Partnership Matters Spring Edition 2018
A Celebration and Showcase of Liverpool John Moores University’s School of Education and its Partner Schools
Featured in this Issue: • • • •
Meet some of the university partnership team Read about our flagship event to prepare trainee teachers for the job application process Discover our involvement with TATE Liverpool and its collaboration with primary school teachers Find out more about Reading Rocks Goes to Uni, held at I M Marsh
Introducing the Editorial Team Welcome to the first issue of Partnership Matters. It is our pleasure to bring this issue to you and we hope you enjoy reading about our fruitful partnerships, recent events and the achievements of the partnership!
Victoria Brennan is in the second year of her doctorate looking at teachers’ perceptions of science outreach as a tool to engage disadvantaged learners. Before taking a step back into academia she taught science at a high school in Runcorn.
Chloe-Rose Cutler has just completed her first year of PhD study in teachers’ mindset & pedagogical practice. Prior to this she was a secondary teacher of music in Chorley.
Rachel Jackson is in the final year of her doctorate on the research engagement of teachers. Before returning to academia, she taught English in the Western Isles of Scotland, then more locally in Salford!
A Message from Jan Rowe, Head of LJMU’s School of Education
Thank you to our fantastic editorial team, LJMU staff and students, and not least to colleagues from LJMU Partner Schools for all their hard work in bringing together this celebration of some of our collective work in Partnership. It's my great privilege to be Head of Initial Teacher Education at LJMU and to be able to support the range of work that we do in developing future teachers and working alongside our schools and former trainees to bring the best possible opportunities to children and young people in our communities. Jan Rowe Head of ITE J.E.Rowe@ljmu.ac.uk Page 1
In This Inaugural Issue:
Meet the partnership team ……….3 Partners in Poetry ………….....…. 4 Get that Job Day ……….…….. 5 - 6 Global Project ………………….…. 7 Spotlight Elizabeth Malone .……... 8 Liverpool TATE partnership ……... 9 Research Projects ……..……….. 10 Reading Rocks ………....…. 11 – 12 Opt-in …………………..…..……. 13 Spotlight Paula Speers ...………. 14 Math Meets ……………..…. 15 – 16 Inclusion ………….…….……..…. 17 MA/CPD ………………..…..……. 18 Rainhill Partnership …….…. 19 – 20 Mentoring ……….…..….…….…. 21 Book competition ……..……..…. 22
Partnership Matters PARTNER SCHOOLS
Cathy Murphy from Chesterfield High School, proud to be working in partnership with LJMU
Are you proudly displaying your LJMU Partnership Plaque? If you haven’t received yours, just email ECL-WBL@ljmu.ac.uk or call 0151 231 4620 and the Partnership Team will be more than happy to help, as you will see on the next page!
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Meet the Partnership Team Partnership Matters met with the team behind many of the wonderful partnerships that you can read about within this magazine. Residing in the attic of Barkhill are: Andrea, Linda, Debbie, Keith, Lauren, Jennifer and two Karens! Names I’m sure many of our readers are familiar with, but wouldn’t you like to know more about the people behind those names? Here’s a snap-shot of their work… At the helm of the ‘Partner Ship’ is Karen Davies, who has been at LJMU since it was granted university status back in 1992. Since then, she has had various roles and now manages partnership across the faculty, including professional teacher training programmes as well as other courses that involve work-based learning, such as sports and education studies. Karen is also responsible for School Direct contracts, invoices, payments and financial arrangements for supply cover and interview days. Heads may have heard from Karen regarding placement request forms, which she would politely like to remind you to complete and return by 11th May so we can continue our partnership journey with you! One of the perks of the job, according to Karen, is the annual partnership event, which is an award ceremony to celebrate the successes of our partnerships. The team are currently in the process of securing nominees of Mentors and Karen would also like to publicise the Echo Awards, following the achievement of one of our Primary Teaching students who won Student of the Year last year! Finally, Karen would like to thank you for working with us! Many of you will know Andrea Mallaburn, ITE Partnership Lead, but you might not know just how much Andrea does for the team. Andrea has many roles within the university but this one involves quality assurance across all teacher education courses, liaising with programme leaders to monitor student progress in relation to Teachers’ Standards and coordinating action plans to help students get back on track. She is also responsible for the mentor training in our partnerships, at two different levels. On the macro level, Andrea explains, she writes, coordinates and delivers training on site; on a micro level, she trains university liaison tutors so they can provide training for mentors ‘in situ’ – so you don’t have to leave the comfort of your own school! The team is essential, says Andrea, for ensuring trainees are placed appropriately so they have contrasting experiences, and that is achieved through the close collaboration of members of the team. After eight years at LJMU, four years of which have been in this current role, this is what she has to say about her job: “partnership schools are very supportive of LJMU processes and procedures and collaboratively we develop and empower the teachers and leaders of the future”.
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From left to right: Jennifer Campbell, Andrea Mallaburn. Linda Collins, Karen Ratcliffe, Debbie Bracey, Karen Davies Being a firm believer in recognising the hard work that mentors do for our student teachers, Andrea would like to raise awareness of the Mentor Recognition Award, which is an innovative opportunity for mentors to accredit what they already do. We have now had our first successful secondary recipients of the award, which is linked to the National Mentoring Standards for ITT, and would encourage more mentors to get involved. Contact: A.Mallaburn@ljmu.ac.uk for more information. Andrea is also involved in the MA so why not contact her and top up those master’s credits! Next, meet Debbie ‘Data’ Bracey. Known as such because for 14 years, Debbie has provided data for ITE programmes, internal staff, management and senior level meetings and schools. She also produces and analyses student questionnaires. Debbie also looks after our Partnership Website: http://www.itt-placement.com/. All our processes and documentation are stored on this open access website, which makes it easy for mentors and our trainees to find everything they need quickly. If you do need further help, though, you can always get in touch with Karen Ratcliffe and Linda Collins. They’ve been part of the team for 20+ years and stress their office door has always been, and will always be, open. They go above and beyond with all things related to partnership.
Partners in Poetry Second-year undergrads kicked off the school year with a Poetry Day in partner primary schools across the city. The five schools involved gave students from the Primary Teaching BA degree the opportunity to work with pupils in Key Stage 2, to the benefit of all involved. If you’d like to find out more, email: C.Ankers@ljmu.ac.uk. Project: Poetry The project, in its third year now, was the brainchild of senior lecturer, Colette Ankers de Salis. Working with small groups of children, student teachers get children exploring poetry in an interactive and performative way, resulting in a showcase of their learning to a real audience. Here’s what some of the schools had to say… Whitefield Primary School - The students who visited Whitefield Primary School were described as ‘great’, being well planned and able to engage the children well with really good lessons. The feedback from the teachers and the children was very positive. Future teachers, Mr Rees and Mr Murray, can certainly work the audience! St Anne’s hosted a further 11 LJMU students that day!
Springwood Heath Head teacher, Ian Hunt said the student teachers were ‘a credit to themselves and everyone at LJMU’, adding that he had received very positive feedback from staff and children in all classes and would like to develop a stronger relationship with the university.
Word smiths in the making at St Anne’s C of E Primary School, Rainhill. Year 3 actually performed their poems to KS1 in assembly the next day! Rudston - Rudston Primary School described the student teachers working with them as ‘brilliant’ and the children LOVED their day as they all got the chance to perform their poems. The school would be more than happy to work with LJMU again in the future.
New for 2018 - Partners in PE KIN-BALL UK PE lessons will never be the same again! New to the UK, Kin-Ball is an incredibly inclusive sport and fantastic for PE lessons. For all ages and abilities, fast paced with lots of adaptations so everyone can play.
Book a taster session for your school now! Call 07855457361 Page 4
Get That Job Day A teaching career conference Matt McLain, Head of Secondary Programmes, describes this as a ‘flagship event’ for trainees as its “sole purpose is to help trainees get their first teaching post”. Trainees have the opportunity to sign up to different workshops throughout the morning. These sessions include: talks from recruitment specialists and Senior Leaders from schools, how to stand out in a crowd, writing cover letters and how to plan an interview lesson. Adrienne Burnett is an advocate for the event - she is a Head Teacher who comes over each year from the Isle of Man to offer her perspective on the process. This is a great opportunity for LJMU trainees who may then decide to go and work on the island. There is a choice of twelve seminars available in the morning, all presented by senior leaders in local schools, and recruitment specialists. The whole event has developed more of a conference feel throughout the years. At lunch time there is a ‘market place’ whereby lots of recruitment agencies allow trainees to signup on the day. Following lunch, trainees then split into subject specialist groups to have the opportunity to watch or take part in a showcase interview. Volunteer trainees are interviewed by a panel, modelling an authentic interview process, which is observed by their peers. Matt explains that this exercise is designed as a ‘fly on the wall’ activity which aims to deconstruct and demystify the interview process. He states that this part of the day is evaluated as the most significant and ‘impactful’ event of the day. Although those who volunteer are nervous due to their first ever interview being showcased to their peers, direct feedback from these trainees indicate that the process gives them confidence and they feel that they get jobs as a result.
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“It was great pleasure to meet the Post Graduate Teacher Trainees at LJMU at their Get That Job Day. They were a very motivated, professional and passionate group of young teachers. My seminar was deliberately very practical – on what to do from the moment you see an advert for a teaching job, through application, interview to accepting the job. Your first teaching job is such a crucial part of your career that getting the right job at the schools that suits you best is pivotal. The LJMU teacher trainees were very interactive throughout and contributed well. I hope they found it useful. The future of teaching is in good hands thanks to Liverpool John Moores University’s teacher education” John Pout - Head Teacher at Rainhill High School
This session is evaluated by those who attended and it is always deemed to be really useful. When considering why this event is successful trainees point out that advice is coming directly from the Head Teachers who wish to employ the trainees; therefore, the message and impact of the process seems to be more profound. The day itself supports the trainees in writing covering letters and provides examples of the type of interview questions they may be asked. Matt outlines that this day is important as it flags the importance of applying for teaching posts early. It also provides a kind of milestone in which trainees realise they are training and will qualify into a direct profession; therefore for the entire day they attend in interview attire. The event is also important for LJMU employment figures; data indicates that about 96% of our trainees gain employment, which is above national average. The day however, would not be as successful if it were not for the continued support of the teachers and Senior Leaders who offer their services for the day, being either part of the interview panel or running seminars. It is also important to recognise the great relationship that has been fostered between LJMU and the recruitment agencies to ensure that trainees are aware of the different employment routes into teaching. Thanks to all those involved in making ‘Get That Job Day’ a successful and useful day for all who attended. “ I found the day very useful. I did a practice interview in the afternoon and that was really helpful. I received some good feedback from peers about my body language and answers to certain questions. It made a big difference when I came to do my first job interview - I was more confident and I made some adjustments based on the feedback. The guest speakers were very good, especially the head teachers - it was useful to find out precisely what they're looking for at each stage during the interview process: the cover letter, lesson and interview. It demystified the whole experience, gave me some confidence and I picked up some good specific pieces of advice.” Peter Baxter, Current PGDE Secondary trainee
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Global Project and Wider Perspectives Meeting with Kathy Stokell, Partnership Matters discussed the ’Enriching the Curriculum’ module, on the Primary Education BA with QTS, which gives students the opportunity to deliver a Global Project in Primary schools. Now in its 4th year, this module is undertaken by year 2 students enrolled on the degree programme, working in partnership with the Liverpool World Centre; based in Toxteth. Broadly speaking the project involves students covering global and sensitive issues that both pupils and teachers may encounter internal and external to educational settings. The project takes place in 13 schools across the region, where trainees embark on a two-day project to deliver sessions to any age group at a primary school level. The aim of the project, with regards to schools, is to provide a safe space for discussion with pupils. Trainees devise and deliver their project based on a chosen theme, which may include controversial, rarely discussed or global topics. The intention in relation to trainee outcomes is to apply the theory they have studied to inform practice, develop confidence when discussing controversial issues and break barriers, whilst also addressing the Prevent agenda, a prevalent topic within schools. Kathy noted that the module has received incredibly positive feedback as the project provides wider skills for our prospective teachers, as well as a platform for fruitful discussion within our partner schools among pupils and staff. The module also encompasses a novel form of assessment, where students are required to plan their own series of lessons. Following this process, a presentation is required, where trainees reflect on their experience. In addition to this, embedded within this work is level 1 training for ‘Philosophy for Children’ (P4C), included as part of the same module. This level 1 training aims to focus on creative education and provide students with different pedagogy and strategies. Consequently, students working in partnership with these schools have the opportunities to make a real difference in contributing to opening up conversations and having an impact on the lives of pupils, whilst expanding their own skill-set as prospective teachers. Page 7
Spotlight On
Dr Elizabeth Malone PGCE/PGDE 5-11 Programme leader, School of Education Role/school
I’m the 5-11 PGCE/PGDE programme leader. This programme has grown from 30 students in one consortium in 2013 to 136 students this year. We now work with 13 consortia across the North-West; some students attend campus sessions and some are entirely based off site. In addition, we have also grown our own core offering of generalists, PE and maths specialists. Our students really love the home school model (Sept –Dec in their Home School, then Jan-Feb in their alternative placement, before heading back to their Home School March-June/July) because they really become ‘one of the team’ in their home schools, often taking on more teaching and extra curricular responsibilities as a result. A significant number of our trainees also go on to obtain a full time teaching position within their home school when they qualify.
Your education
I went to school in Warrington (with none other than Kerry Katona!!) and then I studied for my BA (hons) French in Newcastle-Upon-Tyne and Avignon. When living in Taiwan I attended Fo Guang University to study Mandarin. When I returned home I completed my PGCE with French Specialism and my MA at Liverpool Hope (where the ever lucky Jan Rowe was my tutor!). Since joining LJMU in 2010 I have completed my PGCert LTHE and also my PhD. Last year I also became a Senior Fellow of the Higher Education Academy.
What route did you take to become a teacher educator?
While I was in 6th Form I had a part time job teaching French at various after school clubs in the Warrington area. This experience led me to declare that the one thing I did not want to be was a teacher….little did I know! At university I undertook a French degree which had a TEFL component and so while doing the degree I taught both English in France and French in England as well as teaching some English in England to foreign students. Upon graduating I went to live and teach in Taiwan where I was for three years before returning to the UK to complete my Primary PGCE with French Specialism. I started working as a primary teacher with responsibility for languages. Initially I taught French but then increasingly I taught Mandarin both in school and to the wider school community. I presented my MA research at university and also at conferences and I really enjoyed this side of things and so when the opportunity came to apply to join the John Moores Teacher Education Team, I was delighted.
Tell us something unusual about yourself
Where to start? I had a three legged dog (Warrington’s Pet Idol 2009 and he opened the Pets At Home Superstore) and a four legged dog (Warrington’s Most Beautiful Dog 2008) that I found on the street in Taiwan (4 legs is still going!) and brought home with me. And I was the World Champion Female Bog Snorkelling Triathlete 2014! Is this enough?!
What advice would you give out to somebody starting in education?
Someone starting out? Like a little kid or a new teacher? I suppose I’d say to all of them ‘just do your best’. But more specifically for new teachers I’d also add ‘be memorable’ – there’s so much available information these days and so many more exciting and more interesting things which compete with teachers for children’s attention ! So you’ve got to make learning fun and if you get this right half your job is done.
What makes LJMU different?
I think that we are very good at being ‘real people’ and not automatons who speak ‘academese’ and live in ivory towers. I think that we also try to see our students and school partners in the same terms as well. This means that our passion for training teachers who have an impact on their pupils’ learning is not only clear but realised.
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Shaping a New Collection for Primary Children at TATE Liverpool LJMU trainee teachers had the exciting opportunity to attend a workshop with Tate Liverpool and primary teachers from across the region to begin to shape a new exhibition of Tate’s works of art at Tate Liverpool. The workshop consisted of a focus group to discuss and devise an exhibition that schools can use flexibly as a creative resource across the primary curriculum. Our trainee teachers found it really beneficial to attend and to listen to the views of primary school teachers speaking about their engagement with art, craft and contemporary art works. This important event enabled those who attended to make valuable connections with primary colleagues and discuss their own experiences of engaging with contemporary art works at a young age and the selection and curation of artefacts and artworks.
One of the highlights was being able to listen to the curators and the education manager Deborah Riding talk about their experiences in engaging primary children with the TATE gallery and both the benefits and limitations of curating a new exhibition. During the focus group event we were able to work in partnership with the learning and exhibitions curators to look at what pieces are currently successful in the gallery, in order to curate a selection of artworks that could contribute to create a new and inspirational environment in the gallery. The focus group met again in March so look out for an update in our next issue! For more information head to: www.tate.org.uk/Liverpool.
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School Research Projects For the second year running, LJMU’s Debbie Duncalf has been helping teachers with their own research projects. Teachers are given mornings away from school to focus upon a research project pertinent to them and their school, with Debbie acting as a facilitator. Partnership Matters caught up with the group at Formby Professional Development Centre and here’s what they had to say… Kathy Monaghan, Head at St Jerome’s - As the Research & Development Lead for Capital Teaching School Alliance, it was reassuring to know that LJMU provides a way of focusing upon this strand within a workable framework. The SENDCO in my school was involved last year and found it to be beneficial. This year, the time we are able to allocate to teachers is so valuable, as is the space to write with Debbie, who provides access to journals and research methodology. It is also useful to discuss with peers and there was a clear shift in mindset last year. Working in partnership with higher education transcends the day-to-day research that teachers always do. As with last year, there will be a celebration event to showcase the findings and some will be published on the Capital and LJMU websites so watch out! Kate Miller, Great Crosby Catholic Primary - I’ve been looking at the use of highlighted, pointed marking and editing stations with my Year 4 class, which stemmed from a course I went on that happened to coincide with start of the research project. I know that verbal feedback seems to have the most impact but it is hard to manage. I’ve conducted some observations and my next step will be to interview the children. I’ve already seen an impact on marking and a reduction in workload. I’ve focused upon six children at ‘age related’ but who could be ‘greater depth’. LJMU has focused me on trialling something that I can share with the other members of the year group as well. St Nicholas, Crosby - For my research project, I paired six Year 3 reluctant readers with reading buddies in Year 4. I observed and coded the findings in collaboration with my TA. They seem to be enjoying it but their reading diaries show that it’s not changing how often they’re reading at home. Being able to research has given me a chance to formalise my reflections that are natural for a teacher to do anyway. It’s given me space to think deeply and scrutinise my own assumptions of what’s working. Amy Wilson, Holy Family Catholic Primary - I’ve decided to move from editing stations to feedback from the front with my Year 4 class. It’s a new way of giving feedback for me so I’m glad I started this project as it’s pushed me into trying something new. I’m using questionnaires and will monitor the new strategy over time.
Alex Watson, St John’s C of E, Waterloo - The project is beneficial to develop improvements for reading across the school. I’ve been given time to re-think how we do guided reading to make it more manageable. My project focuses upon Year 5 but it has the potential to be rolled out to the wider school as other teachers are already interested in what I’m looking into. Gillian Stratton, Redgate Primary, Formby - My research is a short focus on reading fluency with three children in my Year 4 class. Using the digital platform Seesaw (which is a bit like Facebook), I’m able to listen to the readers in own time. I’m also finding that the children are taking ownership of their reading. The main advantage of being involved in a project like this is that it gives you the time to reflect on what works and why, which you don’t often get in school. I now have time to reflect on what I’m doing and how it’s affecting the children and we’re given time and support to write about this. Philippa Chapman, Woodlands Primary - My research project involves no more marking in Year 5 writing. I’m focusing upon six children with a of variety of prior attainment scores and two have the potential for greater depth. The greatest impact I’m seeing is for lower prior attainers. What it’s about, for me, is the professionalism of teachers to value research. It keeps you current. The dialogue with each other has made a difference as it gives support and reassurance. I was concerned about workload but we’re given time and it’s worth it because it will impact on teaching and learning. You’re able to tailor your project to what’s important to you so I would recommend it to anyone!
Get in touch with Debbie if you’d like to find out more: D.Duncalf@ljmu.ac.uk
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A Festival Atmosphere in Suburban Liverpool On Saturday 24th February, 120 student teachers, NQTs, TAs and librarians rocked up at LJMU’s I M Marsh campus to #ShareTheBookLove! From BA students to experienced primary school teachers, the Reading Rocks conference had everything for bookworms and reluctant readers alike. Headlining were real-life authors, Maz Evans and Andy Seed, who gave insightful and inspirational keynotes to their fans.
Reading Rocks
What rock show would be complete without merchandise?!
Author, Andy Seed or, as you might know him, ‘Hatman’ from the blog ‘Hatman Reads’ Line-up The head of our School of Education, Jan Rowe, kicked off the event by introducing Reading Rocks’ founder, Heather, who reminded us that with reading, you need to rock to your own beat. This was certainly echoed throughout the day, with a wide variety of workshops including using films to support reading comprehension and using dialogic talk. Ashley, in the fourth year of teaching at St Silas, Toxteth gave a talk on how his school is a reading school. Every class has a had an author visit, sometimes online, and this has made a huge difference to the way the children view books. The Headliners Raconteur, Andy Seed, author of The Silly Book of… series, gave a keynote which included charming tales of his time in primary teaching. Partnership Matters caught up with him to ask how Reading Rocks Goes to Uni had been for him. He said it is an excellent forum to meet people and it’s exciting being in a university environment. He’s always astounded by the connectivity between different spheres of education. Page 11
Author, Maz Evans, regaled us in her keynote with how she wrote three books within a year! Fans were pleased to hear that she has now started the fourth in the quartet. Maz got us all thinking, too, with an exercise she often does with children on school visits: our task was to find seven uses for an inanimate object. Needless to say, the primary school children that she works with across the country were apparently more imaginative than us on a Saturday morning! As well as writing and visiting primary schools, Maz is also very active on Twitter and has recently set up a ‘Book Buddy’ scheme whereby volunteers donate books to a school for a year. Find out more by getting in touch with @MaryAnnEvans on Twitter. What is Reading Rocks? @_Reading_Rocks_ is a Twitter-based community of like-minded educators who want to make reading rock for every child. It is a platform to share resources and tips to help children with their reading and writing or even just to ‘geek out’ about the books we love and would recommend! Lauren, from The District School, where it all began, told Partnership Matters how there have been two Reading Rocks conferences held at school but this is the first time it has been held at a university. The highlight for her was meeting people known only by their Twitter handles previously!
Want to get involved? Join in with #RR_Chat and #LetsTalkBooks
Goes to Uni Partnership Matters asked attendees who their literary rock stars are!
Maz Evans, author of the acclaimed Who Let the Gods Out?
‘Margaret Atwood all the way’ Jan Rowe
What the fans said… ‘The day gave me informative, practical ideas’ Sandra, Belle Vale ‘I’ve gained a range of ways of using reading in the classroom. The sessions were accessible and gave good ideas. I’m now inspired to take risks’ Helen Walker, PGCE School Direct, St John’s CofE, Ainsdale ‘The session on emotional literacy was really valuable. It was inspirational for a solitary learner like me. Good value for money! Mandy Campbell, TA at Gilmore Juniors, is studying for her degree with the Open University. Best of luck, Mandy!
‘Simple answer Maz!’ - Ian Hunt, Head Teacher of Springwood Heath Primary
‘I really enjoyed the workshops’ - Charlotte, Faith Primary, Everton As well as our partner schools being represented, we had delegates from far and wide attending the conference! Johanna Anderson, who is on a SCITT programme at Hudderson Horizon in conjunction with Sheffield Hallam, came for creative ideas and wasn’t disappointed! Susan Worsley, Blacko Primary, Lancashire had a ‘great day. Can’t wait to get the class reading’! “Encore, encore” Missed it this year? Fear not! Reading Rocks will be returning to Uni next year and LJMU’s School of Educaton is to be the proud host once again!
You can check out the day’s events by searching for the Twitterhashtag #RRGoesToUni
If you’re not on Twitter - fear not! The blog ‘Where Reading Rocks’ can be accessed via WordPress.com.
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Opt-in to Teaching A new undergraduate route offered by LJMU in Partnership with The University of Liverpool There are several different routes to take to be able to obtain QTS; whilst the postgraduate route or in-school training seems to be the more common, the government are funding a new route which focuses on shortage subjects. This opt-in programme is an undergraduate route which allows students who are meeting their degree requirements to essentially ‘split’ their third and fourth year to gain QTS in their degree speciality. Liverpool John Moores University is currently in partnership with The University of Liverpool to offer these routes for students undertaking an UG masters in Physics, Computer Science and Maths, and some students who are studying a BA in certain languages. This partnership is only currently offered by 8 universities across England (DfE https://getintoteaching.education.gov.uk/explore-my-options/teacher-trainingroutes/university-led-training/university-led-undergraduate-training/degrees-with-opt-in-qts) The opt-in partnership began with just the physics route; the subject side would still be delivered by the University of Liverpool but the Education aspect would be led by LJMU. Opt-in students carry out the first two years of their degree and it is at the end of their second year when they choose whether to ‘opt-in’. Whilst these students may be successful academically, they have to show their desire to teach as they go through the interview process which is similar to the PGDE selection process at LJMU and pass the Skills test before they begin their opt-in years. In years 3 and 4 of their UG degree they equally split their time studying their degree and at LJMU completing their teacher training; phase 1 and 2 occur in year 3 and phase 3 occurs in year 4. Following the success of the physics opt-in partnership, it was extended this year to UG mathematics and computer science students at the University of Liverpool. There are also routes available for BA language students who spend half of year 3 abroad and half the year at LJMU. The fourth year then allows them to complete their degree and phase 3 of their teacher training.
“I decided to do the Opt-In course as it provided me with the perfect opportunity to get a masters level qualification and my teaching qualification all within four years. I like the fact that it is different from all other teaching courses and it means that I don't just focus on one thing for a whole year, I get to do some teaching, then some maths and vice versa. It makes it more challenging but definitely more interesting too! The course has worked well so far, minus the few creases we have encountered with it being a new course but these have been ironed pretty swiftly and successfully so far. I definitely would recommend it to others!” Rebecca Catley, Current Opt-in UG Mathematics trainee
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Spotlight On
Paula Speers BSc Primary and Secondary Education with Science (with QTS) Alumni Role/school
Teacher of Science, Atherton Community School. Wigan
Your education
GCSEs, Access to Higher Education Diploma, BSc (Hons) Primary and Secondary Education: Science with QTS First class
What route did you take to become a teacher?
Change of career following a break up with abusive husband. Was told that I would not be able to get a job unless it was in a school as a dinner lady because I was a single mum. I decided to follow my childhood dreams and become a teacher. Studied for 2 years in college to get qualified for university and then completed an undergraduate course. I started my teaching career as a supply teacher in 2012, completing a placement as Year 5 teacher in a school in Wirral. My first permanent job was with Hope School, a special school for boys with SEMH. I taught a mixture of KS2 and 3 boys the full range of the curriculum, and being a science specialist, I was a curriculum leader. I taught students with a range of difficulties: ADHD, ASC, PDA, attachment disorder, dyslexia, and other social and emotional difficulties. I stayed for 4 years, but decided that I needed experience in other areas. I re-joined a supply agency and completed placements at the Primary Education Centre and then at the Grange school in Runcorn as a science teacher. In April 2017 I was employed as a Teacher of Science. This has allowed me to develop my specialist subject, delivering the curriculum throughout KS3 and 4.
What are your best qualities?
• • • • •
•
Never being afraid to ask for help or admitting you can’t do something. Acting on the advice of other professionals, they’ve been in the job longer than I have. Appreciate myself for my unique skill set, I may not be great at everything, but by sharing what I am good at means I am part of a team. Accepting that there is always room to grow and that having a bad day is a learning experience. Time management; knowing when its time to put things away and have down time, and making the most of the time you have. Don’t be afraid to take risks, if they don’t work, take the good parts forward and modify the rest. Be positive! It’s contagious!
What advice would you give out to somebody starting in education?
The first year or so will be hard, but it will get easier. Speak to as many people as you can and get advice. Don’t take criticism personally, it’s to help you become better. Leonardo DiCaprio took 27 years to earn his first Oscar, so don’t beat yourself up when it doesn’t go your way. No teacher can be outstanding 100% of the time. Finally, building positive relationships with your pupils is priceless, it will make it enjoyable for both you and your students and is the best type of behaviour management.
What makes LJMU different?
The support from the staff was amazing. I also completed the WOW gold award which gave me leadership and interview experience. I felt that it gave me an edge and boosted my confidence.
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Maths Meet Working in Partnership – a focus on primary mathematics Working in partnership with our primary schools is a great way to share best practice. This year the primary mathematics team are piloting ‘Maths Meet’ and mathematics standardisation events, with a view to extending if attendees see the sessions as valuable forms of CPD. The next steps for the primary mathematics team are to offer mathematicsspecific CPD based on schools’ requests, needs and demands. The first Maths Meet @ LJMU was held on 26th January 2018. If you’re wondering what a Maths Meet is, it can be described as ‘an organised but informal or relaxed meeting for teachers to share good practice, research (evidence)-based practical innovations and personal critical insights into the teaching and learning of mathematics’. Partnership schools were invited to discuss and share current practice with regards to mathematics learning, teaching and assessment. Latest research and reports, initiatives, CPD and general school practices were analysed collaboratively. Conversation reflected on how schools are continuing to implement a mastery mathematics curriculum, from developing school curriculum and practices to using the Government recommended scheme, Maths No Problem. Eight recommendations from the Education Endowment Foundation Report (Nov 2017) were discussed. With a focus on recommendation 2, it was discussed how many schools are embedding a CPA (Concrete-Pictorial-Abstract) whole-school approach to the teaching of mathematics, as this can enable children to gain a deeper understanding of mathematics concepts taught. However, the recommendation makes it clear that these need to be used purposely and choices of manipulation carefully considered in order to make a positive impact on learning (EEF 2017). The choice of manipulatives requires the teacher to have strong subject knowledge and to understand which representations support the intended mathematical structures.
What will you take home with you from this meeting? ‘So much! A really brilliant session – excellent professional dialogue and University tutors deliver everything in a fun and informal way which encourages discussion. One of the most informative and useful mathematics sessions that I’ve attended in a long while. Thank you!’
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For future Maths Meet, schools requested more guidance and the opportunity to share best practice with the use of resources to deepen children’s learning. Schools also suggested possible maths trials for primary children led by LJMU students. Future events will include schools showcasing their latest initiatives and interesting mathematical problem- solving ideas. Then on 2nd March 2018, pilot schools attended a primary mathematics standardisation event for Y2. This was facilitated by the University and school representatives shared samples of children’s work, so far teacher assessed as working towards, at and exceeding age related expectations. Feedback from the Primary Mathematics Standardisation Event (2nd March 2018) It was really nice to work with other schools to see if their judgements match. It was good to see what we need to cover in order to achieve age related expectations. Small group so could discuss in details and get ideas.’ ‘Meeting other people who are interested in improving mathematics. Seeing work/ books from other schools. Strengthening moderation practice/ links’ ‘Good small group –able to have a lot more conversations with each other – especially regarding why we think our children are WT/EXP/GD’ ‘Organisation. Opportunity to look through books from other schools and discuss the expectations. Feedback on books from our setting – to feedback to staff’. Although schools enjoyed small group standardisation, it was suggested that sharing with schools from different local authorities would offer further interesting and valuable discussion.
If your school would be interested to join the next Primary Maths Meet, on June 15th, please contact Ms. Mahnaz Siddiqui M.Siddiqui@ljmu.ac.uk . All that is required is a genuine passion for the teaching and learning of mathematics. Page 16
A Time to Focus on Inclusion A review of a group of trainees who embarked upon a two day placement to see how theory is put into practice.
As teachers, inclusion is an important aspect of any lesson; to be able to plan for a range of needs of learners and ensure progress is made by all in the lesson. This is something trainees and teachers alike do on a daily basis. New for this year’s Inclusion module is a two day stand-alone placement which allowed trainees to focus entirely on different aspects of standard 5. Lorna Pout, the new module leader for this course, explained that she felt that the “direct experience is a much more powerful experience than a lecture alone.” Lorna recalls how trainees were asked to identify their own needs after phase 2, with regards to groups of learners they had not been able to previously plan for. These were then used to place students in a total of 11 schools that had higher levels of these particular groups of students. Partnership Matters went to meet a group of trainees who had spent their two days at Rainhill High School. Trainees described how tracking pupils for a day allowed them to see how the needs of each individual were met in different subjects. It allowed them to observe how different types of differentiation were effective (or not, in some cases). The trainees also had the opportunity to meet with Emma from St Helen’s Council who focuses on supporting pupils with loss of hearing. The trainees highlighted that this was an ‘eye opening’ session and they now feel like they would have tools to be able to plan for this group of pupils. They also commented on how impressed they were with the SEND staff and Raising Achievement Centre at Rainhill. They felt like there were many positive relationships between all staff and pupils at the school and now appreciate the importance of this. Overall, the placement was a success and the trainees have been able to take things away with them that will further develop their own practices.
“The inclusion 2 day experience was overwhelming. It supplied me with extensive knowledge in regards to vulnerable pupils and deaf students. Furthermore, presentations from a teacher of the deaf and other specialist teachers supplied me with essential information concerning inclusion for me to develop as a novice teacher. Observations of ‘good’ practice helped me to evaluate my own practice and allowed me to incorporate these techniques into my own practice ensuring I am meeting the needs of all students. “ Rebecca Pennington, Current PGDE Secondary trainee
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MA in Educational Practice A Masters course designed for NQTs and RQTs following their PGCE/PGDE This Masters programme has been designed especially for early career teachers who have recently completed a PGCE of PGDE. The qualification is designed to acknowledge relevant professional experiential learning (RPEL) of teachers and incorporate purposeful projects that reflect the kinds of activities teachers are expected to do in their first two years of their career. For the 60 credits that would be completed in the year following the PGDE, participants are expected to carry out two research projects. The first is linked to targets set out in the career entry profile and involves desktop research. The purpose is to become an expert in an area of learning, teaching and assessment (LTA). The second assignment is an action research project which allows participants to evaluate the impact on learning of an LTA intervention. The reason the qualification is designed to complement NQT/RQTs is because there is an expectation in the NQT year that teachers will re-evidence standards. These projects allow new evidence to be generated, especially those that can be difficult to evidence in the classroom alone. The delivery days are once a term on non-contact days (Saturdays); therefore, cover is never an issue. Each student is supported by a personal tutor/supervisor who can arrange tutorials as needed and at a convenient time slot.
If you are interested in completing this course then please follow the link below. https://www.ljmu.ac.uk/study/courses/postgraduates/education-practice If you have been teaching for more than two years then you may wish to consider completing an MA in Advanced Educational Practice; more information is provided on the LJMU website: https://www.ljmu.ac.uk/study/courses/postgraduates/advanced-educational-practice-teaching-andlearning
Mental Health CPD Opportunity As mental health awareness grows within schools at all educational levels, teachers may be interested in formalising this awareness with introductory systemic practice 20 credit LJMU CPD modules (level 6 & 7). This course is now validated and set to run in May 2018. It is appropriate for all working with children, adults or older adults experiencing mental health difficulties and applies to those working with individuals, groups or with families. The fact file (level 7 link below) for the CPD can be accessed via the LJMU website – please note that level 6 and 7 modules will be taught together but with different assessment strategies. 7123HMADV Working systemically with complex individuals and families:
https://www.ljmu.ac.uk/study/cpd/other-cpdcourses/working-systemically-with-individuals-and-familieslvl-7 The introductory systemic module (Level 7) has been written using the AFT blue book: http://www.aft.org.uk/about/view/about.html. Wednesday 2/5/18 Wednesday 9/5/18 Wednesday 16/5/18 Wednesday 23/5/18 Wednesday 6/6/18 Wednesday 13/6/18
COSTS: 20 credits level 7 x £33 per credit (so £660 for the whole CPD) NOTE: from September 2018 this increases to £35 per credit - we will run the programme again in November 2018. If anyone is interested in this and wants to know more please email me on P.Kennedy@ljmu.ac.uk or telephone 07794 593093
The hope is that we will develop the whole systemic practice foundation course for next academic year and this CPD would then form one of three modules towards that. The 'future in mind' document highlights the importance of child mental health:
https://www.gov.uk/government/uploads/system/upl oads/attachment_data/file/414024/Childrens_Mental _Health.pdf If there is enough interest (need min 10 people to run it) in the CPD module it will run in May (see dates to the left).
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LJMU Partnership with Rainhill High School Following the progress of one of our partnership schools, we interviewed Executive Principal at Rainhill high, John Pout. Rainhill High is situated on the edge of Liverpool, host to 1550 pupils, whilst also a converter academy and a performing arts college. Per semester, LJMU and Rainhill are responsible for the training of approximately 10 trainee teachers across all subjects. When speaking to Executive Principal John Pout about the role of LJMU in relation to Rainhill, he spoke incredibly highly of both staff and trainees, describing the partnership as a “synergy of educational processes”. More recently, trainees at Rainhill have had many opportunities to work on extra-curricular projects, including a recent maths meet as well as assisting with various performing arts activities the school boasts. This is particularly important to the school, which is also an Arts College, where students are required to take one arts subject at GCSE. In terms of the benefits to school, on a practical level working with teachers in training provides professional and subject mentors the opportunities to develop on a professional level. These staff are identified within school as ‘aspirational leaders of the future’, where the partnership role allows for management and training experience. John noted that the quality of staff, support and advice given to trainees by LJMU across their training is superb. It was also identified that the PGDE course attracts students who hold both academic and practical intellect, with this route also held with high regard in relation to further employability.
For more info about Rainhill High School, please visit: www.rainhillhighschool.org.uk
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Rob Herd - Head of Languages & fast track leader "The structure of the course at LJMU meant that I could juggle academic rigour, theory and pedagogy with the practicalities of teaching, becoming a reflective and introspective practitioner. Taking the extra Masters credits and building on these to obtain a full Masters has helped to advance my career. It gave me the confidence to apply for and subsequently accede to the role of Head of Modern Languages. The support from the LJMU team has been phenomenal and their teaching has been the foundations and the cornerstone for a dynamic and successful start to my career."
LJMU Partnership with Rainhill High
We are also very proud of our former LJMU students, now employed at Rainhill, who are now well established at the school. These include two NQT staff members, Rebecca Carson (Teacher of Maths) and Megan Brooks (Food Technology), as well as fast track leader Rob Herd (Head of Languages).
Megan Brooks - NQT Food Technology
Rebecca Carson NQT Teacher of Maths "Training to teach with Liverpool John Moores University provided me with an excellent start to my career. I chose this university as it offered the opportunity to complete your masters while doing your NQT year, which I have been lucky enough to engage in. Throughout the course, the tutors were enthusiastic, supportive and really encouraged us to become outstanding trainee teachers. The modules and CPD sessions provided insight into areas of teaching and learning which helped me develop my practice in school and also motivated me to learn about areas such as pupil premium and SEN pupils in depth."
"LJMU prepared me for teaching in terms of placement and interview preparation. My placement was secure and allowed me to access the majority of the needs of pupils and their barriers to education. I am currently completing the final part of my Masters in Education as LJMU provided me with the opportunity to complete 2/3rds of the modules. I am pleased with the foundations that LJMU have given to me. I secured a full time permanent job and feel that I am doing well."
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Want to Know More About Mentoring? Senior lecturers, Gillian Peiser, Debbie Duncalf and Andrea Mallaburn, have been investigating the role of the mentor in LJMU partner schools, supported with faculty funding for building research capacity. A particular focus has been on how mentors themselves perceive this role and whether there are differences in views between primary/ secondary mentors and mentors supporting students on 'traditional' university-led / School Direct courses. Specifically, the study has explored key research questions:
Findings from 64 survey responses and 6 interviews
1. How mentors conceptualise their role and skills. 2. Mentors’ views about enablers or constrainers for good practice, 3. Whether mentors’ perceptions and reported practices vary depending on context. The research team ran a dissemination workshop based on the research findings in July 2017. The workshop focussed on practical strategies to resolve challenges faced by mentors and the sharing of good practice strategies. There are further activities in the pipeline to support mentor development in our partner schools based on the research. If you or your school are interested in participating, please contact Gillian: g.peiser@ljmu.ac.uk.
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Pete Atherton TELs all about Technology-Enhanced Learning! Pete Atherton, lecturer in the School of Education, published his first book at the beginning of this year. Partnership Matters chats with him about his new book and how technology may be used in your teaching. A practical guide for classroom practitioners, the book goes through 50 ways that technology can be used to enhance learning. One way is the ‘bring your own device’ (BYOD) idea, illustrated below.
Pete’s interest in technology developed over his 20-year teaching career and, in the last three years, has moved into observing student teachers as a teacher educator. Admitting that he’s not what you would expect from an author of a techy book, Pete explains that he started out as an English teacher. Far from being a permanent resident of Cyberspace, Pete says there’s nothing he likes better than sitting under a tree in the sun reading a real book!
Teaching media and film as well as English, Pete experienced the rise of technology in the 1990s that was, he reflects, perhaps not great value for money, particularly given the fast pace of change in the tech industry. Pete says he’s a great believer in putting energy into learning first, and technology second. He makes it clear that he’s not a tech evangelist! What can readers expect from the book? Pete’s book provides a comprehensive exploration of a range of techniques such as gamification, the use of social media, video streaming in the classroom, tools for instant feedback and flipped learning. Not only are these ideas presented in an accessible way for busy teachers, but the book goes further by actually evidencing the impact these techniques can have on learning. There is even guidance on how you can evidence the progress of your pupils with these innovations. So, how do you use TEL in your classroom? Tell us your experience of using technology to enhance learning in your classroom for a chance to win a copy of Pete’s book, worth £19.99! Just tweet Pete @Petestarryid using the hashtag #50ways. If you’re not on Twitter, just email Pete on p.f.atherton@ljmu.ac.uk. The winner will be announced in the next issue of Partnership Matters, out this summer. Pete’s dos and don’ts for Technologyenhanced Learning (TEL) Whilst not being prescriptive, because that’s not what TEL is all about, Pete offers some ‘dos’ and ‘don’ts’ for your own practice… Do: • Think of learning first. • Develop problem-solving skills. • Be transparent and compliant. • Always be mindful of safeguarding. • Reflect.
Don’t: • Jump in with both feet. • Impose technology on your learners. • Assume they’ll know how to use it. • Be put off – persevere.
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Many thanks to our students, staff, mentors and schools for their time and effort in helping to put together this edition of Partnership Matters. Look out for our Summer Edition 2018!
School Trips 2018 5th June – 18th July
9:30-3pm
22nd
For the year running, we are offering an alternative school trip, where the children will spend a fun-filled day out taking part in sporting or outdoor activities in a safe and friendly environment. All activities are taken by either teachers or trainee teachers and sports coaches from the University.
Contact the Marsh Sports Office: 0151 231 5230 sportstart@ljmu.ac.uk