collaboration, and attended dissemination events to trial interim findings and refine our recommendations. We wish you all every success with your programmes. (See full list of respondents in Appendix 1) 2. Preface The SWitch Centre for Excellence in Teacher Training (CETT) was appointed and funded by the Learning & Skills Improvement Service (formerly the Quality Improvement Agency). Its brief is to work with Learning & Skills (L&S) providers in the South West Region to improve and enhance both the quality of teacher training provision and the continuous professional development of L&S teachers. The SWitch partnership, co-ordinated by the Taunton-based Learning South West, consists of over 50 regional member organisations from across the L&S sector. These include higher education institutions, further education colleges, work based learning providers, voluntary and community organisations, network and support organisations, adult and community learning and awarding bodies. The broad and growing SWitch membership collectively represents the breadth and variety of the sector itself. A core element of the SWitch vision is the commitment of all members to collaboration and diversity, and to this end the CETT partners work together to identify excellence in teacher training and to spread it within the region and beyond. In order to advance innovation and collaboration, SWitch commissions project work which meets its agreed priorities, empowering groups of constituent organisations to develop projects and disseminate learning. By working in collaboration through the SWitch management structure, the membership of SWitch identify and agree each year, priorities taking forward their overall aims. For relevant identified priorities, a project brief is issued inviting tenders from SWitch members, working in partnership, to undertake project activity to address the relevant area of work. Each project activity team is led by a SWitch member organisation, but wherever possible has cross-sector representation. This report is on one such combined project seeking to advance the partnership’s aims.
Appendix 6: PGCE/Cert Ed DATA COLLECTION SHEET Models of recruitment, initial assessment , induction and ongoing support for trainees on teacher training programmes. PGCE/Cert Ed (Full time with placement and Part time in-service provision at different institutions) Recruitment procedures Initial Assessment Induction Support 1.What do you do? Advertise on own web pages; all invited for interview subject to placement availability; applications made via GTTR. Standard face to face interview all applicants. Not all colleges in partnership run advice & guidance sessions There is written guidance on pathways in the handbook Writing test essential for admission, for example ‘why candidates want to come on the programme.’ Subsequent audits in numeracy, literacy and ICT Same process for PTLLS, CTLLS and PGCE, using BSKB online testing. Use own survey Looking at alternatives from ‘move-on’ web site 2 stages (Full time) 1. 5 day induction programme at start of programme 2 A three day residential at a field study centre in (see Fig 8). (Part time) First two sessions for induction The induction is so lengthy is can “distract from the launching of the course and the learning” Embed into normal functioning of course In addition to college/uni learning support: Peer observation and feedback on practical teaching. Encouragement form start of a learning community among trainees. Election of a student representative to Programme Committee who acts partly as a conduit to the tutoring staff. HE advisors to assist with student loan process for PGCE/Cert Ed trainees.
Recruitment procedures Initial Assessment Induction Support How do you do it? (Full time) Shortlist; interview half a day event using writing test, one to one, group interview; offer place; seek placement. (Part time) One to one interview with course coordinator. Guide to recruitment set by University: Small piece of writing for direct entrants. Only refused a place if not got sufficient hours a mentor is not an absolute requirement. (Full time) These are encapsulated in an ongoing self analysis, action plan and professional development record (Part time) Have to achieve a good pass on a short Level 1 literacy and numeracy test. Done as part of induction 3 reviews during the year which can be used to track progress Every piece of written work has feedback on minimum core Stage 1. Ice breaker introduction sessions, intro to paperwork, timetables, extended induction to library, study skills, LRC induction, Blackboard VLE , ICT. Student Union. Spread over several weeks and integrated into teaching and schemes of work Make it more of a learning activity Lots of material available online Though Learner Services and tutorial support. IA comes up with clear areas for attention But difficult to address systematically without resources to provide the level of support required Done mentor handbooks, training etc but not everyone has done it ILP used and copied to relevant parties, updated at 3 reviews, each observation has targets which are supposed to go onto the ILP. But pulling it all together is a full-time job in itself.
Recruitment procedures Initial Assessment Induction Support What problems or issues have you encountered? (Full time) Finding and confirming placements. Availability of training bursary restricted to shortage subjects. (Part time) Staff who are compelled to do the programme not wanting to write more than, ‘because I have to’! Standard lang & lit test has been done prior to enrolment but will now move it to part of induction Getting applications Numeracy and Literacy test is only level 1 – most students achieve and does not relate to course content or level. Additional support by members of the team but this is getting more difficult when the team does not have skills for life teachers on the team. Whether they should be checking that they are level 2 by the end of the course (Full time) Late withdrawals – not always possible to replace a place at last minute. One or two trainees not yet placed and this causes stress for them. We do our best! (Part time) Delays in enrolment with mean that some students can not access online materials or LRC soon enough. Quantity of paperwork . (Full time) Issues 2 years ago with training bursary, where restricted allocation caused resentment two trainees who felt they were eligible for a TB but had not been awarded one. Please note the process of selection was scrupulous and fair involving formal criteria and an independent member of the panel. (Part time) Some literacy levels are very poor.
processed by a particular date. Financial support side is mind boggling; have produced guidance for students. Recruitment procedures Initial Assessment Induction Support What are the strengths and weakness of your current practice? (Full time) Strengths: careful selection process results in very high success and achievement rates; excellent admin support in finding placements. Colleges involved in selection via use of potted biographies to help them judge whether to select an individual. Weaknesses: quality very expensive in staff time. (Part time) Written submission on application form gives an early indication of literacy It works! (Full time) Strengths: early bonding and building of relationships with staff. Early identification of strengths and weaknesses of students. Weaknesses: intensive preparation required. (Part time) Students feel very settled and welcome – although can be difficult to integrate latecomers. Induction is not explicitly Strength: a range of support is available. Weakness: students may ‘fall through the system’. More and more being put into the curriculum
levels and motivation. I really like meeting all the students and building a relationship from the start On-line student portal. evaluated but is part of evaluation of other aspects of provision Crits include: it took along time to get started Recruitment procedures Initial Assessment Induction Support What would you differently if you could? Why can’t you do it differently? Remitted time needed, so all this doesn’t take time from other duties! Put too much of initial assessment into recruitment process Only one college keeps detailed data on applications & recruitment; need to do more to recruit groups Prog seems to be working satisfactorily (Part time) Can’t do L2 as this the exit level, so would not be offering any progression throughout the course. But L2 too basic. IA would be better done before enrolment; problem is that you would need a pass/fail approach whereas doing IA as part of induction means that they have a more Prog seems to be working satisfactorily Look at timings and range of activities but no major structural changes Prog seems to be working satisfactorily (Part time) Built in Study Skills module that all students would have to do. Additional resources to provide the required level of support systematically for all the different elements which need to be completed. Resources both for tutors and for mentors and internal college support