1. Assessing the Impact of Initial Teacher
Education and Using this to Raise
Achievement in Schools Through the
Development of Models in ITE

2. The Partner schools
Derek Peters, Alder Community High School
Leslie Loftus, Alder Community High School
Chris Wheeler, Ashton on Mersey School
Simon Lennoxs, Audenshaw High School
Tom Abbott, Biddulph High School
Lyndsay Ratcliffe, Biddulph High School
Lynn Winters, Bramhall High School
Diane Beer, Bramhall High School

3. Thanks to:
Dawn, our administrative for her
persistent pushing and nagging
Peter Marks Manchester University for
his continual assistance in steering the
project
Hay Group for allowing us to use their
product Transforming Learning
The whole team for their hard work and
sense of humour

4. To influence decision
makers on the benefits of
Headteachers in schools
ITT
Governors
Professional Mentors
Mentors
Teachers

5. Three sections
3)Identify the impacts of ITT through
• Headteacher, Professional mentors
and
mentors case studies/views on ITT
• ‘Pupil Voice’ (Transforming Learning)
Pupil performance data
• School performance (CVA) - cancelled
2) Support materials on how to make
effective use of Trainee Teachers to
raise achievement

6. eadteacher case studies
any Headteachers have a strong
ilosophical commitment to ITT and see
e development of Trainee Teachers as a
re aspect of their own staff’s professional
velopment.
rainee Teachers play an integral part
the learning that takes place,
nging enthusiasm and drive in their
proaches to learning which
ildren find exciting”

7. Mentors case studies
aving Trainee Teachers helps staff to
date their own subject knowledge and
reshes their own teaching,”
“The mentor/mentee relationship has
helped me improve my communication skills.”
“Doing observations makes me reflect on
my own teaching and reminds me how
important certain things are. It also
reminds me of all the things I do without
thinking now, which are working well.

8. Transforming Learning
We used the Hay Group’s online lesson questionnaire
Transforming Learning to allow pupils to assess the performance of
Trainee Teachers, and compare the results against a national data base.
The survey covered the classes of 52 Trainee Teachers
Factors affecting learning in the classroom
Clarity – the transparency and explicit relevance of what goes on in class
Order – discipline and structure in the classroom
Standards – expectations of achievement and encouragement to improve
Fairness – justice and equality within the classroom
Participation – pupil involvement and influence in the running of the class
Support – encouragement to try new things and learn from mistakes
Safety – absence of threat or fear
Interest – stimulation and fascination in class
Environment – the comfort and attractiveness of the physical environment
The Pupil survey results found little overall
difference in the quality of the classroom
learning environment compared with
their normal teacher

9. Transforming Learning
Trainee questionnaire
Following TL feedback Trainee Teachers
across PDS cluster project group
completed a questionnaire
Trainee Teachers made predominantly
positive comments regarding the use of
‘Pupil Voice’ in the assessment of their
lessons

10. Transforming Learning
Trainee questionnaire
Main Findings (positive)
 Importance of ‘Pupil Voice’
 Another source of feedback
 Reinforces feedback from University and
Subject Mentor
 Provides measurable elements to focus
on when observing others teach
 Useful for target setting, self-evaluation,
short-term/long-term action planning

11. Transforming Learning
Trainee questionnaire
Main Findings (positive) contd
 Helps to understand classroom
dimensions
 Provides an alternative way of viewing
lessons
 Helps to develop consistency across all
teaching groups
 Considers learning rather than teaching
 Boosts personal confidence

12. KEY STAGE 3 AND 4
IMPACT DATA
A study showing that Trainee
Teachers do not adversely affect
pupil progress

13. Key Stage 3 and 4 Impact
Data
 The study came out of a practical
need to monitor the number of
trainees teaching individual pupils.
 Some staff had expressed concern
that, as a Training School hosting 30+
trainees per year, this could impact
negatively on pupil progress.
 However, no parents had ever
expressed misgivings.

14. Key Stage 3 and 4 Impact Data
The Project
 We kept a record of pupils taught by
every trainee.
 The information was entered onto a
database that has now been maintained
for more than 5 years.
 We related the data to pupil progress
using firstly Key Stage 3 SATs results
and then ultimately GCSE results.

15. Key Stage 3 and 4 Impact Data
Analysis
 We compared their expected Key Stage
3 results, based upon FFT data with their
actual results. We split each cohort into
3; those who had been taught by lots of
trainees, those taught by an average
number and those who were taught by
few trainees.
 After 5 years, we could then check the
results against GCSE.

16. ey Stage 3 and 4 Impact data
Conclusions
 At Key Stage 3, over the 3 year period,
there is no significant difference
between the observed and expected
values, irrespective of the number of
trainee teachers that they have
experienced.
 To check variability we then set up a
control by using surnames to see if
there was any difference in correlation

17. Key Stage 3 and 4 Impact data

Conclusions data to include
We have been able to extend our
one year up to GCSE and the table below shows the
results of the 2008 class at this level.
Trainee Teachers Alphabetical order
Overall 0.94 0.94
Fewest/beginning 0.93 0.95
Average/middle 0.96 0.94
Most/end 0.92 0.91

18. Key stage 3 and 4 Impact
Data
Summary
 From our results so far, we can clearly
see that our carefully monitored use of
Trainee Teachers has not had any
negative impact on our pupils’ progress.
 We intend to continue this study in
order to ascertain whether this is a
consistent trend.

19. Ideas for Using ITTs
Effectively
•Increase to A3 size
•Display in the staffroom
•Hand to SM’s
•Present to Trainees on their
induction day
•Share with faculties during meetings
as
examples of best practice
•Use as part of new SM training
•Use in CPD training events for those
looking to advance their careers