has been the way the involvement in the training school programme has increased teacher confidence and an awareness of professionalism. Those teachers involved in the training programme have become more reflective about their own performance and attitudes, a point noted by the Ofsted (2003) report and referred to above. Teachers skills and personal learning have both been affected positively, and an impetus has been given to innovation and new practice. Our study also indicates that being part of a training school project improved the retention of teachers in schools, a problem that has caused much concern in recent years. It was clear from the data that the most committed teachers working in the training project schools saw themselves as having a teacher 366

7 DEVELOPING TRAINING SCHOOLS training role as part of being a professional teacher, and this appeared to have been combined with the likely increased take-up of related CPD and more applied teacher research taking place in these schools. The Ofsted (2003) report observed the high level of commitment to training programmes and the corporate responsibility exercised to meet the programme s agreed objectives. They reported observing good quality planning by teachers. Pupils One outcome of this training initiative resulting from the interactions between the staff of the school and their training partner or partners appears to have provided a more varied approach to lesson delivery and content. In most of the schools additional resources in the ICT area have provided additional opportunities for pupils. There was no evidence that pupil achievement levels were in anyway adversely affected and a more detailed study might well indicate an enhancement of achievement levels. Training/Strategic Goals It was expected that the training schools would develop innovative approaches to teacher training working with appropriate ITT partners in higher education and other areas. These schools had specific objectives, often broadly set out, expressing their intention to develop and improve existing programmes of school-based ITT. The DfES set an objective to increase recruitment of non-standard trainees to help with shortages of teachers in some subject areas and some geographical locations. Some of these concerns were picked up in statements of objectives or expressions of intentions. For example, a training school located in an EAZ (Educational Action Zone) provided training in SEN (special educational needs). Most of the schools visited had made reference to the use of ICT within their training programmes. Providing help and training in the use of interactive whiteboard technology was seen as important and some references were made to the making of video material in the training process. It was clear from the visits that significant use was being made of ICT. The school mentioned earlier, which had devoted some of its grant to creating a Professional Development Centre for the trainees, had equipped it with a high quality ICT facility. This aspect of work in the training schools was commended in the Ofsted (2003) report. There was some recruitment of non-standard trainees, but the majority were on the standard PGCE (Postgraduate Certificate in Education) course. Training schools appeared to be taking greater numbers of trainees than during previous school experience placements. This was also noted by the Ofsted (2003) report. 367

8 Roy Beardsworth & Malcolm Lee Our evidence implies that overall the immediate relevance of the training courses has been improved. This was seen in the materials produced for the trainees by the schools and feedback from the students. On a number of school visits we were able to meet students on the course and, while this is no sort of statistical sample, all the feedback from them was positive. The mentor training was in place and appeared to be effective. A wide variety of methods was being used, and these include long and short placements, sometimes using more than one school depending on the school s expertise and the needs of the trainee. The Ofsted (2003) report stated that: More than four out of five of the schools had either fully achieved their original objectives, or had achieved most and made significant progress in meeting others. A fifth of these had met their objectives very successfully. A few schools had made only limited progress in meeting their objectives, especially those that involved outreach work with other schools. (p. 6) In most of the schools visited, significant numbers of teachers had been trained as mentors and this was key to the operation of the programmes. Some of the schools were involved in a range of training routes and some had been designated as recommending bodies for the GTP scheme. The skilled mentors, greater involvement of school staff and the management of the courses appeared to have had a very positive impact on improving the quality of ITT. Continuing Issues We agreed that we would ask the schools to identify issues of concern to those involved in delivering the programmes. Some of the issues raised were: the short-term nature of the funding and the uncertainty about the future of the project; the need for a support network; a need for more apparent support from the DfES at the centre; the need for a dedicated website to assist dissemination of ideas; confusion about the relative position of the training schools in relation to other TTA (Teacher Training Agency) and DfES initiatives, particularly the Partnership Schools Programme. The Main Recommendations These emerged from the information collected and are intended to be positive suggestions arising directly from all the evidence: 368

9 DEVELOPING TRAINING SCHOOLS It would appear that more coherence within the scheme would be desirable. Consideration should be given to what mode of training is most suited to training schools and most likely to increase the number of nonstandard entrants to the teaching profession. Sustainability needs to be an integral part of any proposal put forward. There should be risk money for innovation for development and maturation of ideas and practices to take place. Many mentors were using their training to progress to Masters degrees and there was evidence of Higher Education tailoring their provision to perceived needs, but many HEIs would need to examine their roll in teacher training. More research opportunities should be provided. In respect of the last point the Ofsted (2003) report addressed this question and they were able to report that: The training school programme had enabled a quarter of the schools to develop small research activities relating to aspects of teacher training and dissemination of the findings. (p. 10) The work undertaken to produce this paper was stimulating not only because it showed the developing success of a training initiative, but also because we met with professional teachers excited about the work they were developing. Correspondence Malcolm Lee, 59 Abbey Road, Shepley, Huddersfield HD8 8EL, United Kingdom (gmlee@atlas.co.uk). References Department for Education and Employment (1998) Teachers Meeting the Challenge of Change. London: HMSO. Office for Standards in Education (2003) An Evaluation of the Training Schools Programme, Document no. HMI London: Ofsted. 369

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