Supporting the Role of the Supervising Tutor on School Placement by Kieran Nolan

Supporting the Role of the Supervising Tutor on School Placement

Back row, left to right: Patricia Slevin, Claire Connolly, Geraldine O’Connor, Gail Eason, Bernadette Ní Áingléis Front row, left to right: Neil Ó Conaill, Margaret Farrar and Séamie Ó Néill

Participating Colleges

Church of Ireland College of Education, Dublin. Froebel College of Education, Dublin Marino Institute of Education, Dublin. Mary Immaculate College, Limerick. St Mary’s University College, Belfast. St Patrick’s College, Dublin. Stranmillis University College, Belfast.

Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Part 1

Chapter 1: 1.1 1.2 1.3

Developing a Framework for Supporting School Placement

Introduction Introduction to the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Project Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The Process of Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1.4 Exploring the Role of the Supervising Tutor . . . . . . . . . . . . . . . . . . . . . . 4 1.5 Outline of Continuing Professional Development Modules . . . . . . . . 6 Chapter 2: Setting a Context for School Placements in Teacher Education Programmes 2.1 School Placement in Initial Teacher Education . . . . . . . . . . . . . . . . . . . 9 2.2 School Placement in the Republic of Ireland . . . . . . . . . . . . . . . . . . . . 11 2.3 School Placement in Northern Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.4 Role of the Supervising Tutor in the North and South of Ireland . . . . 17

Part 2

Modules for Continuing Professional Development Designed for Supervising Tutors on School Placement Chapter 3: 3.1 3.2 3.3 3.4 3.5

Module 1: The Role of the Supervising Tutor on School Placement What is the Role of the Supervising Tutor on School Placement? . . . 22 Stages of Development of Beginning Teachers . . . . . . . . . . . . . . . . . . . 24 Aims and Format of CPD Module 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Notes for Facilitators of CPD Module 1 Session . . . . . . . . . . . . . . . . . . 26 PowerPoint Outlines for CPD Module 1 . . . . . . . . . . . . . . . . . . . . . . . . . 29

Chapter 4: Module 2: Developing Post-Observation Feedback Skills 4.1 4.2 4.3 4.4 4.5

and Promoting Reflective Practice What is Meaningful Post-Observation Feedback? . . . . . . . . . . . . . . . . 32 Aims and Format of CPD Module 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Notes for Facilitators of CPD Module 2 Session . . . . . . . . . . . . . . . . . . 36 Handouts for Facilitators of CPD Module 2 . . . . . . . . . . . . . . . . . . . . . . 40 PowerPoint Outlines for CPD Module 2 . . . . . . . . . . . . . . . . . . . . . . . . . 44

Chapter 5: 5.1 5.2 5.3 5.4

Module 3: Report Writing for School Placement Setting a Context for Report Writing During School Placement . . . 46 Aims and Format of CPD Module 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Notes for Facilitators of CPD Module 3 . . . . . . . . . . . . . . . . . . . . . . . . . . 49 PowerPoint Outlines for CPD Module 3 . . . . . . . . . . . . . . . . . . . . . . . . . 52

Chapter 6: Module 4: The Role of Supervising Tutors in the Assessment of Student Teacher Learning 6.1 Setting the Context for the Assessment of School Placement . . . . . 55 6.2 Types of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 6.3 The Relationship between Assessment and Learning . . . . . . . . . . . . 58 6.4 Aims and Format of CPD Module 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 6.5 Notes for Facilitators of CPD Module 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 60 6.6 PowerPoint Outlines for CPD Module 4 . . . . . . . . . . . . . . . . . . . . . . . . . 63 Chapter 7: 7.1 7.2 7.3

Conclusion and Recommendations Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Reflections on Learning and the Collaborative Process . . . . . . . . . . 67 Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Preface Supporting the Role of the Supervising Tutor on School Placement: A Report for the Standing Conference on Teacher Education North and South (SCoTENS) This report represents a synthesis of the findings of a collaborative enquiry by Directors of Teaching Practice (DoTP) North and South on the area of Continuing Professional Development (CPD) for supervising tutors in initial primary teacher education. The project was researched, designed, written and presented through the work of the following contributors: Bernadette Ní Áingléis, St Patrick’s College, Dublin. Claire Connolly, St Mary’s University College, Belfast. Gail Eason, Stranmillis University College, Belfast. Geraldine O’Connor, The Church of Ireland College of Education, Dublin. Neil Ó Conaill, Mary Immaculate College, Limerick. Margaret Farrar, The Church of Ireland College of Education, Dublin. Patricia Slevin, Marino Institute of Education, Dublin. Séamie Ó Néill, Froebel College of Education, Dublin. The Directors of Teaching Practice would like to acknowledge the role of their Higher Education Institutions (HEIs) in supporting this project and also the support and funding provided by Standing Conference of Teacher Education North and South (SCoTENS). We wish to acknowledge the contribution of Therese Hegarty, Froebel College of Education, in the design of Modules 1 and 2. Thanks also to Kieran Nolan of Oldtown Graphic Design for his design of the report and to Antoinette Walker for her assistance in proofreading. 2012 Funding acknowledgement: This project was funded by the Standing Conference on Teacher Education North and South (SCoTENS).

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | v

Executive Summary The teaching practicum is a central element in initial teacher education (ITE) programmes in colleges in the North and South of Ireland. The role of the supervising tutor in supporting student teachers on school placement and managing the elements of assessment and feedback during each practicum are critical components of the work of those who supervise teaching practice. The experiences which the student teacher has of supervision, feedback and mentoring during school placement can assist or hinder their learning. A common concern of the Directors of Teaching Practice North and South who participated in this project is to ensure that the teaching practice supervisor has a positive impact on the practice of the student teacher on school placement. This project developed out of a desire of Directors of Teaching Practice to provide Continuing Professional Development (CPD) for supervisors of the school practicum in the key aspects of working with student teachers during school placement so that a reflective approach to mentoring, assessment and feedback is adopted by each supervisor. The purpose of the project was to share current practice concerning school placement, to identify priority areas of CPD for supervising tutors and to design specific modules to support the role of such tutors during teaching practice. The CPD materials designed as a result of this collaborative endeavour are intended for use in the HEIs in both jurisdictions. The report is presented in two sections. Part 1 contains an introduction to the project and background information about school placement. Part 2 contains the four modules which were designed as CPD units for supervising tutors. Each of these modules has background information which acts as the theoretical framework for the unit. Each also has a set of PowerPoint slides for use in the CPD sessions as well as supporting information about activities and descriptions of the organisational requirements for the workshop. Part 2 also contains the conclusion and recommendations.

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

Glossary Collaboration In this report collaboration refers to the ways in which those involved in school placement work together as partners to achieve the shared goal of aiding the development of the knowledge, skills and competencies of student teachers while ensuring the best outcomes for pupils and students during the process. This collaboration requires the sharing of knowledge and learning and the building of professional consensus and the co-development of skills critical to the success of school placement. Continuum of teacher education This describes the formal and informal educational and developmental activities which teachers engage in as lifelong learners during their professional teaching career. The continuum of teacher education encompasses initial teacher education, induction, early and continuing professional development. Cooperating teacher The term cooperating teacher is used in this document to denote a teacher in the placement school who supports, mentors, advises and guides the student teacher. This teacher is generally the class teacher. The cooperating teacher’s role has multiple aspects such as acting as a role model, and encouraging students, while being constructively critical and seeking to develop a student teacher’s ability to plan and teach independently. The cooperating teacher, along with the school principal, acts as an important point of contact between the Higher Education Institute (HEI) and the school. They provide feedback to the student and the supervising tutor on the student teacher’s developing practice. The terms host teacher and class teacher are also widely used to describe this role. For the purposes of this document these terms are used interchangeably throughout. Director of School Placement The Director of School Placement, also known as the Director of Teaching Practice (DoTP), is the staff member within the HEI who has responsibility for the coordination of school placements and the related tutorials and lectures which precede or follow each placement. They plan and coordinate the scheduling and monitoring of the supervisory visits which take place in schools as well as liaising with schools, students and supervisory staff about these placements. Directors of

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | vii

School Placement also have responsibility for specific areas of the BEd programme such as professional studies course work. Within this report those in this role are referred to as DoTP. HEI The term HEI or Higher Education Institution is used to denote those colleges, universities and other third-level bodies providing one or more programmes of initial teacher education (Teaching Council, 2011b: 6). Mentoring The term mentoring is used in this document to encompass all those means by which the student teacher in placement is welcomed, supported, encouraged and challenged in accordance with the schoolâ&#x20AC;&#x2122;s and the HEIâ&#x20AC;&#x2122;s procedures. A mentor is understood to be one who undertakes mentoring in a variety of roles and in a variety of contexts. Mentors may provide information, offer counsel, serve as role models, or act as advisers or advocates to student teachers. In the context of school placement they may also be called upon to assist a student teacher to interpret the policies and practice of the HEI or host school. Partnership Partnership refers to the range of processes, stakeholders, structures and arrangements involved in the activity of working and learning collaboratively in teacher education. School placement The term school placement refers to that part of a programme of Initial Teacher Education which takes place in school settings (Teaching Council, 2011b). The terms teaching practice, school-based work, school experience, practicum and school placement are widely used in teacher education to denote student teacher placements in school settings and are therefore used interchangeably in this report. School placement experience is designed to give the student teacher an opportunity to learn about teaching and learning and to apply educational theory in a variety of teaching situations and school contexts. This school experience is designed to afford the student teacher opportunities to participate in school life in a way that is structured and supported. School placement experiences which occur within schools encompass a range of teaching as well as non-teaching activities, such as observing teaching, working within Special Education Needs contexts and engaging with parents and the school community as a whole. From a HEI perspective, school placement encompasses activities such as micro-

viii

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

teaching, preparatory workshops for the placement and de-brief sessions directly related to the school placement. Some of these activities, though closely connected to school-based work and necessary to support it, may not actually happen within a primary school. Student teacher A student teacher is a student who is engaged in a programme of initial teacher education. Supervising tutor The term supervising tutor is used to denote a person engaged by a programme provider (HEI) to support and mentor student teachers and evaluate their practice while students are engaged in the placement element of the programme (Teaching Council, 2011b). For the purposes of this document the terms teaching practice supervisor, HEI tutor, HEI placement tutor and supervising tutor are used interchangeably. Supervising tutors are usually academic staff working in the HEI or teachers who have current or recent experience as a teacher in the relevant sector.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |窶ナx

Part 1 Developing a Framework for Supporting School Placement

Chapter 1

Introduction 1.1 Introduction to the Project The Directors of Teaching Practice (DoTP) from seven Higher Education Institutions (HEIs) which provide initial teacher education programmes in Ireland, North and South, received funding in March 2010 from the Standing Conference on Teacher Education North and South (SCoTENS) to research common issues and concerns in the area of Teaching Practice (TP). At an initial meeting the DoTP identified the area of Continuing Professional Development (CPD) of supervising tutors as an area of major concern specifically in terms of quality assurance and consistency. A decision was made to explore the topic further with a view to sharing good practices North and South and ultimately to improving provision at HEI level in the area. The project explored a number of key areas in the context of supervision of student teachers on school-based work. The specific aims of the project were: 1. To provide a forum for DoTP North and South for exchanges of perspectives and practices in relation to supervision of school-based work; 2. To design and develop a CPD framework for persons involved in the supervision of student teachers on school placement. The questions which informed the project included: • What expectations do supervising tutors bring to the supervision of student teachers? • How are standard expectations for supervising tutors set and communicated in HEIs? • What means are there for developing a more coherent, consistent approach to supervision of Teaching Practice? • Can a programme of CPD be developed in this area?

| Supporting the Role of the Supervising Tutor on School Placement

1.2 Project Design The project was developed through two strategies: • Structured meetings for Directors of Teaching Practice which acted as fora for discussion; • The collaborative development of a number of CPD modules. The first strategy led to a series of structured opportunities for DoTP to meet and discuss common issues and concerns in the context of supervision of school placement. Discussions at meetings included the setting of tasks and the gathering of information on how each institution clarifies expectations and develops consistency in supervision approaches. These structured meetings provided rich opportunities for DoTP to articulate and share practices in the area of supervision of school-based work. As the teaching practicum was a central element in the initial teacher education programmes in colleges in the North and South of Ireland, the assessment of students during each practicum became a focus for the project design. The second strategy was to develop a series of short CPD modules designed specifically to prepare supervising tutors for their role during Teaching Practice. The decision to design modules emerged from the actual process of sharing practices and a belief that improvements could be made to existing supervision practices North and South. More specifically, DoTP were in agreement that a series of structured CPD modules would make for a more coherent, consistent approach in the supervision of student teachers on school placement.

1.3 The Process of Collaboration An initial meeting was held in March 2010 where the DoTP outlined the main requirements of student teachers on TP as part of each Bachelor of Education (BEd) programme in each HEI. There was much commonality in requirements across the HEIs North and South and this led to professional dialogue on the various issues and concerns which impact significantly on consistency and quality assurance in approaches to supervision. It was agreed to develop a CPD programme specifically aimed at those involved in the supervision of student teachers on school placement. The development of a CPD unit would entail DoTP working as a community of professionals sharing good practice, providing collegial support and engaging collaboratively on this project.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 3

The CPD programme arrived at was designed to meet the needs of both supervising tutors and student teachers. DoTP agreed to design a series of modules around a number of key themes which were felt to be critical for TP. These themes included: • Key principles of supervision – an exploration of the role of the supervising tutor; • Post-observation feedback – building effective communication strategies to be employed with student teachers; • Report writing – the purpose, process and practice of completing assessment and feedback forms; and • Assessment – the key principles and best practice. Sharing of current practice The DoTP held a series of meetings specifically to share their practices in preparing supervising tutors to undertake the apparently contradictory roles of formal assessor and that of formative advisor of student teachers. The meetings were both interesting and enlightening, enabling genuine dialogue between DoTP, who face many similar and recurring challenges. A common concern of all colleges was the need to ensure that teaching practice supervisors have a positive impact on the practice of the student teacher undertaking school placement. It was noted that the grade awarded by supervisors for a student teacher’s preparation and teaching should be informed by the agreed criteria of each HEI and should be communicated effectively in any oral or written feedback. From these discussions about assessment procedures and how tutors engage with students when supporting and evaluating their work during the practicum, a number of areas were seen as important and became the focus of this study.

1.4 Exploring the Role of the Supervising Tutor The key issue considered was an examination of the various elements which make up the role of the supervising tutor during school placement visits. A factor that was also considered was the personnel who acted as tutors in each of the HEI colleges North and South. While college lecturers within HEIs were found to play an important role in the supervision of students on school placement, it was noted that many HEIs also use other professionals from education to carry out the role of supervising tutor. In the South, HEIs employ the teaching staff of their respective

| Supporting the Role of the Supervising Tutor on School Placement

colleges and most also employ other teaching professionals such as retired principals and teachers to act as supervisors during school placement. These supervisors generally, but not always, have had some experience of hosting student teachers in their schools and classrooms. In Northern Ireland, those involved in supervision are almost exclusively members of the academic staff in the colleges. All such supervisors need to be competent in assessing student teachers as well as being skilled in supporting students and giving them feedback. A consensus emerged around some key professional skills which the DoTP saw as necessary for all supervising tutors to demonstrate. These included: • • • • • • •

Observational skills; Listening skills; Skills in providing feedback; Report-writing skills; Empathetic and relationship skills; Crisis management skills; and Communication skills.

It was also recognised that underlying all the above skills was the expectation that supervising tutors employed by colleges would have a sound understanding of primary school teaching and of the primary curriculum as well as of a variety of general instructional and learning strategies. They would also be expected to have a knowledge of specific strategies advocated for teaching particular areas of the curriculum. The DoTP noted that those new to the role of supervising tutor required induction into the various components of the role as well an introduction to the key areas within the assessment of student teachers during the school practicum. DoTP also believed that in order to have a consistent approach in supervision practices across each individual institution, it was necessary to provide ongoing CPD for all supervising tutors, experienced as well as less experienced. The DoTP set out to identify and address the various professional skills required and designed a series of CPD modules which would provide a rationale for these skills and encourage their development among staff. These modules had to take cognisance of the influence of the many competing demands which the varied expectations of HEI tutors, student teachers and host schools can make on teaching practice. The modules therefore sought to take account of college expectations as well as keeping in view the considerable pressure which student teachers often place on themselves to succeed in this professional aspect of their BEd programme.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 5

Colleges in the North and South have developed sets of graduated criteria which are used in teaching practice to enable tutors to assess a student teacherâ&#x20AC;&#x2122;s development of competencies, skills and understandings. The question arose about how colleges could ensure that all supervisors employed by each HEI had a shared understanding of the standards implied in the stated TP assessment criteria and the ways in which feedback should be given to students about their progress. The importance of providing a high-quality experience for the exchanges between student teachers and their supervising tutors during school placement led to a focus on the need to develop a CPD programme which specifically included within it aspects of mentoring, communication and assessment.

1.5â&#x20AC;&#x192;Outline of Continuing Professional Development Modules The design of CPD modules for supervising tutors centred on the following four areas: 1. 2. 3. 4.

The role of the supervising tutor; Communication and feedback skills; Report writing; and Grading and assessment.

These areas provided ideal working titles for the CPD modules, which were agreed by the DoTP. The group subsequently planned meetings to address each of the modules. Prior to module design, the DoTP compiled background papers to support the module design. It was envisaged that this background information could also be used by DoTP to inform the CPD sessions which they undertake with supervising tutors. A working outline of the four modules developed as follows: Module 1: The Role of the Supervising Tutor on School Placement This module explored the role of the supervising tutor with a particular emphasis on development of the ability to facilitate reflective practice, to mentor and evaluate student teacher progress. This initial session dealt with a proposed CPD session that encouraged the participants to think carefully about their role, by beginning with imagining a student teacher, their stage of development and their perception of being assessed. The focus was to think of supervision first from the

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

perspective of a student teacher. Some aims of the session were to build a greater understanding of the stages of development of a beginning teacher and to explore the role of the supervisor as mentor and facilitator through developing strategies for scaffolding reflection in the post-observation feedback sessions with students. Module 2: Developing Post-Observation Feedback Skills and Promoting Reflective Practice The next module used a case-study type approach to structure a roleplay activity based on a post-lesson feedback session between a student teacher and supervising tutor. The activity was designed to promote discussion about the role of the supervising tutor, in particular examining how to encourage the student towards reflection, which would enable them to recognise their strengths as well as identifying areas that they might need to develop. The importance of the tutor using the language of the agreed HEI grade criteria while at the same time giving honest, constructive feedback was stressed in the design of materials for this unit. Piloting the role-play exercise encouraged the DoTP to think further about the communication skills required by the supervising tutor. It also led to an agreement that the CPD module should bring to the fore the importance of supervising tutors recognising the sensitivities of the student teacher within a supervisory context particularly during the post-observation feedback. Module 3: Report Writing for School Placement The next area for CPD development, which all DoTP believed to be important, was report writing related to school placement. There was found to be a wide variation in the format and content of assessment reports used in the participating HEIs. The most critical factor noted for written reports connected to school placement observation was the importance of finding the appropriate balance between supportive comment as well as constructive criticism. The need for this balance was felt to be paramount in enabling the student teachers to be affirmed, while at the same time motivating them to improve their practice. Developing the module necessitated a detailed examination of documentation, processes and criteria used for assessment of students on placement in the different HEIs. It also led to a discussion about how supervising tutors should best prepare to undertake this role. In this module, supervising tutors have an opportunity to examine methods of effective report writing.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;7

Modules 1, 2 and 3 were piloted by DoTP prior to school placement in the academic year 2010â&#x20AC;&#x201C;2011. This allowed those modules to be reviewed and reworked before the final version, contained herein, was designed. Module 4: The Role of Supervising Tutors in the Assessment of Student Teacher Learning The final module was developed to support the assessment element of school placement. During the development of the module considerable discussion took place about appropriate ways of balancing the formative and summative dimensions of the role of the supervising tutor. Module 4 sought to explore types of assessment, criteria for assessment of teaching practice and examined how criteria are made or should be made explicit for the student teacher. The module sought to highlight common pitfalls, emphasise good practice and provide sound practical advice in the area of assessment.

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

Chapter 2

Setting a Context for School Placements in Teacher Education Programmes

2.1 School Placement in Initial Teacher Education The practicum or teaching practice is an element common to all teacher education programmes and its diversity in duration and focus mirrors the range of programme types in teacher education courses. Teaching practice is traditionally interpreted as the in-school placement that affords an opportunity to student teachers to ‘practise’ what they have learned at college and gain experience in, and of, teaching children in schools. The value of working in real primary settings has been seen to allow the student teacher ‘to demonstrate their practical wisdom in authentic settings’ (Mattsson et al, 2011: 8). However, such a benign view of school placement is not always shared by either students or policymakers. Students frequently view it as a test to be passed rather than a learning experience (Calderhead, 1988). The range of experiences which students have during school placement, such as observing class teachers and peers, undertaking teaching and engaging in discussion with teachers and supervising tutors, is intended to develop a broad understanding of teaching. However, optimum learning during school placement may not actually occur. Policymakers have been critical of teaching practice because it is seen as ‘not only artificial and unreal, but also draining’ (Kellaghan, 2002: 120). While the practicum is a necessary element of each programme there is limited agreement about the learning experiences that the practicum actually delivers or how this can best be achieved or measured (Rorrison, 2008). Learning on the practicum occurs not only in the classroom but also in the reflective discussions between the student teacher and supervising tutor and the class teacher, through the student’s reflective journals and through the various non-teaching-related activities the student teacher undertakes in the school setting.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 9

The fragmented and disconnected aspect of many teacher education programmes has been found to be sometimes compounded by inadequate field experience (Wideen et al, 1998). Much has been written about the emotional attrition of the practicum. Britzman laments that the practicum setting is not a ‘neutral zone’ and ‘sets them up for the discursive practice of self-blame’ (1991: 221). For Groundwater-Smith, ‘the practicum experience is one fraught with difficulties, dilemmas and challenges as the student attempts to negotiate his or her way along a hazardous path of competing professional policies and practices’ (1993: 137). The development of partnership models of the practicum, involving the class teacher, can assist in minimising the anxiety experienced by preservice teachers as they approach placements (Beck & Kosnik, 2000). It has been noted ‘that knowledge of teaching is acquired and developed by the personal experience of teaching’ (Munby et al, 2001: 89). The practicum is also recognised as a necessary and valuable element of a teacher education programme, though an area that is challenging and complex. As the theoretical philosophy of learning to teach has evolved, so too have the types of placements offered by programmes. The traditional apprenticeship model has given way to models inspired by Schön’s reflective practitioner (1983) and further developed by Korthagen’s realistic approach (Korthagen et al, 2001). With the emphasis on school-based programmes in the UK and the emergence of professional development schools in the US, a partnership model linking theoretical study and school-based application combining school and college supervision have emerged in recent decades. Strong collaborative links between programmes and schools to ensure that best practice can be observed and that the interdependence of theory and practice can be exemplified is a regularly cited attribute of successful teacher education programmes (Korthagen et al, 2001; Darling-Hammond et al, 2002; Maandag et al, 2007; Zeichner, 2010). A partnership approach is integral to many teacher education programmes internationally (Buchberger et al, 2000; Bullough et al, 1997). The OECD in 2005 identified partnerships between colleges and schools as a trend which was gaining ground (2005: 108), while the European Commission (2005) has identified partnership as one of the Common European Principles for Teaching Competences and Qualifications. Partnership between schools and colleges are best exemplified, though not confined to, the organisation of the school placement. Indeed, meaningful partnerships recognise teachers’ contribution to preservice teacher education and in the process recognise the potential schools offer as the sites in which teachers’ professional knowledge can be regenerated (Edwards, 1998). However, while partnership is regularly cited as a guiding principle of teacher education programmes, the challenges involved in developing worthwhile partnerships should not be underestimated (Geen &

| Supporting the Role of the Supervising Tutor on School Placement

Bassett, 2004). Without strategic support, the rhetoric surrounding partnership will not lead to improved practices in teacher education.

2.2â&#x20AC;&#x192;School Placement in the Republic of Ireland Traditionally colleges of education in the Republic have enjoyed significant autonomy in terms of programme content and organisation. The fact that the primary colleges of education developed historically as denominational and private institutions, as well as the Catholic Churchâ&#x20AC;&#x2122;s historical involvement in education, accounts at least in part for the relative autonomy these institutions have enjoyed. Each of the five colleges of education is linked to a university for accreditation purposes, thus allowing for variation within each programme. For example, the study of a liberal arts subject is not an option in all colleges, the time allocated to curricular areas is not uniform in each college, and the duration and organisation of the school placement varies from college to college. Throughout the last two decades the now named Department of Education and Skills (DES) published a number of policy documents related to teacher education. But beyond broadly stated requirements, namely that graduates must be qualified to teach all areas of the curriculum and to all class levels, the DES policy statements relate to structural rather than conceptual matters. In the absence of a policy discussion, colleges continued to operate in a context of relative autonomy, enjoying a level of academic and programme freedom but frustrated by the lack of power to initiate required reform. The Teaching Council, established by the Teaching Council Act 2001, has statutory responsibility for the review and accreditation of teacher education programmes. As it is constituted, the Council is invested with powers to establish the standards, policies, and procedures for the education and training of teachers. It also has statutory responsibility for issues such as the qualification requirements for new entrants to the profession and, significantly, the accreditation of teacher training courses. It published its Policy on the Continuum of Teacher Education in June 2011, which was followed in August 2011 with the Criteria and Guidelines for Programme Providers. The latter stipulates that concurrent programmes for primary teaching should be four years in duration and should include 30 weeks of school placement. It outlines the criteria programmes must satisfy to gain accreditation and addresses issues such as school placement, programme design, mandatory areas of study and teaching, and learning and assessment strategies. From operating in a climate of relative autonomy, all teacher education providers now have clearly delineated criteria which their programmes must meet.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;11

To date, teacher education programmes had to gain approval from the academic council of each accrediting university, but now, as provided for in its statutes, the Teaching Council has published criteria for all such programmes. For the first time, the programmes within colleges must satisfy the criteria of a statutory body external to the university system. The Teaching Council has moved the debate on teacher education (and, some would argue with too little debate) beyond the usual structural issues concerning teacher quality, demand and supply and gone right ‘within the black box of the program – inside courses and clinical experiences that candidates encounter’ (Darling-Hammond, 2006a: 303). While it can be argued that the Teaching Council has been prescriptive in laying out criteria for providers of programmes of initial teacher education, it must be acknowledged that all of its policy documents are well grounded in international research and promote a vision of professional practice that avoids characterising teacher professionalism from the limiting perspective of a skills-based training and competencies model. At present the undergraduate teacher education programme is one of three years’ duration in the Republic of Ireland. Placement durations within the threeyear programmes vary from 13 weeks to 15 weeks, however each college ensures that students teach in a range of school types, teach the full school curriculum, teach at all class band levels and to some extent participate in non-teaching professional activities. These placements range from two weeks to five weeks in duration throughout the year with student teachers taking an incrementally increased amount of responsibility for whole class teaching as they advance through the programme. Placements are coordinated in each college by the equivalent of a placement office. Schools are not exclusively linked with a particular college nor are schools currently obliged to facilitate placements. Some placements are sourced by the colleges on behalf of the students and other placements are organised in a school chosen by the student teacher. Between the placements organised by the colleges and the students, placements occur in a variety of school types. Given the expansion in student numbers throughout the last decade, colleges have developed relationships with schools in ‘outreach’ locations to ensure that schools within a 20-mile radius of the colleges are not overburdened with placement requests. Notwithstanding this, colleges have experienced increased difficulty in sourcing classes for students such is the demand put on schools from various organisations seeking to arrange school-based work and observation experiences. Many schools in urban areas have developed placement policies to cope in a systematic manner with the numbers of placement requests received. The Teaching Council, which now advocates an approach ‘whereby colleges and schools actively collaborate in the organisation of the practicum’ (2011b: 10), calls for a

| Supporting the Role of the Supervising Tutor on School Placement

radical departure from the current approach. This is generally welcomed by the colleges, as such an approach may remove the uncertainty from the placement organisation and reconstitute placements as learning opportunities for all teachers, though primarily the student teacher. While on placement, the students are supervised by college faculty and in most colleges by some additional contracted personnel. The contracted supervising tutors are in most cases retired faculty members, retired school principals and class teachers or retired members of the Inspectorate. In each college newly appointed supervising tutors, whether faculty members or contracted personnel, engage in a series of training seminars addressing the issues outlined in this publication. Shadowing of experienced supervising tutors and ongoing professional development seminars form part of all supervising tutors’ induction. The extension of programmes from 2012 (four years for a concurrent programme and two years for consecutive postgraduate programmes) facilitates a more prolonged school-based experience for students. From September 2012, the school placement will constitute 30 weeks (25%) of a concurrent and 24 weeks (40%) of a consecutive programme. Such a stipulation brings uniformity to programmes and also identifies the school as a significant site of learning. The Criteria and Guidelines for Programme Providers recast the school and classroom as sites for practice and learning. The practicum is now referred to as school placement rather than teaching practice. The new terminology indicates that the student teacher should experience school life beyond the classroom so that they become involved in professional practices and duties in addition to class-based teaching. Currently, most programmes address issues such as familiarisation with policies, engaging with school personnel other than class teachers, and learning about provision of learning support and language support. The extended placement duration will allow such learning to become integral to the students’ school experience. As significant as the changes to the duration and focus of the school placement are, the role envisaged for the class teacher has been more critically redefined. All colleges in the Republic currently benefit from the enormous goodwill of schools and individual teachers. The larger colleges each organise in excess of 1500 placements each academic year, a level of placement which is unprecedented in the literature on teacher education and in the partnership literature. All colleges foster good relationships with schools and endeavour to acknowledge the role undertaken by the teachers. To date, the teachers have no formal role on the placement and indeed the internationally used terms of ‘host teacher ‘or ‘cooperating teacher’ do not fit easily with the current system in the Republic. Collegiality and informal mentoring are features of the students’ experience and

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 13

it has been acknowledged that fellow class teachers act as a very significant source of support for probationary teachers, often more so than other mentors identified by the school to undertake this role (DES, 2005: 24). Teachers have indicated considerable professional integrity and goodwill in their interaction with students on teaching practice. This comment from a final-year BEd student in Mary Immaculate College (MIC) Limerick is typical, though no less valuable for that, of students’ experience with class teachers: I was fortunate to have an outstanding class teacher who was always readily available to give me feedback, advice and support. I feel that the class teachers should have some official role in mentoring as I believe a great deal of the success of this teaching practice for me was as a result of having such a welcoming and supportive class teacher in the classroom with me. (Student TP Survey (MIC), 2010) Currently in the Republic of Ireland teachers who undertake an informal mentoring role with student teachers during the practicum receive neither training nor formal recognition for their work. Their goodwill clearly manifests a willingness to share expertise and develop the profession. An acknowledgement of this goodwill and expertise should be the starting point for the development of partnerships. The benefit of formally recognising the expertise of class teachers in the context of student teachers on placement has been articulated in several policy documents (Kellaghan, 2002; DES, 2006). There is increasing recognition of the benefit of enabling classroom teachers to share their ‘expertise, experience and insights’ (DES, 2006: 37), a process which recognises the contribution teachers’ professional knowledge can make to the beginning teachers. Colleges have undertaken research projects to explore more collaborative approaches to school placements (Ní Áingléis, 2008; Ó Conaill, 2010) as they are keen to utilise the mutual learning opportunities provided by placements. The Teaching Council prescribes that: Greater levels of responsibility being devolved to the profession for the provision of structured support for student teachers. Structured support should include mentoring, supervision and constructive feedback on practice. In that context, students should be afforded opportunities for critical analysis of the experience, as well as observation of, and conversations with, experienced teachers. (2011b: 16)

| Supporting the Role of the Supervising Tutor on School Placement

All colleges welcome the opportunity to formally acknowledge the expertise class teachers can offer students on placement, although, like many shareholders, they would have welcomed a more collaborative approach to developing the partnership model and a more gradual implementation time which would have facilitated genuine consultation. The latter was the approach taken by the General Teaching Council for Northern Ireland (GTCNI) which, in collaboration with schools, produced a Teacher Education Partnership Handbook. Its language has been described as ‘sensitive and cautious, reflecting the voluntary, delicate nature of the new partnership arrangements’ (Moran et al, 2009: 952). The values prioritised by class teachers, student teachers and teacher educators may be dissimilar or even contradictory at certain points on the learning-to-teach continuum. However, the partnership approach espoused by the Teaching Council encourages all the stakeholders involved in placements to fulfil their potential as contributors to student teachers’ professional learning.

2.3 School Placement in Northern Ireland Since the mid-1990s the Department of Education for Northern Ireland (DENI) has advocated an integrated approach to teacher education that is based on a professional model of teacher competences. The Teacher Education Partnership Handbook produced by the Department of Education (NI) in 1998 has informed the general approach to partnerships between schools and teacher education providers since then. At that time, certain core principles were put in place to ensure a common approach to initial teacher education across the providers. A common profile of competences has been developed by the General Teaching Council of Northern Ireland to underpin the aspiring teachers’ professional development. In addition, links between initial, induction and early professional development of teachers were encouraged to reinforce co-operation between employers, HEIs, schools and the Curriculum Advisory and Support Service (CASS). In Northern Ireland, the Higher Education Institutions provide students with the academic and professional context in which their development as teachers will be based. Schools, on the other hand, enable the theory to be realised and applied in practice, and classroom teachers can act as excellent role models to encourage and develop professional competences. An understanding that these prospective roles are central to the effective development of student teachers underpins the partnerships between schools and HEIs. Students are also integral to arrangements with schools. During school experience the partnership arrangements therefore involve the schools, the students on placement and the HEI supervising tutors.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 15

Teacher education in Northern Ireland is grounded in the reflective practitioner model of teaching (GTCNI, 2007), and the HEIs’ relationship with schools reflects this approach to the development of competence. The Teacher Education Partnership Handbook, which has informed the general approach to partnerships between schools and teacher education providers, confirms that reflection on practice is a cornerstone in the continuum of teacher development: The aim of an integrated approach to teacher education is to encourage beginning professionals to develop their critical reflective practice in order to improve their teaching and the quality of pupils’ learning. As the beginning teacher grows in competence, the focus of development shifts progressively from learning how to teach, to thinking about teaching, and finally, to thinking about learning. Such reflective practice is characterized by an open, informed, critical dialogue amongst all the partners, combined with support from experienced practitioners. (DENI, 2010: 3) Student teachers in Northern Ireland are required by the DENI to spend 32 weeks of their four-year undergraduate programme in at least two schools completing school-based work (DENI, 2010: 3). The BEd degree includes professional recognition as a teacher and therefore the practical aspects of teaching are an integral element of the course. All students spend an extended period each year on placement in schools developing their knowledge of, and skills in, teaching by planning and delivering lessons under the guidance and advice of experienced teachers and supervising tutors. School placements are central to BEd programmes in Northern Ireland. As student teachers progress through their courses, the demands placed on them during school placements increases. Students in the first years of their BEd course will become familiar with the routines within their host school and have opportunities to observe classroom practices and assist teachers in planning and teaching lessons. They work with small groups of children as well as whole class groups. As students develop their experience and understanding of the classroom and school, they will be asked to assume greater responsibility and independence in their planning, teaching, and assessment of children’s learning. Frequently they will take full charge of managing the classroom by the final year of their course. The ‘partnership model’ implies a collaborative relationship of equal partners and at the ITE stage this involves student, school and the HEI supervising tutor. The students are encouraged to be active learners who are learning to teach and to

| Supporting the Role of the Supervising Tutor on School Placement

become reflective practitioners. They are guided and supported by the ‘host’ teacher who accepts them into their classroom for school-based work and may observe them, initially helping with planning, suggesting resources and management strategies and providing constructive feedback to enable students to develop their professional practice. As students develop their professional competences they normally come to a more collegial relationship with the host teacher who will act as a mentor and experienced advisor. The third partner is the supervising tutor who will provide the student teacher with formative feedback on their planning, on the teaching observed and on the assessment of children’s work observed. Tutors discuss students’ progress with host teachers. This is an essential part of the assessment of student teachers’ progress, engagement and aptitude, and provides references to contexts of teaching that the observation of a lesson alone might not allow. The discourse between supervising tutor and host teacher is welcomed by teachers and has become critical in informing tutors of the students’ engagement with his/her professional practice and commitment to teaching. This two-way conversation between host teacher and supervising tutor enables consensus of judgement to be reached and can lead to richer feedback and ‘feed forward’ for students from both parties concerned. This professional dialogue is a critical means of promoting high-quality teacher education and leads to ‘reflective practice (which) is characterized by an open, informed, critical dialogue amongst all the partners, combined with support from experienced practitioners’ (DEN I, 2010: 8).

2.4 Role of the Supervising Tutor in the North and South of Ireland Achieving consistency in the supervision of student teachers is challenging. This is particularly so when it is undertaken by a range of tutors who come to teaching practice with a variety of backgrounds. Maintaining consistency in supervision is an issue for those who organise and coordinate this essential aspect of the BEd degree programme. As noted previously, some colleges use both internal and external tutors. The DoTP believe that an intensive CPD course is essential in order to sufficiently prepare all involved in supervision to address the need for clarity and effective feedback to students. In Northern Ireland and the Republic of Ireland, the observation of student teachers during school placement is a standard feature of initial teacher education. The purpose of observation is normally to provide feedback on the student teacher’s performance in the classroom, to consider their ability to manage children within the classroom setting, and to provide a context for post-observation dialogue on how the student may develop their professional practice.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 17

Since the introduction, in Northern Ireland, of the Teacher Education

Partnership Handbook, which outlined the roles and responsibilities of the various parties involved in preparing student teachers (i.e. the HEI, the school, the class teacher and the student themselves), supervising tutors visiting students on placement take account of the class teacher’s views of the student teachers’ progress. This has meant that there has been significant work undertaken with those ‘host’ teachers who accept student teachers into their classroom for a period of practicum, to outline expectations for students at the different parts of their course. This has led to a ‘tightening up’ of expectations, to the introduction of grade descriptors and the development of clearer explanations of what work should be undertaken by students. It has also produced some guidelines about the degree of support that might be expected from class teachers, so that there is a greater degree of consistency in such support. With the reconceptualised four-year-degree programmes coming into being in the Republic of Ireland there is an expectation from the Teaching Council that ITE providers will develop ‘new and innovative school placement models’ through ‘using a partnership approach’ (Teaching Council, 2011b:16). This, according to the Council, will involve ‘greater levels of responsibility being devolved to the profession for the provision of structured support for student teachers’ (ibid). It is expected that this should also lead to ‘an enhanced partnership between the HEI placement tutor and the cooperating teacher’ (ibid, p.17). There has already been much good work undertaken in developing partnerships in the South; as Ievers et al (2008:4) notes, schools are ‘seeking to be more systematically involved in teaching practice and specifically in structured mentoring and in consultative conversations with university tutors in relation to student teacher progress’. Considerable work will be required to clarify the roles and to formalise the current excellent relationships that exist. In Northern Ireland, students normally receive three visits from the supervising tutor, while in the Republic of Ireland students normally receive one visit each week during their school placement. These tutors, both North and South, provide feedback on the student teacher’s planning, preparation, teaching, evaluation of pupils’ learning and reflection on their practice. Most of this feedback is delivered orally, and HEIs require that a written record of the main issues raised is given to the student. There is one exception to this, where one college asks the student teacher to write a summary of the main issues discussed, which is then signed by both the student and supervisor in the feedback session. This is followed later with the written report from the supervising tutor. The written report is intended to serve two purposes: first as a means of formative feedback that is a starting point for discussion and dialogue with the student teacher, and later on as a summative assessment document.

| Supporting the Role of the Supervising Tutor on School Placement

There are many challenges in preparing supervising tutors for their role. The variety of backgrounds of those undertaking the role can bring further challenges. The supervisor’s perspective can be influenced by their relationship with the college and with the students. For example, the supervisor may be a full-time HEI staff member whose main work during teaching practice is visiting students on practicum. They may be a part-time HEI staff member who is also employed to supervise student teachers or the supervisor may not be a HEI staff member. The role of supervising tutor is taken on almost exclusively in the North by ‘in-house’ tutors, while in the South most colleges will ‘buy in’ other experienced professionals. It is to be expected that the variety of tutors employed will mean that different types of experiences will be brought to bear on the role. The challenge for those responsible for managing this central component of the BEd programme is achieving consistency of practice and developing a shared understanding of expectations amongst supervisors. The challenge for supervising tutors is to keep up-to-date in supervisory practices and techniques. With these requirements in mind the CPD modules within this project were designed to explore the role of the supervising tutor on school placements and to address some of the myriad of skills required: • Module 1: The Role of the Supervising Tutor on School Placement • Module 2: Developing Post-Observation Feedback Skills and Promoting Reflective Practice • Module 3: Report Writing for School Placement • Module 4: The Role of Supervising Tutors in the Assessment of Student Teacher Learning What follows in Part 2 are the CPD modules, each of which has a dedicated chapter. Each module includes background information and PowerPoint slides, which are designed to support their use with supervising tutors. The chapters begin with the background research undertaken to support the respective module.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 19

Part 2 Modules for Continuing Professional Development Designed for Supervising Tutors on School Placement

Chapter 3

Module 1: The Role of the Supervising Tutor on School Placement

3.1 What is the Role of the Supervising Tutor on School Placement? There is a commonly held preconception that the supervision of student teachers on school placement is the main function of the supervising tutor. Stones (1984) argued that the supervision of students was a neglected area despite its centrality to the whole process of teacher education. Stones, somewhat controversially, also argued that HEIs taught students about teaching instead of how to teach, and yet the role of the supervising tutor was pivotal in achieving the latter. His central theme was that there needed to be a reconceptualisation of the role of the supervising tutor so that they had a cooperative function with students and with schools rather than an adjudicatory role. Stones made an interesting point about being a supervising tutor. The qualification for becoming a supervising tutor was to have ‘super-vision’. The constituent skills he noted were: • • • • •

First, acute eyesight to see what was happening in the classroom; Second, insight to understand what was actually happening; Third, foresight to see what could be happening; Fourth, hindsight to see what should have happened but did not; and finally; Second sight to know how to get what should have happened on the observed occasion to happen at a future date. (Stones, 1984)

Stones bewailed the fact that pedagogy received scant attention and this had profound implications for student teachers and supervising tutors alike. HEIs took

| Supporting the Role of the Supervising Tutor on School Placement

the view that supervising tutors should generally be able to augment the guidance given in placement schools and thus induct student teachers into the art of teaching. He argued that this represented an apprenticeship view of teacher education for new recruits to the profession, sarcastically referring to this lack of active engagement as ‘sitting with Nellie’. All this, he maintained, represented an impediment to the production of teachers capable of transforming their own teaching and learning for their pupils. Conventional approaches to student teacher supervision have leaned heavily towards summative assessment rather than the formative aspect, and have encouraged student teachers to engage in what he referred to as ‘impression management’ for the benefit of supervising tutors. Stones attempted an interesting exercise in which he looked at the assessment of teaching across a range of HEIs with a view to establishing a common understanding about the assessment of practical teaching (1984: 36). When all this information was subjected to factor analysis he found little evidence of a conceptual coherence or any unifying overall aims. Such a discovery was somewhat disconcerting, to say the least. One can only wonder if this exercise were to be repeated, nearly three decades later, would we uncover a similar pattern. Perhaps the nature of this exercise is to lay foundations for such a common understanding. Stones went on to argue that a substantial body of knowledge existed on human learning. Instead of a ‘gallop through the gurus’ with student teachers, what was lacking was a systematic attempt to apply this knowledge to teaching (1984: 52). The overall aim of supervising should be that of guiding student teachers on how best to optimise pupil learning (Stones, 1984: 39). He suggests that the relationship between supervising tutor and student teacher should be one of a reciprocal nature as they both address the problem of improving teaching and pupil learning. He argued for an exploratory and cooperative approach which precludes transmission modes of teaching. The supervising tutor’s aim vis-à-vis student teachers, he argued, should be the same as a student teacher’s vis-à-vis the pupils. Thus a discourse for supervising tutor and student teacher is provided within a pedagogic framework for all learners. This theory has a profound significance for all concerned in the process of TP supervision. In short, we should encourage both pupils and student teachers to solve problems. Stone’s writings of nearly three decades ago clearly chime with contemporary voices that have argued for a partnership approach to teacher education, alluded to in previous sections of this report. Stones also questioned the efficiency of supervision. He argued that the assessment of supervising tutor effectiveness was a difficult process and one rarely carried out. However, he argues that supervising tutors will have achieved their objectives if student teachers have achieved theirs, i.e. if they have brought about successful learning for the pupils. Thus any checklist of evaluation should

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 23

have the assessment of pupil learning as a prominent feature. It is clear that teaching and learning relate to complex activities, not merely simple motor skills (Stones, 1984: 51). The ‘tips for teachers approach’, which some supervising tutors may be tempted to use, will work in some situations, but can actually be counterproductive in many others. Stones concluded his study by arguing for the development of a reciprocal relationship between the student teacher and the supervising tutor, with the student teacher grappling with real-life teaching situations and the supervising tutor offering cooperative guidance. This is not an easy task. The process demands skills of the supervisor as well as sufficient time for feedback and dialogue between the student teacher and supervising tutor. This could take a lengthy period of time to achieve. Reciprocity and sharing of perspectives about learning has implications for the time supervisors spend on their interactions with the student teacher. It also has implications in relation to how the supervisor conceives their own role and how they understand the stage of teaching that the undergraduate student teacher has reached.

3.2 Stages of Development of Beginning Teachers Furlong and Maynard (1995) describe the five early stages of development in the young teacher as: • • • • •

Early idealism Survival Understanding complexity Reaching the plateau Reflexive practice.

This sequencing of development is set out as a hierarchical progression which may give the impression that student teachers move in sequence from one stage to another. The above stages are similar to those of Jacklin et al (2006) who research the stages of development in newly qualified teachers (NQTs) in their early years of teaching in England. Others such as Burn et al (2003) cautioned that a ‘stages of development’ theory could simplify and obscure the complex individual patterns of teacher development. Other interpretations have emerged. For instance, a crucial difference exists between the Furlong and Maynard findings and those of Jacklin et al, in that the latter argued there was both progression and regression between stages of teacher development. Supervising tutors need to recognise the complexity of teacher development. They need to

| Supporting the Role of the Supervising Tutor on School Placement

understand that the general stages of development are often not hierarchical. At the same time they need to have an awareness of the need to address the different domains of student teacher development, such as interpersonal development. Supervising tutors need to apply all these concepts to their deliberations with student teachers.

3.3 Aims and Format of CPD Module 1 Aims of the workshop One of the key aims of the first workshop for supervising tutors was to promote a recognition and understanding of the many stages of development of a student teacher. Pollard (2008) discusses the stages of development of a beginning teacher as described by Furlong and Maynard (1995) as: Early Idealism; Survival; Recognising Difficulties; Hitting the Plateau and, finally, Reflective Practice. As supervising tutors, it is important that the general stage at which the student teacher is operating is identified in order to best create an appropriate scaffold for the student teacher’s learning. The advice and guidance given will be most effective when it matches the stage of development of the student teacher. This idea of ‘assisted performance’ (Feiman-Nemser & Remillard, 1996) is based on mentoring and coaching by the experienced teacher (in this case the HEI supervising tutor) and the social construction of learning. Workshop design This workshop was designed, piloted, edited and amended in order to ensure that the material presented would offer maximum support to the supervising tutors across the various institutes. It is recognised that further amendments may be made at local HEI level. During the workshop The workshop begins with supervising tutors being encouraged to contemplate perspectives of the student teacher and to develop empathy with them. This is achieved by beginning with a reflection on their own past experience of being a student. Participants share their own experiences and memories of teaching practice supervision and in groups agree the characteristics of a good mentor. This pre-intervention phase is to ensure that tutors focus on understanding the perspectives of student teachers and the competing interests and demands which may exert influence and demands on them.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 25

Supervising tutors are presented with a list of the stages of development of beginning teachers and asked to reflect on how each stage might manifest itself in teaching a lesson, in planning and in the feedback session which the student teacher has with the supervising tutor. This activity is designed to assist the supervising tutor to recognise the relevant stages of developing student teachers and to identify common behaviours evident in each stage of development. The discussions which form part of the workshop along with the information are intended to equip supervisors with common effective strategies to work with student teachers at each stage. The goal is to enable supervisors to offer meaningful advice and guidance which can scaffold the next stage of learning of the student teacher. Conclusion This workshop has been designed to develop, in the supervising tutor, a greater awareness of the stage of development of the student teacher. It is hoped that this awareness, coupled with developing a greater empathy with the priorities and insights of the student teacher, will lead to a shared understanding of the observed lesson and facilitate a dialogue based on shared meaning and purpose. The next section lists some practical points for facilitators setting out the format and organisation of the Module 1 workshop. The PowerPoint slides which accompany the session are also included in an outline view.

3.4 Notes for Facilitators of CPD Module 1 Session Advance preparation

Participants should be sent the recommended reading from Pollard’s Reflective Teaching (2008) Chapter 2 in advance and asked to become familiar with the appropriate areas relating to mentoring of student teachers. For the room set-up, a circle formation is best if numbers allow. Flexible seating will be a priority for the purpose of small group discussion. A flipchart and data projector are needed. Aims of session • That supervising tutors will develop an understanding of the stages of professional development which student teachers experience and explore how the supervising tutor can best take account of these in their engagement with students; • That supervising tutors will develop their understanding of the various aspects of their role while engaged on school placement.

| Supporting the Role of the Supervising Tutor on School Placement

Student teachers on teaching practice are beginning to build an identity as a professional and are actively making sense of their experience. They are beginning to develop their own ‘story’ as a teacher. Supervising tutors contribute to the development of this professional identity. Supervisors should enable student learning to become more visible to the students. Reflections during feedback should contribute to their identity formation as beginning teachers. Learning outcomes explained • That the supervising tutors, who are largely working in isolation, will build some professional solidarity; • That the supervising tutors learn one model to describe the steps in the development of the young teacher; • That the supervising tutors discern the three tasks of the supervisor: facilitating self-evaluation, mentoring and evaluation, and practice with a consciousness of an appropriate pacing of these three elements; • That the supervising tutors take part in a reflective exercise on their own practice, which can then be used on a regular basis while working in schools. Slides

Slides 2 and 3: Introduction to the session Facilitator introduces her/himself and outlines the plan for the session.

Slide 4: Fostering an understanding of the typical student teacher Being a student again: Exploration of supervisor’s experiences of being a student. What sorts of things were uppermost in your mind when you were a student teacher? Was there anything difficult or confusing about college then from the perspective of a student teacher? Explore: What are the exciting aspects of being in college? Might networking and relationships be a priority for a typical student teacher? Slide 4 Narrative: ‘Let’s keep this image of the typical student in mind as we work with our student teachers. Teaching practice is very important to them but there are many other storylines running in their lives that we may have to be sensitive to.’

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 27

Slide 5: The role of the supervising tutor

Build a common understanding of the role of the supervising tutor by considering each of the statements on this slide. Supervisors might be asked to work in pairs and choose the statement(s) that they most strongly agree with. They might also be asked to provide some statements that they would like to be included.

Slides 6 to 15 Participants are introduced to the five stages in the development of the young teacher. Refer to background reading, Pollard’s Reflective Teaching (2008) Chapter 2. Refer to slide 6 and how Furlong and Maynard describe the stages of development in the young teacher as: • • • • •

Early idealism; Survival; Recognising difficulties; Reaching the plateau; and Reflexive practice.

In the PowerPoint presentation these five stages are identified. The facilitator can ask the participants to share their understanding of these stages. They should make reference to what supervisors understood from the chapter by Pollard. Slide 16: What is a successful mentor like? Activity: Groups of four are formed. Where numbers are uneven, threes rather than fives can be set up. Within the groups each person tells a story of how they were well supported, challenged or mentored by a particular person (supervisor, colleague, principal, etc.) in the early years of their career. Following each story the group seek to distil the core quality of that support by completing the sentence: ‘A good mentor is one who… ’

This sentence structure is designed to support a move from the particular story to an articulation of good practice in general. These findings are recorded on the flipchart and remain visible for the remainder of the session. Statements should also be typed up after the session and emailed to the participants.

| Supporting the Role of the Supervising Tutor on School Placement

Slide 17

Participants are asked to reflect on how a supervising tutor can act as an effective mentor.

Slides 18 and 19 The session finishes with some questions posed to the participants. They should begin to reflect on the various expectations which schools, HEIs and student teachers may have of them as supervising tutors. The final slide allows a summary of what has been learned in this session as well as a reflection.

3.5 PowerPoint Outlines for CPD Module 1 1

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;29

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;31

Chapter 4

CPD Module 2: Developing Post-Observation Feedback Skills and Promoting Reflective Practice

4.1 What is Meaningful Post-Observation Feedback? This module aims to address the skills required for meaningful post-observation feedback to take place between the supervising tutor and student teacher. This feedback session offers a critical learning opportunity for the student teacher as they engage in a professional dialogue about their teaching practicum. The dialogue facilitated by the supervising tutor must support and stimulate learning for the student teacher and should relate to the cyclical and extended process of professional growth. Clearly, anyone engaging in a professional supportive dialogue with student teachers should develop a ‘versatile repertoire of supervisory skills to use in mentoring dialogues’ (Veenman & Denessen, 2001). Korthagen (2001) indicates specifically the skills necessary for the supervisory process. He discusses the need for mentors to show empathy and genuineness, when making things explicit for the student and helping them to choose alternative approaches. Crasborn et al (2008) specify a repertoire of 15 supervisory skills ranging from showing attentive behaviour and asking an open starting question to giving information, advice and instruction. One CPD module based on feedback skills clearly cannot address a range of 15 skills. This module has placed a focus on three key areas for supervisors: listening, suggesting and evaluating. The roles of encourager, advisor and instructor (Crasborn et al, 2008) are encompassed in these three skills as well as many of the other key skills named in the literature. Listening, suggesting and evaluating are also critical to the development of a dialogic, postobservation feedback session, if it is to offer reciprocal learning opportunities for

| Supporting the Role of the Supervising Tutor on School Placement

both the student teacher and the supervising tutor. It is hoped that CPD Module 2 will encourage supervising tutors to further develop these three skills and, by so doing, facilitate the development of their own and student teacher reflection. Without doubt, one of the most commonly discussed themes in educational discourse in recent years has been reflective practice and the reflective practitioner. Reflection has gained considerable recognition as an important element of enhanced teaching and learning and has become a significant component of teacher education programmes worldwide. ‘Internationally the promotion of reflective practice has become the dominant espoused model of teacher education’ (Conway et al, 2009: xviii). Russell (2005) argues that teacher educators should create discursive contexts/communities to situate student teachers for reflective practices. In some instances, reflection has been regarded as a key activity during the teacher development process (Postholm, 2008). Promoting the development of reflective practice among student teachers is considered an important role of the supervising tutor. Promoting reflective skills therefore became central to this CPD module. The literature, while representing multiple theories and practices (see for example, Dewey, 1933; Pollard, 2002; Thorpe, 2004; Weiss & Weiss, 2001), reveals common themes and underlying principles relating to reflection. Reflection can be seen as a conscious and purposeful process of critical inquiry carried out both by individuals and groups. In the context of school placement the reflection is centred on the process of teaching and learning with the intention that the results of such reflection will enhance the practice of teaching and learning. Schön’s (1983) conceptualisation of reflection provides a useful framework when considering student teachers’ reflective practice. Schön distinguishes between types of reflection and their purpose. Zhu (2011: 764) defines Schön’s theories of reflection as follows: ‘Reflection in action refers to the making of decisions guided by tacit knowledge that occurs in the midst of acting. Refection on action, on the other hand, refers to the type of reflection that occurs after action has been taken; therefore, it is retrospective in nature.’ Brophy (1999: 19) argues that ‘thoughtful discourse’ is one of the principles of effective teaching and consequently equipping student teachers with the ability to engage in these conversations is a key aim of teacher preparation programmes. In order to develop the key skill of reflection in the student teacher the supervising tutor should act as ‘reflective coach’ (Ashraf & Rarieya, 2008: 269). This involves the tutor promoting and developing within the student the practice and skill of reflection. Taking cognisance of reflection, the emphasis of a feedback session should be on using the observations of the students on their own practice as the starting point rather than the supervising tutor emphasising their own perspective as the

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 33

starting point. Using the student’s perspectives to critique the lesson and discuss implications for development and future practice will facilitate the development of reflection on practice (Schön, 1983). Bringing the student to a shared understanding through a dialogue where both tutor and student have a voice and are heard, is the underpinning principle. Student teachers need to be assisted in developing their ability to reflect upon the lessons they have taught or are about to teach and to critically examine the planning which they use to support such lessons. Supervising tutors need to exhibit skills which encourage students to selfassess. The supervisor’s own reflections can contribute to the depth of a student’s reflection by making connections between the theory and the teaching which students do in the classroom.

4.2 Aims and Format of CPD Module 2 This module was designed to take account of the fact that appraisal of lessons and feedback based on those appraisals are important components of the process of learning by student teachers while on school placement. Sawyer (2006: 10) posits that knowledge is considered as ‘situated, practised and collaboratively generated’. Indeed it is because of this need for ‘situated learning’ that learning to teach through the practice of teaching while on school placement is a critical component of teacher education programmes (Furlong & Maynard, 1995). However, there needs to be a clear connection between the school placement, the course work in colleges and the HEIs’ expectations of placements. Darling-Hammond, (2006b) found that a common feature of effective teacher preparation programmes was a real partnership between schools and HEIs, facilitating real learning for the student teachers on placement. This module focuses on three key purposes of observation and feedback – to explore the nature of the post-observation dialogue, to assist students in describing and analysing their teaching performance, and to identify key learning points from the observed lesson. The skills of empathy, already addressed in Module 1, are to be developed further through this module. If the student teacher is to learn from their practice, the feedback conversation needs to be a dialogue between the supervising tutor and the student teacher. The National Council for Accreditation of Teacher Education (NCATE) 2010 Report argues that student teachers must learn in ‘an interactive professional community’ (2010: 5). In order for this to be meaningful for the student teacher, it is important that there is shared meaning and understanding of the student teachers’ progress thus far and the areas for further development.

| Supporting the Role of the Supervising Tutor on School Placement

Aims of the workshop This session aims to support supervising tutors in developing a focused, studentcentred, reflective, post-observation school placement tutorial session. The central aim is to enable supervising tutors to focus on three key elements of their work during exchanges with students during school placement. These are explicitly identified as: • Listening to the student teacher; • Offering guidance and suggestions about practice; and • Undertaking assessment. The session also aims to develop among supervising tutors the ability to objectively view and comment on the practice observed. The module identifies reflection, both of their own and that of the student, and collaborative reflection as areas for supervisors to address. Workshop design This workshop on post-observation feedback was designed, piloted, edited and amended in order to ensure that the material presented would offer maximum support to the supervising tutors across the various institutes. The session is designed to be active in nature. During the workshop participants are expected to engage in role–play which demonstrates how a ‘supervising tutor’ can talk to a ‘student teacher’ about the observed lesson. This role-play will exhibit an imagined scenario and will be structured so that the ‘supervisor’ in role engages in discussion and shares thoughts and understandings about the lesson observed. Supervisors are then asked to offer observations or suggestions based on the responses of the ‘student teacher’. From that, they move to grading the observed performance and discuss the general criteria upon which the grade is based. The workshop concludes with an exercise in participant reflection. This involves the supervising tutor reflecting on their own current practice. This selfreflection is designed to assist supervisors to develop their understanding and skills through their reflections on their own practice. Reflection CPD Module 2 workshop centred on post-observation feedback and reflection. It has been designed to explore with supervising tutors the knowledge and skills they will need to understand and exhibit to engage meaningfully with student teachers on school placement. The workshop, notes for facilitators and PowerPoint slides which accompany them aim to model feedback sessions with

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 35

students which are based on dialogue and shared understandings. It sets out to demonstrate how feedback sessions should and can enhance the reflective process for both tutor and student. Furthermore, it is indicated throughout the session that through promoting habits of reflection within feedback, supervising tutors should aim to develop students’ reflection as well as their own. The purpose of this in terms of school placement is to contribute to enhanced student teacher learning and ultimately improve and enhance teaching practice.

4.3 Notes for Facilitators of CPD Module 2 Session Advance preparation Participants are sent a copy of suggested readings in advance and asked to make themselves familiar with key readings. (Recommended: Pollard A. (2008) Reflective Practice, Chapter 2). The room should be set up in a circle formation if numbers allow. Flexible seating is a priority. A flipchart and data projector are needed. The group will be invited to take part in a role-play, where everyone has a part and so adequate space will be needed. Materials • Case study: The observation notes provided on two ‘students’, Tina and Barry • Instructions for Tina and Barry in role • Reflection sheet provided for use by participants • The criteria for assessment of teaching practice used in the HEI for school placement Aims of session This session aims to support supervising tutors in developing a focused, studentcentred reflective post-observation school placement tutorial session.

| Supporting the Role of the Supervising Tutor on School Placement

Slides

Slide 2: Identify the learning outcomes • To explore the nature of the post-observation dialogue with students • To show how supervisors can assist students in describing and analysing their teaching performance • To examine how to identify key learning points from student teaching observed • To encourage supervising tutors to empathise with the student teacher It would be beneficial if participants have attended CPD Module 1 (which examines the role of the supervising tutor) and if they are already familiar with Furlong and Maynard’s research about stages of development of beginning teachers. If not, a brief outline of these should be led by the workshop facilitator at the start of the workshop. Slides from Module 1 might be briefly referred to as well.

Slide 3: Introduction to the session Either one or two role-plays may be undertaken in this workshop. Facilitators may decide to run both concurrently if the number of participants allow this. The facilitator introduces her/himself and outlines the plan for the session. As this session will involve role-play it may cause some participants anxiety as it will involve performing in front of colleagues. This should be acknowledged by the facilitator. The purpose of these activities should be stated as a means of putting supervising tutors into a challenging zone, a place that is often one of anxiety and anticipation for a student when supervisors arrive in their classrooms. Hence the purpose of the activity is to develop some empathy with the student. The facilitator should explain that some prompts are being supplied as support for the ‘in-role’ tasks of the session. 1. The first task of the facilitator will be to assign roles and give clear instructions. 2. The second task will be to read the description of the lesson (Handout 1) or allow participants to read it in silence. The student’s role is not to be given to the group but only to the one person playing the student. 3. The third task will be to allow the role-play to take place with each participant in turn making one intervention.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 37

If the facilitator has a colleague present, the colleague can role-play the student. Alternatively, the sole facilitator can role-play the student. The second option is more onerous but allows for an increase or decrease in the challenge to those in the circle at any time. If any participant speaks outside their brief, they need to be reminded of their brief and asked to rephrase the question. 4. The fourth task will be to allow the student in role to describe how the supervision has been helpful and allow the observers to share their views. Slides 4 and 5: Role-play A Slide 6: Role-play B Assigning roles: Student in role and supervisor in role. Depending on how many role-plays will be undertaken, distribute Observation of Tina’s Lesson (Handout 1) and/or Observation of Barry’s Lesson (Handout 3). Distribute Instructions for Tina in Role (Handout 2) and/or Instructions for Barry in Role (Handout 4). To assign roles, the participant circle should be divided up as follows: • Student in role and supervisor in role. (The facilitator may adopt one role.) • The final 3/4 participants will be asked to give an evaluation of the student teacher’s teaching based on the observation notes supplied. For the purposes of training this will be a grade, although in practice many colleges may only require a satisfactory or unsatisfactory to be indicated to students when they are in schools. When giving this assessment the participants must adhere to the criteria for assessment as laid down by the college. Each HEI can distribute their assessment criteria. Slide 7 Supervisor in role-play with Tina and/or Barry. One participant is to stay out of the exercise and briefly write the questions, advice and evaluation on the flipchart. (These may be typed up later and sent to the participants after the session.)

| Supporting the Role of the Supervising Tutor on School Placement

One or two participants can stay outside the exercise and observe the body language of the ‘student’ and of those asking the questions and report back on what they noticed. The remainder of the group is to be divided in two: the first half to ask only questions inviting the student’s evaluation; the second group may pick up on anything that strikes them in the student’s evaluation and offer a point of support, development, expansion, challenge, etc. Example: In a group of 20 participants, seven will ask the student to evaluate her own performance, seven will offer mentoring, one will be a scribe, two will observe body language, and three will offer an evaluation with an explanation. Instructions to the four groups are as follows: Scribe: Record the questions, suggestions and evaluations as you hear them. (Do not record the answers.) Observers: Observe and report on how the body language of ‘the student’ changes as a result of different questions. Observe also anything about the body language of the participants that seems to aid the process and build rapport. Group 1: Ask a question which invites the student to reflect on or assess any aspect of her performance: aims, objectives, content, methodology, engagement, inclusion, differentiation, assessment, language, resources, time management, or on some detail of any of the above. Do not share your own perspective! The first person in this role is to encourage the student to stop the conversation at any stage if there is something important she wants to write down. Group 2: Pick up on something the student in role said as she spoke about her work. Offer an observation, a reflection, a point of information, a stretch, reassurance, etc. that you judge to be within the zone of proximal development or the stage in development that the student is exhibiting. Do not think about a grade. Group 3: Explain the grade you will give and the criteria on which it is built. Adhere to the assessment criteria of the college and use

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 39

the recommended language. After this role play the ‘student’ speaks in role about her overall response to all these interventions and what was most useful. The observers share what they have noted about the body language throughout. Slide 8 Ask the student in role to give brief feedback on how they found the teaching, observation and feedback. Reflection: Each participant is given a copy of a reflection sheet based on this case study of an observation and feedback session (Reflective Sheet Handout 5). Ask each person to fill it in on their own, imagining that they have been the one asking all the questions, giving all the suggestions, assessment, etc. A brief discussion can follow with the whole group. Alternatively, each person can share with one other person. Slide 9: Concluding circle Finally, each person reads out what they have learned overall. This is the final question on the reflective sheet. It may be useful to record this and type it up afterwards for the group.

4.4 Handouts for Facilitators of CPD Module 2 Handout 1: Observation of Tina’s Lesson Tina is a final-year student working with five-year-olds. The objective of the lesson, according to her notes, is to teach the children to recognise the coins: 1 cent, 2 cent, and 5 cent. At the start of the lesson Tina spends five minutes settling the class. One child is crying having fallen on her way into the classroom. Tina spends one minute comforting her. Another child is wandering around and does not cooperate with Tina’s requests to sit down. Some children laugh at this. Others chat with each other. Tina seems embarrassed and stressed by your presence in the room while she attempts to settle the children for learning. Eventually, Tina raises her voice and announces that she is giving out 1 cent coins. She gives one to each child herself. Then she gives out a sheet of paper to

| Supporting the Role of the Supervising Tutor on School Placement

each child asking them to make a rubbing of the coin using the crayons on the table. About one half of the class get on with the task; others, on seeing their peers, also take on the task. Some struggle with the task as the coins are so small. One child continues to roam around the classroom but does not interfere with the work of others. Seeing that most of the class have completed the task, Tina places counters on each table and asks each child to place one counter beside the coin to represent 1 cent. Again half the children comply immediately and about a quarter follow suit having observed their peers. Tina then gives out the 2 cent coins and repeats the procedure, this time asking for two counters beside the coin. She then repeats the procedure with the 5 cent coins while all the time moving about the room engaging with individuals, supporting and encouraging them. Noise levels remain high. At this point about eight children in the class have lost focus. Some are chatting among themselves. Two children are spinning the coins and laughing. Tina removes the coins from them. They laugh. The wandering child has completed some rubbings but has not worked with the counters. The child who had been crying is now on task. Raising her voice again, Tina then introduces a game. Each child places the three coins in front of them. When Tina calls ‘Show me 2 cents!’, the children cover the 1 cent and 5 cent with their hands leaving the 2 cent coin visible. Tina walks around the class acknowledging those who have got it right. She then calls ‘1 cent’, ‘5 cent’ etc. Children complete this task easily. The two who have no coins ask ‘Can I have my money back?’ and smirk at each other. Tina ignores them. Tina looks exhausted. She asks all the children to come to the top of the class and place all the coins in a basket. She then sings some number rhymes with them. As she moves to a new lesson using a clear visual focus the attention of the class improves. Handout 2: Instructions for Tina in Role Role-play details to be shown to Tina only. • Your intention in asking for the rubbings is to invite the children to look at the coins closely. • Your intention in using the counters is to connect each coin with its value. • Your intention in taking the money from two children was simply to interrupt the action without drawing attention to it.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 41

• You believe that bad behaviour, if it is not interrupting the learning • • •

• • •

• •

of others, is best ignored. You are disappointed with the level of interest of the children in the lesson in spite of most being on task. You believe the task was easy. You think that perhaps there was not much new learning in this lesson. You notice that Ciaran and Aoife struggled with the task. Ciaran’s poor motor skills did not allow him complete the rubbings. Aoife was unable to count to five accurately. You feel exhausted after the lesson. You are not happy with your ability to hold the attention of the class. You believe you continued to raise your voice and the noise level in the class rose as a consequence. You need some advice on how to change this practice. In your next lesson you want the children to trade coins for coins of equal value but you are not sure how you will go about this. You were hoping for 6o per cent but you are not confident you will reach that grade.

Handout 3: Observation of Barry’s Lesson Barry is a second-year BEd student teacher teaching 10-year-olds (fourth class). He tells you he is delighted that you have arrived on the day he has planned to teach music. Barry is an accomplished musician and has an elaborate electric keyboard in the room. He begins the lesson by saying that he wants to revise the last lesson in which children learned to recognise 3/4, 2/4 and 6/8 time. He advises the class to tap strong beats on their hand and soft beats on their knee to figure out the time signature. He plays a number of tunes and after each one asks about three children to give an opinion and then gives the correct answer. He then moves on to another tune. A child asks if the 6/8 tune is not 2/4. You are not a musician and the question makes little sense to you. Barry gives an explanation about each of the two beats being broken into three. The child seems puzzled. Neither he nor you have grasped the explanation. You notice three children who are lost in this exercise and unable to complete the tapping at all. One child at the front, Conor, asks Barry if he can play something in 5/4 time, saying he has a piece in that time signature for his clarinet exam. Barry obliges by playing. The class are impressed but the tapping and discerning the time signature is lost.

| Supporting the Role of the Supervising Tutor on School Placement

Using the interactive whiteboard, Barry then projects a series of notes. He explains the terms: crochet, minim and quaver, and their value. A number of children show interest and start tapping out the rhythms. It is clear that a few children have prior understanding of this rhythm work. Barry then demonstrates the first line by clapping it out and the class repeats it after him. He asks the clarinet player to clap the second line and the class repeat it. He invites the whole class to clap the third line. You can see that a number of children are confident but at least half of them are struggling so the class effort is poor. You notice some children who cannot read the notes but can repeat the rhythm by ear. Barry’s attention is exclusively focused on the more able children. This exercise continues for a while until several children become restless and uninterested. Barry then projects the words of a song, ‘Óró Sé do Bheatha Bhaile’, and begins to sing it as he plays on the keyboard. He has a good voice and initially the children join in with a fair deal of enthusiasm. You wonder why he did not use the rhythm of the notes as a teaching point. You wonder why he has not asked the children to work out the time signature. You are not sure if you could answer this yourself but you would be curious about trying. When Barry moves to the verses the children find the words too difficult to read and sing. After some failed attempts Barry gives up and says he will come back to it the next day. The class then moves on to a maths lesson. Handout 4: Instructions for Barry in Role Role-play details to be shown to Barry only. You are delighted the supervising tutor has arrived for your music lesson, as music is your strongest area. You have brought your keyboard from home. You have prepared the rhythm section of the lesson and the words of the song on computer so you can use the interactive whiteboard. You are confident with this technology. You feel the lesson went well. You started by revising the last lesson. You were impressed by some of the children’s knowledge and speeded things up so they would not be bored. It was great to have a student like Conor, whose musicianship is advanced. You were not taking a Grade 5 exam at that age! You feel the lesson went well except for the song. You think this was due to the difficulty with the Irish words and nothing to do with music. You are confident that this lesson will gain you around 65 per cent.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 43

Handout 5: Reflecting on My Practice 1. As I observe the lesson where do I locate this student teacher? Early idealism Survival Reaching the plateau

Recognising difficulties Reflective practice

2. In terms of our earlier ideas of what makes a good mentor, what aspects of this were practised in the feedback session with the student? 3. What seemed to me to be the most useful question asked of the student teacher and why? 4. What seemed to me the most useful suggestion given to the student and why? 5. Having listened to the student teacher in this session, what do I think he/she is likely to take away and put into practice? 6. If I were to see this student teacher again, what would I hope to achieve in my next interaction with him/her? 7. Did I change my mind during the process about what grade she deserved? If so, what factors influenced this change? 8. Which came easiest to me: Questioning? Mentoring? Evaluating? Why? 9. How have my own priorities, passions, skills and attitudes influenced my response to seeing this lesson? 10.What have I learned overall in this session?

4.5â&#x20AC;&#x192;PowerPoint Outlines for CPD Module 2 1

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;45

Chapter 5

CPD Module 3: Report Writing for School Placement

5.1 Setting a Context for Report Writing during School Placement There are three dimensions to supervising tutor’s work with a student while in the school during the practicum: observation of the student, engaging in discussion on his/her teaching and learning, and finally writing a report on the student’s performance. Reports are the written feedback provided to the student following supervision. While the format of these reports, the detail contained within them, and the timing of when they are given to students varies between the seven colleges which participated in this project, the purpose of the practicum report remains the same, as does the need for consistency amongst the report writers. As explored in Module 2, the post–observation dialogue with the student is a valuable time to develop the student’s ‘pedagogical thinking’ (Putnam & Borko 2000). This dialogue will need to be captured and summarised on the written report given to students. The report serves two purposes – it records practice as observed and makes recommendations on the foot of observed practice. In writing the report the supervising tutor needs to capture the breadth and tone of the feedback session by offering formative commentary as well as noticing successful practice. At the same time when writing such a report, the supervisor needs to be mindful that the written report is the official record of observations of the student’s performance during the practicum. This third module was developed as a unit for CPD because a need for consistency in report writing was identified by the Directors of Teaching Practice in each of the participating HEIs. Striving towards consistency in assessment and report writing related to the practicum was identified as challenging because of

| Supporting the Role of the Supervising Tutor on School Placement

the nature of the process and the variety of personnel who acted as supervising tutors. The large number of people involved in the supervision process in many of the HEIs and the participation of faculty and non-faculty staff in supervision requires that guidance on practice relating to assessment and report writing needs be provided to supervisors. In some colleges between 80 and 100 supervising tutors are involved in supervising school placement. The breakdown of faculty and non-faculty is a lesser issue than achieving consistency in understanding and practice amongst the entire cohort of supervision staff. This CPD module and the one which follows it were designed to ensure that consistency in assessment and assessment reports is achieved to the highest possible degree. Consistency in approaches to report writing can be achieved by identifying the principles of report writing for supervisors and also by clarifying the purpose of writing teaching practice reports. The detail of good reports is underpinned in the first instance by an understanding of the principles of effective feedback practice. We draw on the work of Nicol and Macfarlane-Dick (2006) and White (2007) to achieve this understanding. The former is helpful as it situates feedback in the context of self-regulated learning at third level with an emphasis on the motivational value of positive feedback. White’s paper is focused specifically on providing feedback for pre-service teachers and is particularly helpful in highlighting how to provide effective feedback as well as highlighting the need to reflect on the effect of such feedback.

5.2 Aims and Format of CPD Module 3 While a supervising tutor may write several reports in a day, and many throughout a placement period, a student will receive one in any given day and perhaps as few as two throughout a particular placement. The module begins with an exercise designed to enable the supervising tutors to empathise with students as the recipients of a written practicum report. The first exercise of the module asks supervising tutors to recall a situation in which they themselves received a written report – for example, an academic report, a National Car Test (NCT) report, an insurance report or a health report. This exercise allows participants to recall what it is like to be the recipient of a report, to consider the emotions they might associate with being judged and the likely responses they might have had to a particular report. Supervisors are also asked to consider how, in their own experience, the expected arrival of a report may have caused them anxiety and stress. This opening exercise alerts supervising tutors to the need to consider the student’s perspective in advance of reports being issued. The unit encourages

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 47

supervisors to also consider the ‘mental space’ occupied by the student when receiving a written report, particularly a less than positive report. The need for students to be able to interpret the information given on the reports from the school practicum is identified so that supervisors can see the need for clear and unambiguous language. Once the broader issues of principles and characteristics of effective feedback have been discussed with supervisors at the beginning of the module, the workshop moves on to focus on the purposes of school placement assessment forms. Understanding the purpose of the assessment report is intended to inform the supervising tutors’ understanding of the content and style of the written reports. Building on the characteristics of effective feedback as identified by White (2007), the next stage of the module looks at effective written reports in the context of a student teacher’s performance. The features of effective reports is not presented during the workshop as a list of criteria but can be used to compare with a list created by workshop participants in a brainstorm activity. Within this CPD module the students’ perspective is highlighted in two slides (Slide 11 and 12), which document some common shortfalls in written reports noted by students as well as their descriptions of effective practicum reports. The module should draw attention to current good practice of many supervising tutors in writing effective reports. At the same time it needs to draw attention to some of the shortfalls identified by students, which indicate that further work remains to be done in achieving consistency in report writing practices employed by all supervisors. In keeping with the practice in each CPD module, Module 3 places an emphasis on reviewing current practice and sharing ideas. Workshop participants are provided with an opportunity to review completed reports. Having compiled a list of ‘features of effective reports’, they are asked to review the sample reports using these criteria. This exercise allows participants to reflect on reports in the context of understanding the principles, purposes and effectiveness of written feedback. The discussions around the activity help supervisors to identify some possible inconsistencies between a sample report commentary and the final grade awarded. The process engaged in avoids an overly prescriptive approach being adopted, which often leads to a tick-box approach to report writing.

| Supporting the Role of the Supervising Tutor on School Placement

5.3 Notes for Facilitators of CPD Module 3 Session Advance preparation Participants are sent a copy of the recommended reading in advance and asked to make themselves familiar with it. • Nicol David J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2): 199–218. • White, S. (2007) Investigating effective feedback practices for pre-service teacher education students on practicum. Teaching Education, 18(4): 299–311. To set up the room, a circle formation is best if numbers allow. Flexible seating is a priority. A flipchart and data projector are needed. Materials: • Copies of samples of practicum reports both blank and completed are required. Each HEI needs to supply these for this session. Make sure there are no identifying features on the completed reports which might indicate a particular student teacher or supervising tutor. Aims of session This session aims to support supervising tutors in developing their skills as report writers for evaluating and assessing student teachers in school placements.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 49

Slides

Slide 2: Identify the learning outcomes • To enhance supervising tutors’ ability to advise and guide student teachers • To develop a clear understanding of the principles of effective report writing • To discuss the purposes of assessment forms • To become familiar with college assessment criteria which act as guidance when writing reports • To develop assessment report writing skills • To build consistency of practice among supervising tutors in report writing used for the assessment of school placement Slide 3: Introduction to the session Facilitator introduces her/himself and outlines the plan for the session.

Slide 4: Own prior experience of receiving reports • When in the past have you received a report and how did you react to it? • How did you feel waiting for the report? • What was your reaction having received it? Groups of four are formed. Where numbers are uneven, threes rather than fives can be set up. Within the groups each person tells of their experience of receiving a satisfactory report. Why was it a satisfactory, helpful report? Dialogue in groups: ‘A good report is one which...’ This statement task is designed to support an articulation of good practice. The perceived qualities of effective reports are recorded on the flipchart and remain visible for the remainder of the session. (They can also be typed up after the session and emailed to the participants.) Within the groups there should be some discussion about experiences of receiving an unsatisfactory report. Why was it unsatisfactory? Teaching point: Rationale for effective reports.

| Supporting the Role of the Supervising Tutor on School Placement

Slides 5 and 6

The principles of good feedback practice are outlined and the purpose of report writing discussed.

Slides 7 and 8: Purpose of TP/School placement assessment forms Introduce a blank assessment/tutorial report form (to be provided by the HEI). Indicate required content. Slides 9 and 10 Features of effective reports are outlined, and the key aspects of an assessment form are addressed. Slides 11 and 12 Student feedback on report writing – what students have said about assessment forms. Slide 13 Outlines features of ineffective practicum reports. Discuss how such problem features can be avoided when constructing effective reports. Slide 14 Gives some suggested areas for comment within reports. Review of sample assessment forms. (Materials to be provided by each HEI ) Slide 15 Working in small groups, participants review a selection of reports and analyse why they are effective. Workshop activity will need sample material that is generated from each college. • Do these reports suitably address the key elements of effective report writing? • Can you identify any shortcomings in the sample reports from a student or college perspective? • What in your opinion is good about these reports? • What might be improved on?

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 51

Slide 16: Concluding circle

Reflection: ‘A good teaching practice report is...’ • To conclude, each person notes some key points about effective teaching practice reports. • They then share what they have learned about effective report writing. • The conclusions can be written on a flipchart. • It may be useful to type this up afterwards for circulating to the group.

5.4 PowerPoint Outlines for CPD Module 3

| Supporting the Role of the Supervising Tutor on School Placement

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;53

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

Chapter 6

Module 4: The Role of the Supervising Tutors in the Assessment of Student Teacher Learning

6.1 Setting the Context for the Assessment of School Placement Research and experience indicate that assessment has a central role in education. The assessment of performance in educational settings is of enormous significance in modern societies. Assessment provides information about progress, attainment and learning. The role of assessment has been identified as multifaceted in both its type and purpose. Assessment can be used: • As a means of providing feedback about ongoing progress (formative); • As a means of communicating achievement (summative); • As a means of summarising for the purposes of selection and qualification (certification); • As providing part of the information used in judging the effectiveness of a programme (evaluative). (Harlen et al, 1992) Assessment has been categorised by Earl (2003) as assessment of learning, assessment for learning and assessment as learning. Assessment of learning is characterised as a traditional approach to measure students’ summative attainments. Assessment for learning takes a more diagnostic or formative approach. Assessment as learning can be regarded as a category within formative assessment whereby students use feedback and self-assessment as potential for learning in themselves. Pollard (2008) outlines the importance of assessment both

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 55

as a means of ‘measuring’ educational outputs and as a means of informing teaching and improving learning. Assessment therefore has potentially a dual purpose; on the one hand to establish attainment of learning objectives and professional standards, and on the other hand to scaffold and support development and growth in the profession (Cochran-Smith, 2005a). Assessment of student teachers during teaching practice is used for more than one purpose, both for accreditation and also to support learning. The role of the supervising tutor in this assessment therefore embraces two possibly conflicting stances, both of which need to be supported during CPD training programmes. On the one hand, tutors serve as assessors and ultimately provide grades about student teachers performance as part of the credit system of college programmes. On the other hand, supervising tutors provide a supportive role and act in an advisory capacity. These two assessment demands made of a tutor may produce tensions. Supervisors need to understand the purpose of the teaching practice assessment. They need to be clear about the level of planning, teaching and assessment of pupils which will be demanded in each assessment. They also need to be clear about procedures for marking and reporting.

6.2 Types of Assessment Assessment for learning – formative purposes Formative assessment or ‘assessment for learning’ is a key part of the repertoire of the supervising tutor. The importance of formative assessment has been widely noted. Black and Wiliam (1998), for example, compiled a research review which contends that assessment for learning can offer many benefits to performance. A major role of the tutor is that of monitoring student teacher progress through observation of classroom performance and preparation. In this role, formative assessment should be an integral part of the interactions between the supervising tutor and student teacher. Information will be gathered by the supervising tutor from a number of pieces of evidence: the teaching file content, preparation of schemes and lessons, and observation of lessons in classroom settings. Distinct aspects of student performance are separately analysed. A range of strategies to promote formative assessment have been identified. Pollard (2008), for instance, described a number of such strategies. These have been adapted below to suit the formative assessment performed by a supervising tutor during school placement:

| Supporting the Role of the Supervising Tutor on School Placement

• Plans should be regarded as guides not straitjackets; • • • • •

Learning objectives should be shared; Questions should be used to probe thinking; Self-assessment can be related to success criteria; Feedback needs to include information in relation to success criteria; Comments about improvements should provide specific advice on ways to ‘close the gap’ between the current performance and what is aimed for.

Assessment as learning – formative purposes

Assessment as learning involves students in the process of self-assessment, peer assessment and self-monitoring of progress. Through a closer involvement in their own learning and assessment, students come to have a better understanding of their own learning (Black & Wiliam 1998). Boud (2000: 151) notes that assessment as learning encourages student teachers to ‘develop knowledge, skills and predispositions to underpin lifelong learning’. Assessment of learning – summative purposes Summative assessment in the context of school placement concerns the performance of individual student teachers. The prime purpose of summative assessment is to summarise the attainments and achievements of the student teacher at a particular point in time. The information arising for such an assessment is usually used for grading and certification purposes. It also allows the student teacher to use the information for progression to a higher level on the programme, for employment purposes, for advancement to other courses, or a combination of these. Part of the role of the supervising tutor is to gather evidence from observation of the student teacher in the classroom setting, along with evidence of the level of preparation attained in planning for the school placement. Each Higher Education Institution has a structure for recording and reporting this information, combining features of summative and formative assessment.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 57

6.3 The Relationship between Assessment and Learning Entwistle (1997) studied the relationship between assessment and student learning. He noted that poor-quality learning outcomes emerge when students adopt a ‘surface’ approach to the task in hand, resulting in limited conceptual understanding. On the other hand, appropriate assessment, including the development of effective learning strategies, can lead students to adopt a deep approach to learning. The cultivation of such a deep approach emerges from a range of course characteristics, including attention to the modes and methods of assessment (Biggs & Moore, 1993). School placement assessment practices HEIs North and South are continually examining ways of ensuring an effective approach to the assessment of student teachers during school placement so that the assessment which student teachers experience is standardised. One important aspect of this is that the grade awarded by supervising tutors for preparation and teaching should be informed by agreed college criteria. Assessment criteria should emerge directly from the learning outcomes being assessed. Student teachers as well as supervising tutors should be aware of assessment requirements. According to Bloxham and Boyd, ‘good assessment practice is inclusive assessment practice’ (2007: 49). Good practice in assessment should include: • • • • •

An outline of the various components of assessment; Weighting between and within components; Assessment criteria and/or marking schemes; Deadlines for submission of assessment materials; Any other procedural information such as requirements for referencing and penalties for late submission.

Clearly written assessment criteria can assist students in focusing on achievement in particular areas. In grading students, supervising tutors need to specifically refer to the assessment criteria. Marking schemes need to be available in HEIs which combine the assessment criteria with the grade descriptors in order to provide consistency in marking. Baird et al (2004) maintain that training of assessors in the use of marking schemes can reduce marking differences between assessors even if it cannot eliminate them. Supervisors employed by each HEI therefore need to have a shared understanding of the standards implied by the assessment criteria for school placement.

| Supporting the Role of the Supervising Tutor on School Placement

Assessment for quality assurance purposes Information about the student teachersâ&#x20AC;&#x2122; attainment has a useful role in quality assurance in HEIs. An overall picture of achievement for differing year groups can be plotted. Comparability can be sought between different groupings using a number of criteria. Assessment for this purpose acts as a focus for institutional accountability.

6.4â&#x20AC;&#x192;Aims and Format of CPD Module 4 This module was designed to affirm and develop approaches to effective assessment practices for supervising tutors to employ during school placement. The background information in the chapter that defines assessment forms can be used to prompt discussions within the CPD Module itself. The module provides an overview of types of assessment and their purposes. It examines principles of effective assessment and explores particular approaches to the assessment of school placement. Characteristics of successful assessment are presented. Emphasis is also placed on encouraging supervising tutors to adopt assessment strategies that will enhance student teacher learning and development. The module is designed to enable each HEI to explore with participant supervising tutors, the assessment protocols and tools particular to their own institution. This offers an opportunity to review current HEI assessment objectives, methods and recording systems and to discuss methods for ensuring the quality and accuracy of assessment information. Exploring factors that may impact negatively on assessment of school placement as well as the ethics of assessment can also be addressed during this module. Key to the module is participants developing an understanding of the importance of employing particular techniques so that reliable assessment of school placement is undertaken. The module also draws attention to the need for accurate presentation of assessment information in student assessment reports. The module is intended to draw attention to the complex and multiple educational, personal and social interactions at play in the assessment of student teachers by exploring the challenges posed by such assessment.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;59

6.5â&#x20AC;&#x192;Notes for Facilitators of CPD Module 4 Assessment of Student Teachers on School Placement: Exploring Strategies for Effective Assessment Advance preparation Participants are sent a copy of recommended readings in advance and asked to make themselves familiar with these. Suggested reading: Chapter 3 in Bloxham, S. and Boyd, P. (2007) Developing Effective Assessment in Higher Education: A Practical Guide. Berkshire: Open University Press. Room set-up A circle formation is best if numbers allow. Flexible seating is a priority. A flipchart and data projector are needed. Slides Slide 2: Introduction Facilitator introduces her/himself and outlines the plan for the session. Cartoon: The cartoon is used as a stimulus to discuss the impact which ineffective or inaccurate assessment can have on students. Emphasis should be placed on the fact that assessment is critically important to education both for recording achievement and progress, to support learning and in evaluating learning and teaching. In a HEI context it is also important in terms of accreditation for a BEd qualification.

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

Slide 3: Aims of the session are shared

• To explore key concepts relating to assessment of student teachers on placement • To explore the key principles of effective assessment • To assist supervising tutors in assessing aspects of teaching performance • To introduce HEI protocols regarding assessment • To identify the challenges around assessment

Clarify goal of session as supporting supervising tutors in developing their skills as assessors of student teachers and to explore key concepts relating to assessment. Slide 4: Brainstorming and dialogue in groups Groups of four are formed. Where numbers are uneven, threes rather than fives can be set up. Within the groups each person tells of their experience of receiving an assessment. Think of a time when you have been assessed or ‘tested’. What was your response to this experience? Slide 5 The facilitator asks the groups to complete the following statement: ‘Effective assessment…’

The facilitator takes feedback and should try to elucidate the difference between formative and summative assessment. This should lead to the articulation of good practice in general. These findings are recorded on the flipchart and remain visible for the remainder of the session. They should also be typed up after the session and emailed to the participants. Slides 6, 7 and 8 The purposes and principles of assessment are outlined and discussed. Slide 9 The facilitator poses the question: How can the tension between formative assessment and summative assessment be reconciled?

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 61

Slides 10, 11, 12 and 13

The facilitator introduces the key principles of effective assessment. Participants are asked to give examples of how assessment can be affirming to students.

Slide 14 Participants will be asked to discuss the various contexts where teaching practice takes place. How should supervising tutors take placement context into account? Participants should draw on their own experience for examples. Slide 15 In pairs, participants should consider: What are the areas of teaching performance that should be assessed? The facilitator should take feedback and create categories of potential areas of assessment for school placement. Slides 16 and 17 The facilitator will then proceed to share areas for assessment and consider how supervising tutors should gather evidence. Slides 18 Protocols for assessment particular to the HEI should now be introduced. It is important that the HEI protocols are followed and materials relevant to the HEI should be available so that participants can consult and engage with the documentation provided. Supervising tutors should also be made aware of some of the challenges. Slide 19 The facilitator will then proceed to identify common challenges around assessment. Participants will be asked for solutions to these challenges. Slides 20, 21 and 22 Group discussion: A number of perennial issues that arise when assessing student teachers will be discussed by groups. Participants will be asked to formulate questions that would lead a student teacher to reflect on their school placement. Some examples of these are available on Slide 22.

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

Slide 23: Conclusion

The challenge of finding the right balance of assessment and assistance for student teachers on teaching practice will be reviewed and participants will be asked to familiarise themselves with HEI protocols.

Slide 24: Summary and Reflection ‘Effective assessment of school placement should…’ Reflection: What have I learned about assessment in this session?

6.6 PowerPoint Outlines for CPD Module 4 1

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 63

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;65

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

Chapter 7

Conclusion and Recommendations

7.1â&#x20AC;&#x192;Conclusion This project set out to identify the CPD needs of school placement tutors and to design a programme of CPD modules for use with them. Progress made in relation to these matters has been the substance of this report. From March 2010 to July 2012 the DoTP engaged in the multiple aspects of this project. As the project was collaborative in nature, time was needed for the necessary dialogues between DoTP across HEIs North and South to be explicitly set out for intercollege meetings relating to the project to take place. The DoTP found it demanding to take time out of busy schedules to meet and work on this project. However, these demands were felt to be outweighed by the benefits of meeting and reflecting on the various issues relating to TP and by the targeted school placement CPD modules which the project produced. As a group and as practitioners in teacher education institutions North and South, it was refreshing to have the opportunity for professional dialogue with colleagues engaged in similar processes who face similar issues, challenges and opportunities in the area of supervision practices. It has been hugely beneficial to research areas relating to promoting consistency and coherence within supervision processes and to challenge current thinking and practices in the area. It has also been heartening to have opportunities to affirm current practice and to develop relevant CPD modules which specifically address supervision of student teachers during school placement.

7.2â&#x20AC;&#x192;Reflections on Learning and the Collaborative Processes An important element of this collaborative research project was the nature of personal and professional learning experienced by the Directors of Teaching

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) |â&#x20AC;&#x192;67

Practice themselves. In order to get a sense of the type of learning which occurred, each director responded to a series of four questions. A flavour of the responses is now presented: 1. Has your participation in the project contributed to your own professional development in any way? If so, please elaborate. There was unanimous agreement that the project was an enriching experience for all the directors at both personal and professional levels. The project was the catalyst for directors to read widely and to research in an in-depth manner the various CPD module topics. Most importantly, all directors referred to the opportunity which the project gave them to meet, to engage in peer dialogue and to share professional viewpoints on key areas related to their professional responsibilities. Space and time to do so was a ‘luxury’ rarely available to the directors given the relentless intensity of their work on a day-to-day basis. This is encapsulated in one of the responses: ‘This project has allowed a small, short space to be created to allow peers to engage in very worthwhile conversations, sharing of practices and experiences, sharing of materials and resources.’ The project also provided the context for directors to develop a reflective stance in relation to their work and to improve various elements of their current practice. For example, the project facilitated one director in ‘evaluating the style, content and frequency of communication with schools and teachers’. Another director added that ‘creating time and space to engage in this professional dialogue has allowed real growth through reflection to take place’. Participating and contributing to the project has enabled the directors to reflect on the work which they undertake on a daily basis and view it in a more objective light. 2. Did working collaboratively in the project with colleagues North and South have any particular value for you? If so, please elaborate. Working collaboratively was a valuable experience for all directors, North and South. The strong bond of camaraderie and professional solidarity which ensued from working on the project was perhaps one of the most valuable elements of the entire collaborative experience.

| Supporting the Role of the Supervising Tutor on School Placement

The role of the Director of Teaching Practice ‘tends to be a solitary enterprise when all is said is done and one which carries with it enormous responsibility for what is the core element of a teacher education programme’. Given the small number of DoTP in primary ITE programmes on the island of Ireland, the significance of the project and its value is further heightened. Whilst colleagues North and South share broadly similar roles and responsibilities, implementation is undertaken in different ways. Sharing different ways of thinking and implementing practices therefore ‘led to fresh thinking on familiar issues/problems’. Dialogue with colleagues also facilitated the dissemination of best practice in a range of areas. This has led to a sharing of professional expertise related to school placement. 3. Have you shared any of the outcomes (e.g. the content of the various modules developed) with tutors in your own institution? If yes, please elaborate. If no, have you any plans to do so? Working with colleagues North and South has also been very valuable and has enabled a ‘sharing of conceptualisations about the purpose and effects of school supervision and feedback North and South’. Most directors had used some of the modules in the preparation of supervising tutors for engagement in placement work and had done so successfully. The Report Writing module was deemed to be particularly helpful for supervising tutors and resulted in better feedback being given by the tutors to student teachers. The module enabled directors to emphasise key points such as ‘the need for consistency in what is reported and how it is reported’. The active and experiential nature of the modules was valued by placement tutors and it facilitated a greater level of engagement by supervising tutors at the CPD sessions. Another director stated that the modules provided ‘a “safe place” for opportunities to examine current practice and some common difficulties’. The same director goes on to comment that the modules ‘offered very well-designed and highquality material that was specific to the needs of staff’. All directors plan to use modules developed in their training programme for placement tutors in the future.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 69

7.3â&#x20AC;&#x192;Recommendations DoTP were asked to suggest what might follow this work as areas of further study. Their comments point to a range of areas for future collaborative work. The question posed and some of their responses are indicated below. Have you any recommendations to make in terms of future projects for tutors North and South who work in the area of school placement? If so, please elaborate. Directors of TP welcome future opportunities to work and learn collaboratively. One possibility for a future project may involve exploring ways of engaging student teachers more fully in formative assessment processes. Another possibility suggested was in developing some CPD modules for cooperating teachers who host student teachers on school placement. There was a strong sense that DoTP valued the time and space to meet beyond their own institution and to work collaboratively. Opportunities to do so in the future they felt should be sought and prioritised. One suggestion in this area related to spending a minimum of one semester in a different teacher education college North or South. The CPD units were used by a number of the DoTP during the trial and review development stage of the project. In the future there is an intention to evaluate how well the CPD modules have worked in practice. As a final word, this project has enabled discourse among Directors of Teaching Practice across the island of Ireland and has promoted critical analysis of current practices and generated quality collaboration. The overarching benefit has been an enrichment of professional practice through the sharing of ideas and professional discourse.

|â&#x20AC;&#x192;Supporting the Role of the Supervising Tutor on School Placement

References

Ashraf, H. and Rarieya, J. (2008) Teacher development through reflective conversations – possibilities and tensions: a Pakistan case, Reflective Practice, 9(3): 269–279. Baird, J., Greatorex, J. and Bell, J.F. (2004) What makes marking reliable? Experiments with UK examinations. Assessment in Education: Principles, Policy and Practice, 11(3): 331–348. Beck, C. and Kosnik, C. (2000) Associate teachers in preservice education: clarifying and enhancing their role. Journal of Education for Teaching, 26(3): 207–224.

Biggs, J.B. and Moore, P.J. (1993) The Process of Learning. Sydney: Prentice Hall of Australia. Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment. London: King’s College. Bloxham, S. and Boyd, P. (2007) Developing Effective Assessment in Higher Education: A Practical Guide. Berkshire: Open University Press.

Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2): 151–167.

Britzman, D. (1991) Practice Makes Practice: A Critical Study of Learning to Teach. Albany: State University of New York Press. Brophy, J. (1999) Teaching. Lausanne: International Bureau of Education (IBE) UNESCO.

Buchberger, F., Campos, B., Kallos, D. and Stevenson, J. (eds.) (2000) Green Paper on Teacher Education in Europe: High Quality Teacher Education for High Quality Education and Training. Sweden: Thematic Network for Teacher Education in Europe (TNTEE). Bullough, R., Kauchak, D., Crow, N., Hobbs, S. and Stokes, D. (1997) Professional development schools: catalysts for teacher and school change. Teaching and Teacher Education, 13(2): 153–169. Burn, K., Hagger, H. and Mutton, T. (2003) The complex development of student-teachers’ thinking. Teachers and Teaching: Theory and Practice, 9(4): 309–331. Calderhead, J. (1988) The contribution of field experiences to student primary teachers’ professional learning. Research in Education, 40: 33–49. Cochran-Smith, M. (2005) Studying teacher education: what we know and need to know. Journal of Teacher Education, 56(4): 301–306.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 71

Conway, P., Murphy, R., Rath, A. and Hall, K. (2009) Learning to Teach and its Implications for the Continuum of Teacher Education: A Nine-Country Cross-National Study. Maynooth: The Teaching Council. Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F. and Bergen, T. (2008) Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, 24(3): 499–514. Darling-Hammond, L., Chung, R., and Frelow, F. (2002) Variation in teacher preparation. Journal of Teacher Education, 53(4): 286–302. Darling-Hammond, L. (2006a) Constructing 21st century teacher education. Journal of Teacher Education, 57(3): 300–314. Darling-Hammond, L. (2006b) Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco, California: Jossey-Bass.

Department of Education (NI) (1998) Teacher Education Partnership Handbook: Integrating and Managing Partnership-based Teacher Education in Northern Ireland. Bangor: DENI. Department of Education (NI) (2010) Teacher Education Partnership Handbook. Bangor: DENI. Available from: http://www.deni.gov.uk/teacher_education_partnership_handbook__ august_2010_.pdf Department of Education and Science (2005) Beginning to Teach: Newly Qualified Teachers in Irish Primary Schools. Dublin: Stationery Office.

Department of Education and Science (2006) Learning to Teach: Students on Teaching Practice in Irish Primary School: Inspectorate Report. Dublin: Department of Education and Science. Dewey, J. (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Chicago: Henry Regnery.

Earl, L.M. (2003) Assessment as Learning. Thousand Oaks, CA: Corwin Press.

Edwards, A. (1998) Mentoring student teachers in primary schools: assisting student teachers to become learners. European Journal of Teacher Education, 21(1): 47–62. Entwistle, N.J. (1997) Contrasting perspectives on learning. In: F. Marton, D. Hounsell and N.J. Entwistle (eds) The Experience of Learning: Implications for Teaching and Studying in Higher Education. Edinburgh: Scottish Academic Press. European Commission: Common European Principles for Teacher Competences and Qualifications (2005). Available from: http://www.see-educoop.net/education_in/pdf/ 01-en_principles_en.pdf Feiman-Nemser, S. and Remillard, J. (1996) Perspectives on learning to teach. In: F.B. Murray (ed.) The Teacher Educator’s Handbook. San Francisco, CA: Jossey-Bass. Furlong, J. and Maynard, T. (1995) Mentoring Student Teachers: The Growth of Professional knowledge. London: Routledge.

| Supporting the Role of the Supervising Tutor on School Placement

General Teaching Council for Northern Ireland [GTCNI] (2007), Teaching: The Reflective Profession, Belfast: GTCNI, available at http://www.gtcni.org.uk/uploads/docs/GTCNI_Comp_Bmrk%20%20Aug%2007.pdf (Accessed 25 June 2012) Geen, A. and Bassett, P.J. (2004) Developing partnership in initial teacher education and training: perceptions of student teachers and mentors. Education Today, 54(1): 18–23. Groundwater-Smith, S. (1993) The micro politics of the practicum: a critical issue. In: Learning in the Field: The Current Face of Practical Experience in Professional Preparation, 5th National Practicum Conference. Sydney: Macquarie University. Harlen, W., Gipps, C., Broadfoot, P. and Nutall, D. (1992) Assessment and the improvement of education. Curriculum Journal, 3(3): 217–225. Ievers, M., Ní Áingléis, B. and Cummins, B. (2008) The Role of the University Tutor in Schoolbased Work: How Does the Irish System Compare? Report of Standing Conference on Teacher Education North and South (SCoTENS). Jacklin, A., Robinson, C. and Griffiths, V. (2006) Beginning Primary Teaching: Moving Beyond Survival. Maidenhead: Open University Press.

Kellaghan, T. (2002) Preparing Teachers for the 21st Century: Report of the Working Group on Primary Preservice Teacher Education. Dublin: Stationery Office. Korthagen, F.A.J. (2001) Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Paper presented at the American Educational Research Association, Seattle, WA. Available from: http://educ.queensu.ca/~ar/aera2001/Korthagen2001.pdf Korthagen, F.A.J., Kessela, B., Koster, B., Lagerwerf, B. and Wubbels, T. (2001) Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates.

Kosnik, C. and Beck, C. (2009) Priorities in Teacher Education: The 7 Key Elements of Pre-service Preparation. London: Routledge. Maandag D.W., Deinum, J.F., Hofman, A. and Buitink, J. (2007) Teacher education in schools: an international comparison. European Journal of Teacher Education, 30(2): 151–173. Mary Immaculate College (MIC) Limerick (2010) Student TP Survey. Unpublished.

Mattsson, M., Vidar Eilertsen T. and Rorrison, D. (2011) What is practice in teacher education? In: M. Mattsson, T. Vidar Eilertsen and D. Rorrison (eds.) A Practicum Turn in Teacher Education. Rotterdam: Sense Publishers. Moran, A., Abbott, L. and Clarke, L. (2009) Re-conceptualizing partnerships across the teacher education continuum. Teaching and Teacher Education, 25(7): 951–958. Munby, H., Russell, T. and Martin, A.K. (2001) Teachers’ knowledge and how it develops. In: V. Richardson (ed.) Handbook for Research on Teaching. Washington, DC: American Educational Research Association, 877–904.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 73

National Council for Accreditation of Teacher Education (NCATE) (2010) Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers. Washington, DC: NCATE.

Ní Áingléis, B. (2008) An Exploration of the Constitution and the Dynamics of Partnership in Learning to Teach in Ireland. Unpublished PhD thesis, Manchester Metropolitan University. Nicol David J. and Macfarlane–Dick , D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2): 199–218. Ó Conaill, N. (2010) A learning space: student teachers’ experience of coteaching science. In: C. Murphy and K. Scantlebury, (eds.) Coteaching in International Contexts: Research and Practice. Dordrecht: Cultural Studies of Science Education. OECD (2005) Teachers Matter: Attracting Developing and Retaining Effective Teachers. Paris: OECD. Pollard, A. (ed.) (2002) Readings for Reflective Teaching. New York: Continuum. Pollard, A. (2008) Reflective Teaching. 3rd edn. London: Continuum.

Postholm, M. (2008) Teachers developing practice: Reflection as key activity. Teaching and Teacher Education, 24(7): 1717–1728. Putnam, R.T. and Borko, H. (2000) What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1): 4–15. Rorrison, D. (2008) Jumping through Spinning Hoops. Melbourne: Cengage Learning.

Russell, T. (2005) Can reflective practice be taught? Reflective Practice, 6(2): 199–204. Sawyer, R. (ed.) (2006) The Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press.

Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Stones, E. (1984) Supervision in Teacher Education: A Counselling and Pedagogical Approach. London: Methuen. The Teaching Council (2011a) Policy on the Continuum of Teacher Education. Maynooth: The Teaching Council. The Teaching Council (2011b) Initial Teacher Education: Criteria and Guidelines for Programme Providers. Maynooth: The Teaching Council.

Thorpe, K. (2004) Reflective learning journals: from concept to practice. Reflective Practice, 5(3): 327–343. Veenman, S. and Denessen, E. (2001) The coaching of teachers: results of five training studies. Educational Research and Evaluation, 7(4): 385–417.

| Supporting the Role of the Supervising Tutor on School Placement

Weiss, E.M. and Weiss, S. (2001) Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2(2): 125–154. White, S. (2007) Investigating effective feedback practices for pre-service teacher education students on practicum. Teaching Education, 18(4): 299–311. Wideen, M., Mayer-Smith, J. and Moon, B. (1998) A critical analysis of the research on learning to teach: making the case for an ecological perspective on inquiry. Review of Educational Research, 68: 130–78. Zeichner, K.M. (2010) Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Education for Teaching, 61(1)(2): 89–99. Zhu, X. (2011) Student teachers’ reflection during practicum: plenty on action, few in action. Reflective Practice, 12(6): 763–775.

A Report for the Standing Conference on Teacher Education North and South (SCoTENS) | 75