Returning To Teaching

An evaluative case example of one CPD course

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The Background

The Return to Teaching course is funded by the Training and Development Agency for Schools (TDA)

Its remit is to provide teachers who have been the away from the profession for a number of years to update their skills, knowledge of current educational practice.

The course run by the University of Winchester is specifically designed for teachers returning to the Primary school setting.

The present cohort includes teachers who have not taught in mainstream classrooms for between two and twenty years.

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The Background

The course is delivered over twenty five weeks from September to April with seminar attendance at the University half a day a week and approximately one school based day a week.

The present cohort includes teachers who have not taught in mainstream classrooms for between two and twenty years.

The individual needs of the participants are therefore wide ranging.

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The Purpose of the study

It was realised, via the evaluation of the previous course, that the participants occasionally experienced a variable amount of support from their mentor.

Therefore the researchers set out to explore and evaluate the effectiveness of the support offered to teachers returning to the teaching profession

In addition the remit was to evaluate the reality of the professional development opportunities offered to the teachers undertaking the role of mentor to post graduate participants as opposed to Initial Teacher Training students.

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Links with Qualified Teacher Status (QTS) Standards

Underpinning the research and the course are the following considerations;

1. The need to bring the participants up to date about the QTS standards and their place within the framework (core)

2. The recognition that the mentors are all post threshold teachers and require evidence relating to the P group of standards.

3. The RTT course organisers need to ensure that the course has the maximum CPD impact both for the participants and in the schools.

(TDA 2007)

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Research Process

Sample: A self-selected group of four teachers, together with their allocated Returners, were the subjects of the research.

Returners’ Audit Initial Audit:During the Induction day the Returners

considered the depth and effectiveness of their professional experiences and strengths prior to the course school placement.

Mid-Term Audit: During their school placement they reviewed these aspects.

Final Audit: To be completed at the end of the course. Mentors’ Audit:

The mentors also reflected at the outset on their prior experiences and perceived strengths as mentors.

Mid-Term Audit: Telephone interviews Final Audit: School visits

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At the midpoint of the school experience the mentors were asked to review the strategies being used to support the individual Returner

A further question was whether the additional direction and support of the University on the Induction day had contributed to their professional development, understanding and ultimately to their skills as a mentor, particularly when supporting post graduate students.

Data Collection

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Initial participant data gathered at the beginning of the RTT course.

Returner Number of Years Absent from Teaching

Perceived strengths

Additional Experience since ITT

Expected individual outcome

Perceived Needs of the Returner Teacher

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Returner No of years absent from teaching

Perceived strengths

Additional Experience since ITT

Stated Training needs

Expected individual outcome for the Returner at end of placement

Perceived Needs of the Returner Teacher at the commencement of the course

Returner A

None •Creativity. •Experience in cross curricular issues•Leadership & project management

Working nationally with artists and writers.

•Classroom ManagementCurriculum AssessmentTeaching in a school environment

Uncertain at this stage but eventually to explore the overlap between the cultural & the education sector via consultancy?

Classroom experience

Returner B

Ten Years

Ability to relate to children. The ability to motivate.

Ability to be adaptable nd to cope with the unexpected has developed over time.

Planning and Assessment

A return to Teaching on a part-time basis

•A development of knowledge with regards to planning & assessment issuesA greater awareness of the new developments in the NC

Returner C

None (TA)

Knowledge Understanding of SEN issues Patience

Social Services, particularly related to children with disabilities.

Maths, ICT & a greater K & U of new teaching methods

To be able to secure a post as a SENCO

IT Knowledge & planning•To be fully aware of the NC standards

Returner D

Three Years

Interest in numeracy & science dev Speaking & Listening dev

Parental exp with a child with SEN

•ICT, Whiteboards Classroom Management

Job Share and /or supply teaching

Aspects of PE – ideas to keep lessons varied & fun.

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Returners’ Data

The strengths and training needs identified by Returners included: SEN Literacy & Numeracy ICT Planning and Assessment Classroom ManagementAll aspects which relate to QTS/Core standards:C11-12, C15-C17;C26-C28, Q10-Q11

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Initial Mentor data gathered at the beginning of the RTT course.

Mentor Perceived strengths

Previous Experience

Stated training needs

Expected outcome for the mentor

Voluntary or imposed Mentor role

Perceived needs of the Returner from the Mentor’s perspective

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Mentor Perceived strengths

Previous Experience

Stated Training needs

Expected individual outcome for the mentor at end of placement

Voluntary or Imposed Mentor Role

Perceived Needs of the Returner Teacher

B(Male)

Good Interpersonal skills. Able to encourage & a confident teacher

Mentor to a mature student completing an OU PGCE

How to improve the quality of balanced feedback to be able to support, motivate and to challenge the Returner

Hopes that it will provide opps to reflect on own practice & to also learn form the Returner

‘I was asked politely and responded politely’!Considers that it will be valuable exp for leadership & man skills

To embrace changes in technologyTo renew K & U of the CurriculumLife/work balance issues

A(Male)

Experience & Approachability

A wide range of Undergrads in ITT

None stated but would seek advice if any problems occurred.

Anticipates that the experience will be a ‘two way’ process.

Voluntary as part of own PM

To have a listening ear availableHow to cope with the increased amount of paperwork

C(Female)

Good relationships. Enthusiasm & good organisational skills

Undergrads in ITT & an NQT

Observational skills to ensure that the Returner gains the most from any feedback

Hopes to become more reflective and to learn from the Returner

Volunteered to develop own skills

Organisational skillsPlanning

D(Female)

Interpersonal skills

A wide range of Undergrads in ITT some more challenging than others!

None stated Time to become more reflective

Volunteered Regain confidence

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Mentors’ Data

The strengths and training needs identified by Mentors (all post threshold) included: Interpersonal Skills No training needs (x2) Observation and feedback Reflect on own practiceAll aspects which relate to Professional

Standards, Q7, C4, C6, C9, P9, P10,

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The Story so far

Ten weeks after the commencement of the course the participants and the mentors who had taken part in the research project during the Induction Day were contacted again.

Mid-Term Audit: The Returners completed a mid term audit

questionnaire The mentors completed a telephone interview A summary of the perceptions were collated to identify

similarities and differences.

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Mid Course ReflectionBenefits Challenges Identified

Training Needs

Future Strategies

for Returners course

Returner A The positive classroom management and teaching strategies modelled by the mentor have been really helpful

Time management relating to mentor discussionsThe identification of own targets & action plan for future development

The opportunity to deliver whole class lessons. – So far this Returner has concentrated on parts of a lesson e.g. the starter or the plenary

To create a more prescriptive ‘To Do’ checklist to be completed within the first 4 visits

Mentor A Considers that skills re feedback are developing – particularly with someone with additional experiences

Time managementThe recognition of prior professional experience and how this can be utilised.Adapting to the flexibility of visits as ITT students have a block practice

The opportunity to discuss with other mentors the challenges and useful strategies to meet the needs of the Returner

To encourage all mentors to attend the Induction Day prior to the SETo tighten the advice to schools & Returners re the expectations at the beginning of the placement especially. Too open-ended at the moment

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The way forward

An initial session during the Induction Day is valuable as it clarifies the expectations and highlights the differences between postgraduate and ITT students

The initial meeting of the Returner and mentor ‘off site’ is useful and provides quality time at the start of the professional relationship

The advice given for the first school visits should be more prescriptive.

The mentoring skills required for post graduate students should be a component of future courses for mentors.

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Practical changes

Re-timetable mentor meetings to twilightRedraft and clarify written advice to mentors

and Returners for initial school visits daysTo consider the enhancement of mentor

training to incorporate the full range of trainees including ITT ,P’grad, SAS and Returners.

Repeat exercise next year with refinements to research tools and incorporate into course self-evaluation tools.

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Bibliography

TDA (2007) Professional Standards for Teachers, London:TDA

Cordingley,P. Bell, M.Isham,C. Evans,D. Firth,A (2007) Continuing Professional Development- EPPI Review, London: Institute of Education

Cordingley,P. et al. (2003) Effective Collaborative Continuing Professional Development- EPPI Review, London: Institute of Education

Bryan,H. & Carpenter,C.(2006)How do mentors in ITT contexts learn to mentor? , Stirling: IPDA Conference 2006

Ingleby,E & Hunt,J Reviewing the CPD Needs of Mentors Within ITT Provision Stirling: IPDA Conference 2006