1. Beyond Partnership Conference:
Supporting ECM through ITT
Thursday 25th June 2009

2. Schools and colleagues involved
 Bitterne Park School (Catherine Jones)
 Upper Shirley High School (Ruth Peak)
 Noadswood School (Joanna Barge)
 Quilley School of Engineering (Liz Perry)
 Cantell School (Helen Stanley)
 ITT link (Julie-Ann Edwards)
 Administrator (Zena Davis)

3. Project objectives (summarised)
 Paired placements (Science and Maths) so trainees
experience joint planning, teaching and evaluation
 To further develop Science and Maths mentors’
skills through paired placements and additional
mentor training
 Collaborative cross-curricular planning (CCP) and
teaching to further trainees’ experience of joint
planning, teaching and evaluation
 Pupil voice/Learning Monitors: trainees work with
pupil observers, to improve pupil voice and
trainees’ use of pupil feedback
 To enhance trainees’ understanding of the role of
other adults in the classroom

4. What did we do to address our objectives?
 Trained two phases of ‘Learning Monitors’ [pupil
observers] from all the cluster schools, first phase
used a consultant, second phase was conducted ‘in
house’ (PGCE trainees were involved in both training
days)
 Trainees received input from Learning Monitors on
their role, and were then observed by LMs
 Science and Maths mentors received extra training
at University of Southampton
 Trainees received training session on collaborative
cross-curricular planning, then taught and evaluated
cross-curricular lessons
 Learning Monitors completed pre and post-training
questionnaire on their attitudes to learning
 Trainees worked with other adults in the classroom
acting as TAs and shared classes to experience role
of TA working with another trainee

5. How did we work together as a
partnership?
 Initial meetings to focus our work (at a partnership
school)
 Meeting to draft training plan (central location)
 Joint training of Science and Maths mentors (at
University of Southampton)
 Joint training of Learning Monitors (in two distinct
phases) involving ITT and pupils from all partnership
schools (central location)
 Joint training of ITT from all schools on CCP
 Meetings to submit reports, draft presentations
(partnership school)
 And a lot of e-mail communication!

6. What have been the key achievements?
(overview)
 Eight pupils (at least) per school have been trained
as Learning Monitors and have met PGCE trainees
and observed lessons to evaluate their practice
 Trainees have collaboratively planned and taught
cross-curricular lessons which have been evaluated
by the trainees and Learning Monitors (and videoed)
 Paired placements in Science and Maths have been
undertaken with trainees planning for and teaching
shared classes, with trainees working as TAs with
their peers
 Science and Maths mentors have been more
thoroughly trained and worked with pairs of trainees

7. Achievements, impact
 Collaborative planning rated very highly by PGCE
trainees and Learning Monitors [achievement]
 Collaborative planning/teaching has made overt links
across departments [achievement]
 Collaborative planning/teaching is addressing the
needs of the new National Curriculum (skills and
processes common to different subjects)
[achievement]
 Colleagues in cluster schools are now able to train
Learning Monitors in lesson observation
[achievement]
 Impact of LM training on LM’s attitude to learning
has been measured via questionnaire [impact]
 Impact on trainees’ planning and teaching has been
measured [impact]

8. To end….
 You will now see part of a
Professional Themes session where
Learning Monitors addressed PGCE
trainees on their role in school and
other related issues
 You will also see two Learning
Monitors feed back to a PGCE
trainee
 Then feel free to ask any questions