1. Partnership Development
Schools
Cluster Project 2008/9
Clusters 4 and 5

2. The Regional Priority
Assessing the impact of ITE on pupil
achievement and using this to raise
achievement in schools through the
development of models of ITE practice

3. The Objectives
The Group identified as its overall focus to:
produce, collate and analyse evidence to support
the benefits of having trainees in a range of subject
areas and Key Stages, and to disseminate the
findings

4. The myth we hoped to dispel
“Having trainees in the classroom is
bound to have a detrimental effect on
my school’s league table results”

5. What we did
26 schools
• At least 3 classes in each school
Tested attainment at start and
end of a 6 week period
Assessed student attitude at the start
and end of a 6 week period

6. Contextual Information
• Trainees worked with students aged 11 to 18
• Mentors were asked to “grade” the trainees on a
scale of 4
• As it was a first placement it was suggested that in
most cases the trainee (s) and teacher work
together but trainees were deployed in a variety of
ways
• The majority of mentors were positive, even in cases
where the trainee was rated as “weak”

7. Key Findings
– students’ attitude
Student attitudes are positive.
Overall changes in student attitude before and
after the placement are minimal
A modest negative shift in mathematics but still
positive overall both before and after the
placement

8. Our findings about attainment
The students’ attainment was measured by all
participating schools using their usual processes.
The students “score” was recorded by the class
teacher before and after “exposure” to trainees
Overall, reported student attainment changed as
follows:
All students +0.27
Boys +0.25
Girls +0.30

9. Implications for practice –
• Important to prepare:
• Mentors
• Students
• Trainees
• Staff, Parents and Governors
2. Important to address outdated
practice

10. Mentor’s comments and
contextual information
Attainment Trainee Mentor comment
“grade”
5/6 boys’ satisfactory He brought new ideas/ways of delivering the
attainment up topic. Allowed me to get to know the
class much better and see what they
respond to.
11/11 boys’ weak Enabled a much better chance to provide
attainment up individualised learning for all students.
Provided opportunities to withdraw small
groups

11. Students comments

12. Mentors comments