1. To assess the impact of ITE and using this to raise achievement in
Schools through the development of models of ITE
DISSEMINATION MATERIALS
EXECUTIVE SUMMARY
SECTION ONE Pages 2 - 13
HEADTEACHERS/GOVERNORS
What pupils feel about the impact of Trainee Teachers on schools.
Pupil Voice (Transforming Learning)
What School Leaders think about Trainee Teachers
What Professional Mentors Think of Trainee Teachers
What School Mentors think of Trainee Teachers
What statistics show about the impact of ITE on pupil progress
SECTION TWO Pages 14 - 25
PROFESSIONAL MENTOR/MENTORS/TEACHERS
Guidance/support materials on how to make effective use of Trainee
Teachers to raise achievement.
Guide sheets on how to raise achievement through ITE
Video exemplars of Trainee Teachers supporting Learning
Learning Logs - found on CD
SECTION THREE Pages 26 - 34
Detailed research findings
Contributions from Tom Abbott and Lyndsay Ratcliffe, Biddulph High School, Derek Peters and
Leslie Loftus, Alder Community High School, Chris Wheeler, Ashton-on-Mersey School, Simon
Lennox, Audenshaw School, Lynn Winters and Diane Beer, Bramhall High School.
This PDS case study reports on the outcomes of a one year project supported by funding from the
Training and Development Agency for Schools (TDA) as part of the Partnership Development Schools
(PDS) Strategy between 2008-2009. The project was designed to address the following regional Initial
Teacher Training (ITT) priorities - to assess the impact of ITE (Initial Teacher Education) and using this
to raise achievement in schools through the development of models of ITE.
We offer our thanks to the Hay Group for allowing us the use of ‘Transforming Learning’ in the
conducting of pupil voice surveys.
1

2. EXECUTIVE SUMMARY
Assessing the impact of Initial Teacher Education and using this to raise
achievement in Schools through the development of models In ITE
In summary:
Trainee Teachers do have a substantial positive impact on pupils’ development, learning and
achievement in a wide range of direct and indirect ways impact on the progress and attainment of
pupils.
Schools (and parents) should be re-assured that having numbers of trainees in a school does not
adversely
1. We tried to assess the impact of trainees on pupils’ learning by using a nationally recognised
commercial on-line programme whereby pupils judge the trainees’ classroom performance under 9
headings.
The trainees’ scores after 7 weeks are then judged against average scores of course teachers (see
appendix for details). The pupils’ survey (500) results find little overall difference in the standard of
classroom learning environment. Pupils found that trainees encourage and develop good levels of
pupil participation and use a wide range of classroom approaches to make the lessons more
interesting.
Results demonstrate that the average performance of the Trainee Teachers in the Trainee
account varied little from the results which might be found in any average school. A number of
Trainees performed in the top band of the 30% highest quality teachers.
2. BRAMHALL HIGH SCHOOL’S research over 5 years looked at complete year groups who had had
significantly different amounts of involvement with Trainee Teachers. Each cohort was divided into 3
categories based on their level of contact with Trainee Teachers :-
a. many trainees
b. an average number of trainees
c. few or no trainees
The SATs results in English, Maths and Science and all GCSE results were compared for each of the 3
groups. The results showed that there was no significant difference between the attainment levels of
any of the cohorts; this would indicate that even using lots of trainee teachers has no detrimental
effect on pupils’ results.
3. HEADTEACHERS’ VIEWS
Trainee Teachers help to further promote a culture of learning and an ethos which focuses on critical
reflection and self improvement. Huge benefits are gained, enthusiasm and drive enhances teachers’
development – raises the quality of teaching across the school and therefore enhances pupils’
experiences, vitality and creativity.
4. PROFESSIONAL MENTORS’ VIEWS
Summary of results of research project conducted jointly by University of Manchester, Manchester
Metropolitan University, Liverpool John Moores University, Open University, University of Chester and
Liverpool Hope University.
There are many intermediate benefits from school participants in ITE. These include opportunities for host
teachers to reflect upon and improve their own practice, a platform for professional learning especially
through links with HEI, and benefits in terms of teacher retention and recruitment.
In nine areas Professional Mentors and Subject Mentors felt having trainees had a positive impact on schools
– 2 areas neither positive nor negative and only two areas declared to have a negative impact. Also collection
of Professional Mentors and Subject Mentors views outlining in detail the advantages.
2

3. EXECUTIVE SUMMARY
Assessing the impact of Initial Teacher Education and using this to raise
achievement in Schools through the development of models In ITE
5. Trainees can be used in a wide range of situations to enhance pupils’ development and attainment.
We have provided ideas and support materials under the following headings:-
Working as Trainee Teachers Helping with Excursions
Working with Selected Pupils Group Work
Helping the Form Tutors Extra Curricular
Increasing Pupils’ Motivation Community Cohesion
Inspiring Pupils Designing Resources
Learning from Each Other
Trainees’ involvement in all the above will also have an impact on pupils’ learning and development.
6. Appendix 1 – Detailed analysis of Pupils’ Voice results
7. Appendix 2 – Bramhall – detailed analysis of pupils’ results
8. Appendix 3 – Detailed results of joint Universities research - re Secondary Co-ordinators’ Views on
the impact of ITT in their Schools
a) 11 areas of Positive Impact – scores over 50%
b) 5 areas of Neutral Responses of scores over 50%
c) 2 areas of Negative Impact on scores over 50%
Positive Impact over 50% Positive Responses
Your professional development? 93%
Colleagues’ professional development? 96%
The knowledge base of the departments? 75%
The climate of learning? 74%
Whole school activities? 53%
Whole school finances? 58%
Staff relationships? 74%
Staff Room culture? 58%
Whole school ethos? 69%
Pupils’ learning gains? 65%
Pupils’ motivation for learning? 66%
Neutral Impact over 50% Neutral Responses
Your income? (do you receive payment?) 56%
Whole school exam/rest results? 86%
Parental attitudes? 77%
Pupils’ behaviour? 51%
Pupils’ attitudes to school? 61%
Neutral Impact over 50% Neutral Responses
Your workload? 55%
Colleagues’ workload? 57%
3

4. EXECUTIVE SUMMARY
Assessing the Impact of Initial Teacher Education and using this to raise
achievement in Schools through the development of models In ITE
9. Appendix 4 – Abstract of Steve Hurd’s Research
a) 2004/2005 - Does school-based Initial Teacher Training affect Secondary school performance?
ABSTRACT
This paper investigates the effect of Trainee Teachers on Secondary School student outcomes. The
additional resources which schools receive from being involved on Teacher Training offers them an
opportunity to raise standards, but this has to be set against the possible losses due to school students
being taught by inexperienced teachers and the diversion of mentors’ efforts away from the
classroom. Inspection evidence is used to assess whether Trainee Teachers adversely affect school
students’ test and examination results. The findings of their research are that the number of trainees
has no significant effect on school results at A-Level or GCSE, or on the overall value-added between
Key Stage 3 and GCSE Level. However, at Key Stage 3 Level age 14 there appears to be a very small
depressing effect on achievements in schools with larger numbers of trainees.
b) A Review of Research 2007
HEADLINES
Most of the research on teacher education focuses on its wide effectiveness rather than its impact on
schools
Trainees can have a positive impact by boosting school resources in financial terms, by providing more
adult helpers on the classroom, and by bringing new knowledge and skills
The main negative effects relate to the impact on teachers’ workloads. This is accentuated when
schools have to cope with a trainee experiencing problems
The majority of school co-ordinators and mentors, especially in Primary Schools, believe that the
presence of trainees improves the climate of learning in the classroom
A statistical comparison reveals that training-active schools achieve higher test scores at both Key Stage
2 and Key Stage 3 than the schools that are not involved in school-based training
Statistical analysis shows that in Secondary Schools that host more than 7 trainees per placement,
additional trainees bring about further gains in average Key Stage 3 scores, even after allowance has
been made for ability, social and school characteristics
Lower numbers of trainees are associated with a half-point depression of average Key Stage 3 results.
This is likely to reflect differences in the way trainees are managed in schools that are reluctant
participants in ITE
Trainee numbers have no significant impact on GCSE and ‘A’ level points or on Key Stage 3 to GCSE value
added. This probably reflects the fact that most teaching by secondary trainees is at Key Stage 3 level
There are many intermediate benefits from school participants in ITE. These include opportunities for host
teachers to reflect upon and improve their own practice, a platform for professional learning especially
through links with HEI, and benefits in terms of teacher retention and recruitment
(Steve Hurd, Centre for Research and Development in Teacher Education. The Open University – 5 May 07)
4

5. PUPIL VOICE
What do pupils feel about Trainee Teachers?
What impact do Trainee Teachers have on learning?
Using the Hay Group confidential on-line questionnaire Transforming Learning over 500 pupils in
52 classes participated in the research. The investigation into Pupil Voice took place following
the Trainee Teachers’ long practice when they had responsibility for the learning of a whole
class for at least six weeks. The trainee Teachers were assessed by the students in their classes
against nine factors which help to support effective learning.
Results demonstrate that the average performance of the Trainee Teachers in the Trainee
account varied little from the results which might be found in any average school. A number
of Trainees performed in the top band of the 30% highest quality teachers.
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
(Source: Transforming Learning Hay Group)
The pupil survey results
found little overall
difference in the quality
of the classroom
learning environment
compared with their
normal teacher
They said Trainee
Teachers supported them
in being more inclusive
Pupils noted that Trainee Teachers used a varied
by developing greater
approach to learning, making the lessons more
levels of participation in
interesting
the classroom
5

6. HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS?
“Having Trainee Teachers in our school has enormous benefits. They play an integral part in
the learning that takes place in our school. They bring enthusiasm and drive, are willing to
take risks with new approaches to learning which children find exciting.”
Headteacher: Stephen Collier
Biddulph High School, Staffordshire
2008: 5 A*-C = 75%
CVA: 4 year average 1020
DCSF 2007 Award for Sustained Improvement
DCSF 2008 Value Added Award
SSAT Sustained Improvement Award 2007,
2008
SSAT Value Added Award 2007, 2008
“We support around 20 “Being heavily involved in Teacher
Trainee Teachers each Training for 12 years has brought
year and these extra huge benefits to the enhancement
adults can make a big of my teachers’ professional
difference to the progress development. The opportunity to
in the learning of mentor other teachers supports self
particular pupils. By - reflection. The mentoring of
using trainees to extract Trainee Teachers has given staff
small groups of students or opportunities for improving their
by tutorial work with skills in lesson observation and has
individual pupil progress helped to raise the quality of
has been enhanced.” teaching across the whole school.”
“Many of our students can relate to young Trainee Teachers who have
recently been through the education system. This has helped enormously
with raising the aspirations of our students.”
6

7. HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS?
“It reinforces the learning and training ethos of the school; there’s a sense of excitement and
anticipation, sense of looking forward, sense of someone wanting to achieve, a sense of
wanting to look after individual teachers, helping them to succeed and training them well,
wanting them to do well. It links with your NQT programme, your Young Teacher
Programme, your Leadership Programme and the whole process is seen as a continuum. ”
Headteacher: Mike Osborne-Town
John Taylor Specialist Leadership School
OFSTED 2007: “John Taylor is an outstanding
school with an outstanding Sixth form.”
5 A*-C = 80%
5 A*-C = 76% with English and Maths
CVA Average 1010
“Training is a philosophical
focus of the school. We see the
training of new teachers as the
starting point. Leadership “Pupils get a good diet of
should be related to expertise active learning with Trainee
and many of the trainees coming Teachers. When they are
into our school are expert in team teaching they can take
many of the new approaches, small groups and there are
assessment for learning, starters, opportunities for them to
plenaries and activity lessons. mentor individual students.”
When teachers are assessing
trainees they are continually being
reminded of teaching standards and
makes you think again about what
you are doing.”
“They perk up your own practice and remind you of what best
practice can look like.”
7

8. HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS?
Headteacher: John Peckham
Bramhall High School
2008: 5 A*-C = 80%
60% 5 A*-C including Maths and English
“As leader of the Training “Trainee Teachers are
School I truly believe that very much an asset to
training teachers makes us schools. They enhance
more reflective and effective the experience of pupils
practitioners.” and refresh the
pedagogy of teachers.”
Lynn Winters
Paul Hunt, Assistant
Headteacher
“I can see that having
trainee teachers has not
detracted from my child’s
results. Many of them
improve motivation of my
child as the Trainee
Teachers are often younger
and can be seen as a
positive role model.”
Bramhall Parent
8

9. HOW DO SCHOOL LEADERS VIEW TRAINEE TEACHERS?
Headteacher: Steven Turner
Audenshaw School, Manchester
OFSTED 2006 - Outstanding - “Overall quality
of teaching and learning across the school is
excellent”.
2008 5 A*-C = 70%
A*-C (English & Maths) = 64%
“As a school we have a philosophical
commitment to the development of new
teachers. It gives us access to a rich vein of
CPD development for our existing staff in
mentoring trainees. We believe that good
trainees can bring vitality and creativity to
the Departments in which they work.”
How does the school benefit?
How do pupils benefit?
“Mentoring trainees helps
develop our own staff. It allows “Pupils benefit from the youthful,
us to identify talented trainees fresh ideas from trainees and we
for recruitment purposes to find that pupils often have a sense
enrich our staff. We benefit also of empathy towards trainees as
from the networking associated they can see that they have to work
with our involvement with hard to learn too.”
training institutions.”
How do staff benefit?
“There is a huge amount of professional development in mentoring and staff
are now starting to complete a Post Graduate Certificate in Mentoring which
is worth a third of a Masters Degree. Also, trainees bring new personalities to
the staff room.”
9

10. HOW DO SCHOOL PROFESSIONAL MENTORS VIEW
TRAINEE TEACHERS?
Lyndsay Ratcliffe, Professional Mentor
“A Trainee Teacher within a
department helps staff to update their
own subject knowledge and refreshes
their own teaching, as trainees bring
new ideas into the classroom. This
enables you to pay more attention to
the fine detail of teaching and ensures
you are moving practice forward.”
Derek Peters
Professional Mentor
Alder Community High School
“Every time I have a fresh cohort of students
I look forward to learning something new.
Their enthusiasm is contagious and
motivational, their preparation in most cases
is exemplary and some of the strategies I get
to see in the classroom during observations
really give food for thought.”
I learn new techniques or ideas which I can
use to enhance my own teaching even after
38 years in the classroom. The whole
experience is worthwhile.”
10

11. HOW DO SCHOOL TEACHER MENTORS VIEW TRAINEE
TEACHERS?
“It enables you to
“Gives you great professional links to other
schools and higher education institutions.”
identify cracks in your
own teaching; you
can see things as you
“Having Trainee Teachers improves step back and
your lesson observation skills and observe others.”
helps you to identify what Ofsted
inspectors look for.”
“Good Trainee
“The mentor/mentee relationship has Teachers can help
helped me improve my communication move groups of
skills.”
pupils forward when
“Trainee Teachers can show us new ideas/ classes are split.”
techniques. I learnt how to use „Movie
Maker‟ last year.”
“Doing observations makes me reflect on my own teaching and reminds
me how important (or unimportant) certain things are. It also reminds me of
all the things I do without thinking now, which are working well. I imagine
it‟s the same for colleagues within the department.”
“Trainees are “They are a keen “A different „face‟ and
useful as classroom and enthusiastic teaching style for a
assistants in BTEC. few months can be a
presence in the
They provide one- really positive experi-
staffroom whereas ence for some pupils,
on-one pastoral
we old folk are all giving them a chance
support.”
tired and jaded! of a „clean start‟.”
(sometimes).”
“Pupils receive a different
style, different approach. “The school is more focused on
Trainees have fresh ideas reflective practice from having
and up-to-date subject trainees in the department.”
knowledge. A break from
me!”
“Trainees can contribute to out of school activities and new clubs/
societies.”
11

12. HOW DO SCHOOL TEACHER MENTORS VIEW TRAINEE
TEACHERS?
“The ethos of the school is enhanced by Trainee Teachers as we all become role models, and it
helps you to keep abreast of any changes in teaching styles.”
“Having a Trainee Teacher enable teachers to become aware of newer teaching methods which
can enhance learning and develop your own personal repertoire of skills.”
“Trainee Teachers help to reinforce systems we have in the school and the value of them.
Trainees have ideas and new ways of doing a task which can be refreshing.”
“A fresh face often helps engage pupils, bring new ideas and find different ways of getting
pupils involved.”
How do you, and your colleagues, benefit from taking Trainee Teachers?
It gives staff an opportunity to reflect on their own practice and consider their approaches
to lessons. it also brings new ideas and initiatives into the classroom.
Excellent professional development for teachers who become mentors. It makes a
department look at their own performance and deal with any weak areas. Trainees often
contribute fantastic ideas and resources and give it a well needed boost of energy and
enthusiasm.
It encourages you to reflect on your own practice. It introduces new ideas into the
department. They bring with them new ideas.
It keeps us in touch with new ideas and initiatives, teaching methods, different styles etc …
How do the pupils benefit from the school having Trainee Teachers?
The pupils experience a fresh approach with more innovative ideas. They also get an
enthusiastic delivery from teachers at the start of their career.
Lots of new ideas/teaching initiatives which have good resources. Trainee Teachers are
often keen to carry out experimental learning and pupils gain lots from the time they have to
plan interesting lesson ideas and resources.
Because a change is as good as a rest! Trainees bring a new perspective and different areas
of expertise.
Sometimes the lessons can be more varied and interesting than the normal teacher. A
contrast of teacher can be refreshing. However, sometimes having the trainees makes them
appreciate you more!
How does the school, in its widest sense, benefit from having trainee
teachers?
They bring new ideas and skills and keep things moving forward.
It keeps the school current with educational trends and ideas. It provides an opportunity for
departments to share their expertise and also evaluate their own progress with a professional
institution. It gives the school prestige in being a partner with a University, putting teaching and
learning at the forefront of its priorities.
Trainees bring new energy - they introduce a new dynamic.
The school can see potential new teachers in action. It keeps the school in touch with new
teaching initiatives and trends.
Having trainees keeps the staff as a whole aware of current teaching issues. It raises the status of
the school professionally.
12

13. WHAT IMPACT DO TRAINEE TEACHERS HAVE
ON PUPIL PROGRESS?
“Bramhall High School has kept detailed records of the number of Trainee Teachers who have
taught each individual pupil over the past 5 years. Using the group that completed GCSEs in
2008 we can clearly see that having Trainee Teachers has not had a detrimental impact upon
our school’s results.”
“We took a conscious decision twelve years ago
to become more involved with teacher training
and professional development. This became
crystallized in the form of Training School
status in 2000.
The involvement of a wide group of staff in
training and mentoring has had a substantial
impact across the school in raising the quality of
teaching and professional practice.”
John Peckham, Headteacher
Our study shows that Trainee Teachers
do not adversely affect pupils’ progress.
Our results show a strong correlation between the actual and
expected targets with negligible difference for the number of
Trainee Teachers they have experienced.
The quality of
our children’s
education is only
being enhanced
by the effective
use of Trainee
Teachers.
13

14. USING TRAINEE TEACHERS EFFECTIVELY
The following pages contain a selection of ideas for Subject Mentors when considering
more imaginative ways to encourage best practice from their Trainee Teachers. This is
by no means an exhaustive list but rather it is a selection of ideas designed to inspire a
more imaginative use of Trainee Teachers whilst they are at your establishment on
placement.
Electronic copies of each flier can be found on the enclosed CD-ROM if you want to
enlarge them and decorate a specific part of the school, e.g. Staffroom or Training
Room.
Each flier has similar sections to help you to easily select different methods you might
wish to employ.
TIP
An added extra to help
you implement the ideas
more smoothly.
Links to Standards
Q - Qualified Teacher Possible Activities
Status
C - Core standards for Just a taste of things to ask your
Main Scale ITTs to try and do. They could
Teachers who have be given free rein in their first
successfully placement and then for later
completed their placements certain activities
induction could be chosen that best help
the ITT to meet the remaining
P - Post-Threshold
Teachers on the standards that they require
upper pay scale evidence for.
E - Excellent teachers
A - Advanced Skills
Teachers (ASTs)
14

15. USING TRAINEE TEACHERS EFFECTIVELY
TEACHING ASSISTANTS
Whilst some Trainee Teachers have spent time working as a Teaching Assistant others
may have no idea as to how to use other adults in the room. As an empathy exercise
get them to work closely with TAs and to become one for at least a day.
TIP
Get the Trainee Teacher
to work as a TA in a class
that they teach but
possibly in another
subject area.
Possible Activities
Links to Standards Trainee Teacher shadows a TA
for a day and reflects on their
Q - 1, 2, 4, 5, 6, 9, experiences
19, 20, 25d, 32, 33
Trainee Teacher interviews a TA
about how they see their role
C - 4a, 5, 6, 20, 40, 41
Allow them, if possible, to meet
P - 9, 10
specialist TAs and HLTAs
Trainee Teacher plans a lesson
E - 7a, 14, 15 with a TA to help them better
understand how to meet the
needs of certain pupils
Have a Trainee Teacher use you
as a TA
15

16. USING TRAINEE TEACHERS EFFECTIVELY
INTERVENTION STRATEGIES
We all know of pupils who could benefit from extra help. This could include literacy,
numeracy or ICT. Unfortunately we do not always have the time needed to dedicate to
such pupils. However, Trainee Teachers may do.
TIP
Select a pupil, or small
group of pupils, for the
Trainee to support
during the lesson.
Possible Activities
Links to Standards Helping in library lessons,
whether they are English
Q - 4, 17, 23, 24, 25a, trainees or not
25c
Becoming reading mentors to
pupils
C - 6, 19, 37c, 41
Simply being seen to be reading
P - 9, 10
amongst pupils sends a positive
message about reading
E - 14 Organise literacy or numeracy
based activities such as book
clubs or after-school numeracy
support
Support official speaking tests
16

17. USING TRAINEE TEACHERS EFFECTIVELY
HELPING OUT THE FORM TUTOR
Trainee Teachers have long been attached to form groups but often they find it difficult
to fit in as they are conscious that they do not want to tread on anybody’s toes. Take full
advantage of having an extra pair of hands at the ready!
TIP
Whilst the Trainee
Teacher is engaging the
form, tutors could
interview students that
need closer attention and
take on more of a
mentoring role.
How to do it
Links to Standards Give the Trainee Teacher a few
suggestions for things to do.
Q - 1, 2, 3a, 3b, 4 This gives a greater sense of
ownership
Design a daily quiz, keep scores
C - 6, 40, 41 and award prizes at the end of
the week
Deliver a short activity related to
P - 9, 10
the ECM and PSHE agendas
Signing planners and picking up
E - 14 issues with pupils gives them a
real responsibility
They could practise starter
activities on the form and perfect
them in time for their lessons
Plan and direct a form assembly
17

18. USING TRAINEE TEACHERS EFFECTIVELY
MOTIVATION
Teaching is still very new to Trainee Teachers, whatever their age; make a real
difference by channelling this energy ….. whilst you can!
TIP
Encourage Trainee
Teachers to issue
rewards that are linked
to attainment as well as
effort
Possible Activities
Links to Standards Trainee Teacher and usual Class
Teacher split the class between
them for certain activities and
Q - 1, 2, 3, 4 add an element of competition to
the lesson
P - 7 Designing a revision lesson that
small groups are sent to during
the main lesson
E - 2, 6 Provide lunch time and breakfast
club revision lessons
PE Trainee Teachers provide
coaching for aspirational skills
Good Trainee Teachers can be
used to inspire less motivated
staff when in their lessons
Create statistical charts for form
time, e.g. attendance, merits,
punctuality
‘Buddy up’ with certain pupils to
motivate and inspire them
18

19. USING TRAINEE TEACHERS EFFECTIVELY
INSPIRING PUPILS
We have, from time-to-time, attempted to ignite the fire of learning in our pupils and
found that they do not always aspire to University. Trainee Teachers can offer a fresh
perspective and pupils are more receptive to those who have recently graduated.
TIP
Trainee Teachers could
talk to groups of Year 9,
Year 11 and Year 13
students
Possible Activities
Links to Standards As a group, Trainee Teachers
could give an assembly about
life in Further Education
Q - 1, 2, 4, 9 Offer a drop-in session to
anyone wanting to know about
C - 1, 2, 5, 6, 40
Further Education
Hold a question and answer
P - 9, 10 session with Gifted and Talented
pupils of any age
In Financial Literacy lessons
E - 14 Trainee Teachers could discuss
the impact of their Student Loan
Organise a trip to their
University
Many Trainee Teachers have
valuable life experiences that
will inspire pupils
19

20. USING TRAINEE TEACHERS EFFECTIVELY
LEARNING FROM EACH OTHER
An important skill for the modern day teacher is having the ability to present to others.
Any Trainee Teacher hoping to progress in the profession will appreciate being given the
opportunity to develop these skills.
TIP
The best presentations
could be written up as a
TLA Level 1 (once they
qualify)
Possible Activities
Links to Standards Presenting to other Trainee
Teachers (and maybe NQTs)
about a lesson that they felt went
Q - 2, 4, 6, 7a, 10, 14 really well
15, 17, 24, 25a Feeding back at faculty meetings
C - 40 on a successful starter, plenary
or resource that they have used
Observing the lessons of other
P - 9, 10 trainees and offering feedback
(under the guidance of an
experienced mentor)
E - 14 A day could be given over at the
end of the placement where
these presentations happen as a
‘celebration’
Give presentations on topics
they are doing in assignments
for their course
20

21. USING TRAINEE TEACHERS EFFECTIVELY
HELPING WITH EXCURSIONS
Many schools acknowledge that a number of pupil excursions could not have taken
place without Trainee Teachers being involved. But do not simply think of them as an
extra pair of eyes - though that is a distinct advantage!
TIP
Give Trainee Teachers an
experience of the
paperwork by letting
them complete a copy as
if it is the real one. This
is great evidence for their
files.
Possible Activities
Links to Standards Phoning possible places to visit,
to research costs, etc.
Getting quotes for coaches/
Q - 2, 4, 6, 7a, 10, 14 transportation
15, 17, 24, 25a Drafting the letter to be sent
C - 40 home
Collecting and recording reply
slips
P - 9, 10 Organising the lunches for
pupils with free school meals
Designing worksheets
E - 14 Helping pupils to write a letter
of thanks following the visit
Organise a trip to their
University
Many Trainee Teachers have
skills that can enhance a visit,
e.g. local knowledge, another
language
21

22. USING TRAINEE TEACHERS EFFECTIVELY
extra curricular
Trainee Teachers bring a wide range of skills and experiences that can benefit the full
spectrum of pupils.
TIP
Remind Trainee
Teachers that there is
more to extra-curricular
activities than just sport!
Possible Activities
Links to Standards The placement before
Christmas offers a chance for
involvement in productions
Q - 1, 2, 24, 30, 32 and religious festivals
Running a video club at lunch
C - 6, 37c for younger pupils (the
Simpsons works really well)
Stress that any talent or interest
P - 9, 10 that they have can be used to
influence and motivate pupils
PE Trainee Teachers offer a
E - 14 chance for groups of pupils to
receive coaching that they
would not otherwise access
Running breakfast, homework
and revision clubs
22

23. USING TRAINEE TEACHERS EFFECTIVELY
FOCUSED GROUP WORK
Why not use your Trainee Teacher to focus on a specific group within a class? They
could work with your SEN or Gifted and Talented pupils; your C/D borderlines;
disaffected groups - the possibilities are endless!
TIP
If you have more than
one Trainee Teacher in
the Department try using
them both in the same
class. Both can then be
given pupils with
different learning needs,
e.g. G & T or SEN
Possible Activities
Links to Standards Observe your trainees
interacting within the class that
you want them to work with.
Q - 1, 2, 4, 6, 10, 25a, Do they work well with
25d, 26b, 28, 32 certain groups?
C - 4a, 6, 10, 19, 29a, Maximum group size of 5
29e, 37a, 40, 41 If you can get them another
appropriate room they will feel
P - 9, 10 more in charge
Discuss why you have
assigned them a particular
E - 3, 7a, 14, 15 group and let them be involved
in the planning stage
The Trainee Teacher could take
the majority of the class whilst
the class teacher removes the
focus group
23

24. USING TRAINEE TEACHERS EFFECTIVELY
ENHANCING COMMUNITY COHESION
For many specialist schools outreach work is an area that needs to be supported. Again,
it can be hard to allow a number of teaching staff out on the same day. Trainee
Teachers’ contributions can be very valuable in ensuring the safety of the children.
TIP
Give a few options or
encourage Trainee
Teachers to come up
with their own projects
Possible Activities
Links to Standards Teach lessons in a different
school setting e.g. Primary if
training for Secondary
Q - 4, 5, 6, 14, 32 Design opportunities for pupils
from your schools to attend
C - 6, 40 revision days at other schools
Supporting non-specialist
colleagues in partner Primary
P - 9, 10 Schools, e.g. languages
Offering sessions to parents
e.g. ‘Parents in Partnership’
E - 14 events
Arranging for outside agencies
to come in
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25. USING TRAINEE TEACHERS EFFECTIVELY
DESIGNING RESOURCES
From time to time we all have great ideas for learning activities, however we often lack
the time to create these strokes of genius. Why not encourage your trainee to use them
in their lessons and to make a class set for you to keep?
TIP
Involve the Trainee
Teacher in the planning.
This way they will
understand the learning
outcomes behind the
activity that they are
going to be designing
Possible Activities
Links to Standards Putting resources on the VLE
Card sorting activities
Q - 6, 9, 10, 11, 17, 23,
35a, 32 Differentiated worksheets
C - 4a, 27, 29a, 40 Starters & plenaries
Writing frames
P - 9, 10
Kinaesthetic activities
E - 7a, 14, 15
Activities for G&T, visual and
hearing impaired pupils and
pupils with additional learning
needs
Researching appropriate web
based resources
Creating instructional videos
25

26. Transforming Learning - Pupil Voice
AIMS AND PURPOSE METHOD
As Trainee Teachers are generally in school The focus of this part of the research was to try
for a relatively short time it is very difficult identify the views of pupils on the impact of
to ascertain if the impacts on pupil progress Trainee Teachers on learning, and identify if the
are positive or negative. impact was a negative or positive one.
To allay some of the fears suggested by The research used a commercial product
School Managers we wished to use Pupil produced by the Hay Group called Transforming
Voice to review the standards and qualities Learning. This surveys the views of pupils and
of Trainee Teachers, to compare their asks them to assess a range of their teacher’s
attributes with that of their “normal qualities. It produces a report on what it is like
teachers” and standardise their to be a student in a particular class with a
performance against a national database. particular teacher. The research used for
Transforming Learning identifies 9 key aspects or
dimensions of teacher actions that impact upon
student learning.
SUMMARY OF OUTCOMES
On average pupils perceive little difference between the classroom climate of Trainee Teachers
and that of teachers nationally
Pupil voice can be used as a means of assessing the impact of Trainee Teachers on pupil learning if
it is organised in a way in which pupils can feel confident that they cannot be identified, and that
there are clear learning criteria against which the teacher is assessed. It would be difficult to see
how the process of using Pupil Voice as a means of measuring the impact of ITT could be reproduced
within a school without the relevant research investment of the Hay Group and the ability to
standardise the results against a national database
Trainee Teachers are perceived by their students to allow high levels of pupil participation and
have more interesting lessons than found generally among teachers on the national database
Trainee Teachers do less well in the view of pupils in order, standards and safety
There is a considerable variation range of pupil responses. Some Trainee Teachers in the final
months of their teaching practice are, in the view of the pupils performing at a high level in
comparison to their other teachers
Trainee Teachers’ prime focus is on improving their classroom management skills and keeping order
in the classroom. They feel they need to improve aspects of clarity as well as pupil participation even
though pupils feel they actually are performing quite well against the national database.
26

27. Transforming Learning - Pupil Voice
There are nine dimensions of classroom climate which impact significantly on pupil motivation.
See Annex for detailed explanations of dimensions.
These are:
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
(Source: Transforming Learning Hay Group)
27

28. Transforming Learning - Pupil Voice
Transforming Learning questionnaires were used in 52 classes taught by Trainee Teachers and the
results collected. These surveys took place in the spring and summer term of 2008 during the
trainees’ long teaching practice. It was important that the Trainee Teacher had at least 6 weeks of
responsibility/control of the class. It was also necessary that the children’s usual teacher should not
be in the classroom, and that the trainee should have had an extensive time when they were in sole
control of the class. This would allow the pupils memory and perceptions of their usual teacher to
diminish and permit the Trainee teacher to set up a new classroom climate (learning environment).
In each class 10 pupils were surveyed using a confidential online questionnaire and the results
analysed by the Hay Group. Results were published for each class reviewed and given to each of the
Trainee Teachers. This illustrates to the teachers what pupils feel it is like in their classroom,
benchmarked against all teachers, in all the schools who participate in Transforming Learning.
The Hay Group allowed us to set up a Trainee account and the results of the 52 Trainee Teachers’
classes were aggregated to provide a summary which could be analysed against the Transforming
Learning Data base. Using this information it is possible to see how Trainee teacher’s lesson are
perceived compared with experienced teachers in the host schools. Pupils’ perceptions of lessons
and classrooms are based on their range of experience of other teachers (experienced staff in the 5
schools hosting Trainee Teachers long practice) and their classes. The summary graph shows how
well the Trainee Teachers’ lessons are rated compared with the experienced teachers in the 5
schools that hosted trainees on their long teaching practice.
Fig 1: Summary Graph
Cursor shows Average Score for Trainees
(Source: Transforming
Learning Hay Group)
Bottom 30% of all 40% of teachers Top 30% of all teachers
teachers appear in appear in this band would appear in this band
this band Results demonstrate
that the average performance of the Trainee Teachers in the Trainee account
varied little from the results which might be found in any average school. A number of Trainees
performed in the top band of the 30% highest quality teachers.
Using the Transforming Learning results it is clear that when Trainee Teachers take responsibility for a
class for an extended period pupils feel that generally the learning environment is of a good quality and
not detrimental to their learning experience.
Analysis of the results show that the Trainee Teachers in the sample scored particularly well in pupils’
perception of Participation, Interest and Environment and lower in Order, Standards and Safety. Having
said that, overall they still performed well compared with more experienced teachers in the national
database.
28

29. Transforming Learning - Pupil Voice
Transforming Learning results for the group of trainees can be aggregated in a number of ways. The
point on the graph where the colour changes marks the average score for each dimension in the
‘model’ school. Where the cursor falls into the light blue area the performance of Trainee teachers
is lower than the average that might be expected in the 5 host schools. From the results of the
trainee account it appears that Trainee Teachers perform slightly below average in Key Stage 3
classes and slightly above average in Key Stage 4. This might at first appear unexpected, but this
could result from teachers only allowing the very best trainees to take management of older
pupils, possibly teaching outside their specialism at Key Stage 3 or having difficulty in pitching
work of a suitable level for younger pupils.
Fig 2
Fig 3
(Source: Transforming Learning Hay Group)
29

30. Transforming Learning - Pupil Voice
Following the publication of the individual teacher’s class results, part of the online review asks the
teacher to identify where they feel they need to prioritise their own professional development.
Clearly this relates closely to the dimensions that were identified as weaker in the pupil’s survey.
For Trainee Teachers in the early part of their development is it not surprising that a principal
focus should be on order and developing the skills needed to control the class.
Fig 4
Chosen Priorities - Trainee Teacher
(Source: Transforming Learning Hay Group)
School data will be compared with all the Secondary School data in our 2002 norm database.
30

31. Analysis of Trainee Teachers’ Responses
Following the completion of the Transforming Learning process, the Trainee Teachers were asked
to complete a questionnaire about the whole process of using ‘Pupil Voice’ to assess the quality
of the Learning Environment. A summary of the points made are listed below. They identified
an extensive number of points which support the use of programmes like Transforming Learning
in the assessment of learning in school.
POSITIVE NEGATIVE
TL (Transforming Learning) allows TT (Trainee Not sure how carefully pupils think about
Teacher) to take a more holistic view of the classroom their responses and what influences their
and enables the TT to identify areas for development
judgements
Allows TT to develop consistency in teaching across
all classes There are so many elements to ITE (Initial
Provides specific measurable elements to focus on Teacher Education), TL may add to the
when observing other teachers ‘teach’ workload of trainees. A more informal
Acts as a checklist in planning, e.g. helps to identify way of consulting pupil voice could
why some classes are more enjoyable than others benefit TTs and pupils
Gives TT standards to aim for and build towards Large amount of time needed to complete
Pupil voice is relevant to the OFSTED framework TL
and TL can be compared to National Standards
Feedback was very revealing, but does not
TL underpins SEAL (Social and Emotional Aspects of
necessarily match own personal
Learning), addresses how the behaviour and planning
of a teacher directly influences a pupil’s opportunity evaluation of one’s teaching
to learn TL is not as valuable as the opinions of
Pupil voice can highlight a dimension that needs other teachers
clarification or which needs to be implemented Subjective viewpoints only expressed
correctly and consistently across all teaching groups
Limited test group/small selection of
TL gives insight into what matters to children, such
pupils
as feeling safe and highlights what is important in a
learning environment Feedback not detailed enough, needs to
TL is a good process and makes the TT think be broken down and made more personal
carefully about their practice Only one class perspective
TL has lead to more confidence in one’s teaching Not enough time with the questioned
abilities, as pupils have a far higher perception of the class to make a judgement on the TT
classroom environment
It enables TT to move forward, not stagnate Difficult to judge results, as there is a
TL reflects a number of voices, not just one weaker relationship with TT compared to
TL highlights where pupils and teachers differ in established class teacher
their priorities, so learning can be more pupil Only a very small sample, not really
orientated reliable
TTs may tick all boxes in terms of standards, but Feedback can be de-motivating and
pupil opinion is crucial to effective classroom damaging to self esteem for an TT about
environment
to start on a teaching career
Pupils are very likely to be honest and give direct
suggestions Difficult as an TT to fit into a normal class
TL is useful at the end of a placement as an evaluation teacher’s routine and classroom
tool environment
TL investigates the circumstances through which
learning takes place
TL gives pupils a degree of ownership
If teaching views pupils as ‘customers’, teachers need to
know their views and opinions in order to adjust lessons to
suit them better
TL provides pupils with an opportunity to reflect on their
learning and suggest ways in which the climate can be
enhanced
TL gives an alternate way of viewing lessons
TL gives a clear sense of progression to the TT
Pupils are just as much part of the learning experience
Supports the understanding of what is important to learners
in a classroom environment and how this compares to what
the teacher views as important
All feedback is important 31

32. Bramhall High School
Key Stage 3 & 4 Impact Data
A study showing that Trainee Teachers do not adversely affect
pupil progress
At Bramhall High School we have kept detailed records of the number of trainee teachers that have
been teaching our pupils over the last five years. We monitor and analyse the data to determine the
influence that trainee teachers may have had on pupils’ external exam results. The study shows
that trainee teachers do not adversely affect pupil progress.
At the end of Key Stage 3 we added up the total number of trainee teachers that had taught our
pupils and then ranked this information. We then divided each year group into 3 cohorts, those
who had had the fewest trainee teachers, those with an average number and the final group who
may have had as many as 12 trainees over the 3 year period. We then looked at their SAT scores
and compared these with what we had as their target grades. We looked at the correlation
between the observed and expected values, to see if this varied according to the number of
trainee teachers that they had been taught by. The data below shows the results of the study of
three year groups. All the year groups are identified by the year that they will leave our school. The
class of 2008 refers to the year 11 group that finished in 2008, 2009 are the current year 11 and
2010 are this year’s year 10. Unfortunately, we have been having some difficulties in receiving
appropriate English results from QCA and we will only include these when we have a complete set
of results.
KEY STAGE 3
Class of 2008 Class of 2009 Class of 2010
Subject Student No. of Correlation No. of Correlation No. of Correlation
teachers pupils pupils pupils
English All 307 0.68 All 275 0.69 All 265 -
Fewest 98 0.71 92 0.7 88 -
Average 99 0.67 90 0.73 88 -
Most 108 0.65 91 0.59 87 -
Maths All 307 0.63 All 275 0.85 All 265 0.90
Fewest 98 0.77 92 0.81 88 0.96
Average 99 0.53 90 0.85 88 0.88
Most 108 0.58 91 0.89 87 0.90
Science All 307 0.72 All 275 0.74 All 265 0.80
Fewest 98 0.66 92 0.76 88 0.89
Average 99 0.77 90 0.78 88 0.77
Most 108 0.77 91 0.66 87 0.86
The closer the correlation coefficient is to 1 the better the relationship between the observed and
expected values, whereas the closer the value is to 0 the more random the figures.
Summary
At KS3 over the 3 year period there is no significant difference between the observed and expected
values irrespective of the number of trainee teachers that our pupils have experienced.
32

33. Bramhall High School
Key Stage 3 & 4 Impact Data
When examining the results table we can see that, although there is some variation in the results
obtained by any cohort and between cohorts and years, analysis has showed that none of these has
any statistical significance given the sample size. Looking at the maths results, these seemed to have
the greatest amount of variability, so in order to create a control set of figures we analysed their
results based upon their surname. We arranged them alphabetically and split the list into 3 groups
to maintain the methods of analysis, and then again looked at their results comparing the observed
and expected. This set of results reflects a similar degree of difference.
Year Letters Correlation
Class of 2008 Ab-Go 0.80
Gr-O’c 0.54
O’n-Ye 0.65
Class of 2009 Ab-Ga 0.89
Ga-Mu 0.87
Mu-Wy 0.81
Class of 2010 Ak-Gr 0.88
Gr-O’f 0.90
O’f-Za 0.94
The control group (alphabetical) shows a similar pattern to that involving use of trainee teachers,
which suggests that the differences are not dependent upon the number of trainee teachers.
We have been able to extend our data to include one year up to GCSE and the table below shows
the results of the 2008 class at this level. These show a strong correlation between the observed
and expected values with negligible difference for number of trainee teachers they have
experienced or with regard to their alphabetical arrangement of surnames.
GCSE RESULTS FOR THE CLASS OF 2008
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
Our results would suggest that a similar conclusion to that from the KS3 analysis may be drawn
regarding the impact of trainee teachers on KS4 results. Future study will endeavour to confirm these
results.
33

34. Bramhall High School
Key Stage 3 & 4 Impact Data
Year on year our results suggest that we are getting closer to achieving our pupil targets, as can be
seen on the graph below where the lines are converging and approaching perfect correlation (1).
KS3 Mathematics SAT Results
1.2
1
0.8
Fewest Trainees
Correlation
Average Trainees
0.6 Most Trainees
Linear (Overall)
Linear (Fewest Trainees)
0.4
Linear (Average Trainees)
Linear (Most Trainees)
0.2
0
2005 2006 2007 2008 2009
Year
This is still a work in progress as we intend to maintain a careful monitoring of the situation so
we can assure our parents that, as a training school, the quality of their child’s education is only
being enhanced by the effective use of trainee teachers.
34