Partnership College Teacher Education Newsletter

Spring/Summer 2011-12

Meeting Individual Needs Event July 2nd - July 6th & Partner Organisations Contents

01 It’s a Wraparound 03 Staff 08 CPD Training Opportunities Created by Ben Tillett Departures and New Arrivals Details of forthcoming & Yvonne Harrison Masters Courses 03 Partnership Award Winners Edited by Dave Howard 2012 09 “ITT-What should we be doing as a school?” 04 “You teach best what you The aim of this publication is most need to learn” 10 Enhanced Partnerships to keep partnership institutions Progress report informed of events and changes 05 EDeBAM Introducing the within Teacher Education and new European Diploma 11 Mentor Training Update Continuing Professional in (educational) Business 12 CPD Courses Summary Development at Bradford College Administration & University Centre. Management 06 Meeting Individual Needs Conference 2nd-6th July

It’s a wrap around!

Enhanced partnerships are an essential element of strategic developments within teacher education. Who benefits? We all do The college has been trialling different ways of working with schools and other educational settings. One of our aims is to harness the skills and talents that are out there in schools but also to see if some of the knowledge and interests of staff can be shared with children and teachers. Maggie Power has been working with staff at Marshfield Primary School in Bradford, using her skills as a story teller to work with the children in year 5. She has linked up with her old student, Michael Spalton, who is now deputy head at the school, to plan a small project that will involve sharing stories. They have then worked at developing skills in the children that will enable them to tell tales to other groups in the school.

Page 02 Staff Departures

ince the last issue of the Partnership magazine several members of staff have announced they will be leaving the College at the end of this year. We thank them for their significant Scontributions to Teacher Education and partnership work. We wish them the very best for the future.

They are:

Mick Dunne Susan Morgan Head of ITE Employment-based Routes tutor Anne Reay Maria Mychaliw Maths Subject Leader Employment-based Routes tutor Amrik Varkalis Kate Cleary Creative Arts Subject Leader PGCE Primary Course Leader David Mayers Sally Fisher Creative Arts tutor PE Tutor

New appointments y name is Paul Clarke and I am very pleased aving worked at Bradford College for seven to have recently joined Bradford College months it would seem about time I introduced Mas a full-time lecturer in Science Education Hmyself to those I have not yet had the chance based at McMillan. My experience is as a teacher in to meet. I am Matthew Pearson, the latest addition Primary, Middle and Secondary Schools as well as to the secondary PGCE team. After training in County advisory work for a number of LAs. During the last Durham I have worked the last few years in North ten years I have been employed by both the Teacher Halifax as a science teacher. I am a physicist by degree Training Agency and the Training and Development but have spent most of my time teaching Chemistry Agency in a number of roles, all of which have involved since I joined the college. A keen interest in electronics working with universities, schools, LAs, SCITTs, regional is being well used to contribute to a STEM project and national agencies and charities involved in Initial with one of our partner schools and I presented at the Teacher Education. Most recently I was Yorkshire and science festival earlier in the year. It’s a pleasure to the Humber Regional Lead for the TDA which, amongst be a part of teacher education in Bradford and I look other responsibilities, included working alongside forward to working with more of you in the future. National College to support the development of Teaching Schools.

Partnership Award Winners Primary and Secondary Well done to these schools and all those nominated for awards. We genuinely appreciate your work with us and the student.

Primary Secondary Scout Road Academy Belle Vue Girls Copthorn Primary School Business & Enterprise College Roberttown (CE) Junior & Infant School Allerton Grange School Horton Grange Primary School University Academy Byron Primary School

Page 03 “You teach best what you most need to learn.” Richard David Bach

have been directly involved with more specifically by Ofsted. Are really teacher education for over twenty good teachers subversive? Professor Iyears and have over ten years’ Debra Myhill, from Exeter University, experience of working in schools. Like has advocated that a good teacher you this has meant facing, managing should go in for “creative subversion” and coming to terms with almost year- but adds the really crucial ingredient on-year change. The high standards is a teacher’s ability to reflect on his of professionalism observed in schools, or her own performance and then to nurseries and in such institutions as change it. Others believe that such my own has been have been one of a teacher was someone who was the few constants as has been the “left to get on with what they think pleasure of working with children and their students need”. All unanimously adults alike. agree that teachers with the highest qualifications are not automatically “Sharing in the the “best” teachers in the classroom. teaching/learning Why do I enjoy teaching so much? process is something I think it stems from the fact that I that has endlessly still see myself very much as a learner and that sharing in the teaching/ fascinated me.” Dr. Mick Dunne Head of ITE learning process is something that has How can it be that in spite of endlessly fascinated me. Sharing my ceaseless government interventions learners; where does this energy come passion for science not just as a body and false promises our profession from? of knowledge but as a knowledge seeking endeavour is particularly remains characterised by very high Undoubtedly some teachers were rewarding whether this is with the levels of genuine commitment to ‘born’ to teach. We have such a young people, immense graft and colleague here who is the archetypical Brownies or those studying at Masters considerable optimism; teachers tend ‘tap dancer on the desk’ individual, level and beyond. Although no-one to have glasses that are half full not someone a tad eccentric with an explicitly reports that a “good teacher” half empty? obvious passion for his subject and needs to like children, Professor Myhill Teaching, whether in school or here a contagious enthusiasm for sharing did say that “a teacher who hates in the College, is something that I this with anyone that will listen. Not children may be very good at class have relished; indeed, colleagues are every teacher was born to teach. management but they are unlikely to sometimes amused by the range of We all know individuals who have be very good at encouraging learning”. means employed (some of a slightly worked hard to become exceptionally I think I must be a learner-centred devious nature) to enable me to good practitioners yet they are not teacher which is just as well. work with our students. But what is it ‘desk top tap dancers’ and neither about teaching that draws us? Why should they be. What is interesting do we despite the ever-increasing when one researches ‘outstanding bureaucratic burden, the growth in teachers’ is some of the surprising Dr. Mick Dunne the number of hoops we have to jump features that are identified yet not Head of Initial Teacher Education through, continue to give 110% to our necessarily recognised generally or [email protected]

Page 04 European Diploma in (educational) Business Administration & Management (EDeBAM)

radford College is one of six international Facilities Management: professional centres working with Manchester Management for Educational Excellence: Metropolitan University(MMU) to deliver B Creative Business Management: the European Diploma in (educational) Business Administration & Management (EDeBam). The diploma Business and Enterprise Development: has been developed to provide a clear career path for Human Resource Management: school-based professional non-teaching staff; school business managers, executives and administrators. It can Unfortunately, full descriptions for some units are help them increase their skills and knowledge base to not yet available. enable schools to deal with the increasing complexities of the delivery of education. The Diploma is endorsed by the Bradford College will begin delivery of this Diploma in European Forum on Educational Administration (EFEA). July 2012 commencing with the Safer Cultures unit. The Diploma consists of 3 units selected from the 9 For further information please contact listed below. However, each unit is also a stand alone Yvonne Harrison or Michelle Megson at: qualification and brings with it one year’s membership of [email protected] the specific international professional organisation. This means having access to professional support and advice throughout that year as well as being recognised as part of that professional community. The study programme for each unit consists of a one day training session held locally and continues with online learning. As a student of Bradford College you will have the support of a tutor during your study and access to all College facilities including learning resources.

The 9 units are: Safer Cultures: ‘Statutory Recruitment’ Framework which is accredited by the Institute of Administrative Management (IAM). The Programme aims to provide participants with a framework for developing a safer culture and improving their own professional knowledge.

Marketing Strategies: Marketing Strategies is designed to help existing and aspiring School Business Managers and school support services staff to understand the principles of marketing as they apply in a school context. (IAM)

Operational Finance and Risk Management: This qualification will give students the core knowledge and understanding of organisational finance. (IFA) Effective Governance: This programme will assist leaders and managers to understand legal principles and concepts in order to provide relevant legal advice and support to stakeholders in school and in the local community.

Page 05 Meeting Individual Needs event hosted by Bradford College and partnership schools 2nd - 6th July

he intention behind this conference/series of events Schools will open their doors to visitors to share best practice is to provide opportunities for people to meet, share through learning walks and opportunities to meet and talk Tand discuss provision for children and young people with practitioners, enabling you to see how individual needs with a range of needs. In this context ‘individual needs’ can be addressed. should be interpreted as widely as possible. We wish to Monday and Friday events will be held at the College (lunch celebrate and share diversity, achievements and aspirations. included in the cost); most of the school-based events The conference/events will mainly involve schools and other will take place Tuesday to Thursday inclusive with some educational settings in in partnership with workshops also in College on these days. Bradford College University Centre. Educational providers The cost of attending the events are as follows: will open their doors for attendees to experience, first- hand, excellent provision in meeting individual needs. It •• £25 per session (AM/PM); £10 per session for students will involve children and young people, teachers, parents, •• £50 Full day; £20 for students for full day student teachers and other professionals exploring multi- agency working in its broadest terms. Experts will provide We hope to see you there! information and insights as well as presenting their The final calendar of events is still taking shape but booked research findings. Workshops will be offered in specialist events include the following: areas addressing the needs of particular groups of children and young people with opportunities for discussion and For more information please visit our website: www. professional development. A range of resources will be meetingindividualneeds.co.uk demonstrated in practice. There will be opportunities to meet representatives from commercial companies.

Events in Educational Settings •• Learning walks in a range of schools focusing on meeting individual needs •• Role of the nurture officer •• Addressing equal opportunities •• Domestic abuse awareness •• Managing the Early Years Foundation Stage Progress Check at age 2. •• What Do Practitioners need to know? •• Working in an integrated way to improve outcomes for children with identified needs (birth to five) •• Supporting Pupil Emotional Wellbeing •• What an inclusive classroom looks like •• Educating International New Arrivals •• Assessment for Learning •• Meeting individual needs - dyslexia-friendly schools •• Social work in schools •• Unheard voices “stereo typing and assumptions”

Page 06 Programme of Events*

Rt. Hon. David Blunkett, MP Key note lecture

Key note lecture - Support and aspiration: Lorraine Peterson OBE CEO Nasen the next steps - a SEND update

Professor Len Barton, Emeritus Professor of Key note lecture - Sharing research on children’s attitudes to Inclusive Education of University of London disability

Dr Jean Conteh, Key note lecture - The centrality of the understandings in- volved in promoting learning for bilingual and EAL learners

Dr Wendy Joliffe, Research into Cooperative Group Work and its Impact on Inclusion

Workshops at Bradford College - a selection Best practice for SENCOs Development of language and communication in young children Developing communication for children with sever communication difficulties The role of bilingualism in classrooms The power of the narrative Improve reading in 30 minutes Inclusive ICT pedagogies The Impact of Educational Spaces on the individual Learning Outside the Classroom and Related Pedagogy Together Through Play - Facilitating Meaningful Play Between Disabled and Non-Disabled Children. Social Worker Deployment in schools (primary and secondary) Visual stress Domestic Abuse – Supporting children Supporting children with autism, asperger’s, and PMLD Working with families of children with disability Teachers’ perspectives on creating and managing inclusive classrooms Meeting the needs of more able learners

Savile Park Primary School Halifax Singing and signing choirs Woodbank Special School Halifax

Exhibitors - a selection Crick Software Ltd TTS Group - Special Direct Crossbow Education Ltd Dickory Designs Happy Secrets Sweet Counter Mantra Lingua Books & More

*This programme is yet to be finalised; please visit the website for an up to date list of events.

Page 07 CPD at Bradford College

Masters in Education educational practitioners. You will be encouraged to evaluate There are 6 Masters courses in: Education, Teaching, a range of teaching and learning strategies that can be used Leadership and Management, Early Years Practice, Inclusive to meet the needs of learners with autism. Education and Practitioner Research. Courses start in For further information contact September or January. [email protected] Think you can’t work and do a masters? All modules are delivered in the evening and some require weekly Preparing to Teach in the Lifelong attendance for up to 12 weeks but some are delivered Learning Sector mainly through tutorials. You will do 60 credit points (cp) per Fee: £275 year and so complete over 3 years. Do you have staff who are involved in training their If you have a PGCE with 60 cp at Masters level you can colleagues or who want to gain insight into teaching? If so accredit these towards a full Masters of 180 credits and the Preparing to Teach in the Lifelong Learning Sector will be the course. very useful. An 11 week course one morning or evening per week, February and October starts. If you have 12 or more New for School Business Managers: staff interested we can deliver on your premises with a start European Diploma in Business date to suit you. The course teaches the basics of planning Administration and delivering a session in an active, experiential way. 3 modules which require 1 day attendance and then distance learning in: For further information contact: [email protected] •• Safer Cultures - first module starts in July 01274 436389. •• Marketing Strategies •• Operational Finance and Risk Management Behaviour management 19 Nov to 14th Jan 5 - 8pm For further information contact Bradford College on [email protected] This module will consider behaviour with regard to general classroom management and the management of Understanding specific individuals who may present more challenging behaviour. learning difficulties It will encourage individuals to explore their own practice and the challenges they face in terms of behaviour Tuesday evenings 18 March to 13 May 2013 5 - 8pm management. It will consider the roots of behaviour A module examining the definitions and causes of e.g. difficulties in terms of individuals and organisations. It will dyslexia, dyspraxia and dyscalculia and effective teaching consider different approaches to behaviour management and learning strategies. This can lead to a 15 cp module with an emphasis on formulating approaches that are both at level 5. positive and effective.

Mentoring and Coaching Supporting Mobility Tuesday 19 Nov to 14 Jan 2012 5 - 8pm Tuesdays 18 March - 13 May 5 - 8pm A series of sessions that looks at the techniques used in A specialist course examining techniques for developing mentoring and coaching. You will also examine the skills and mobility with learners with visual impairment. (You must be qualities necessary to be a successful mentor. This can lead working with learners with a visual impairment in order to to a 15 cp module at level 5. take this module as practical tasks will be set).

Understanding Autism Tuesday evenings 21st Jan to 11 March 2013 5 - 8pm The purpose of this module is to develop students’ knowledge and understanding of autism and to explore the implications for affected individuals, their families and

Page 08 Initial Teacher Training - What Should We Be Doing As a School?

s a school who takes many students from all of partnership between students and the school is to work. It is the West Yorkshire ITE providers, we have had the here that one can set out the expectations for professional Apleasure of supporting students for many years. conduct, address any concerns that the students may We became an Academy at the start of this year and have and ascertain any specific learning needs that they this change lead us to reprioritise within school to decide may have. Once these are identified, the school can find the direction that we wanted our school to go. As part opportunities to provide the students with the enhanced of this new way of thinking, we decided that we would learning they need. This may be in the form of observing like to become far more involved in the development and expert practitioners within the school, visiting partner training of future teachers. We have been in an ‘Enhanced schools, spending time with subject leaders; the possibilities Partnership’ with Bradford College since the start of are endless. the academic year to the mutual benefit of all parties involved. Since being in this partnership I have taken At our school we have also, with the college’s support, some time to look back at the provision we have given trained all our teachers as student mentors. This has students in the past and have maybe come to question meant that any teacher who has a student has a greater why in fact we didn’t take it upon ourselves to enhance understanding of the expectations for the placement whilst all students’ experiences whilst placed here with us before again providing an excellent CPD opportunity. we committed to such an arrangement with the college. It is, of course, the time in their learning journey when they Keeping abreast of the most recent initiatives in ITE can are gaining possibly the most useful learning experiences enable a school to develop student school-based learning (not to detract from the valuable work that they do in experiences for the benefit of both the school and the college). Is it now the responsibility of all schools who student. We are a Read Write Inc school and, as reading take student placements to provide extra experiences and is high on the priorities in teacher training, we have been learning opportunities for the students placed with them on able to train and support students in delivering one teaching practice and beyond? to one sessions with targeted children. What we have gained is knowledgeable adults who can help our children My response to this question would be yes, but of course it to progress, and the students now have a heightened is also subject to the capacity of the school. It is refreshing awareness of synthetic phonics and assessment. I am to know that gone are the days when a student turns up aware of another local school who has offered students the at a school for six weeks, teaches their share of the lessons opportunity to visit them once a week to deliver a similar whilst the teacher goes about doing their other jobs and scheme and I urge any school to consider approaching then leaves at the end having made little impact. Students the college when you think that you have a learning are a valuable part of the school staff (albeit for a short opportunity for their students that you too will benefit from. period of time) and should be fully inducted into school life. Having a student in your classroom should be seen as a At the end of the day, the government wants to produce privilege, a fantastic CPD opportunity for school staff and a teachers who are employable and therefore those students chance to shape the teachers of the future. who have had as much in school experience as possible are bound to be the ones who are successful in gaining a job. For any school receiving students, it is imperative that they We need to take more responsibility for the development have a designated person for ITE and wherever possible of the teachers of the future and no matter how little your this role is strengthened if it is held by a member of the input is, it will make a difference. Senior Leadership Team. If this is not possible, then regular contact between the ITE co-ordinator and SLT is beneficial. This person should have a full overview of all the students placed within the school and have the responsibility of inducting upon arrival on that all important first day of their Helen Crowther placement. It can be hard in a busy place like a school to Assistant Headteacher find the time but this induction process is imperative if the Beech Hill Primary School, Halifax

Page 09 Enhanced Partnerships - a progress report

any schools will know about Bradford College’s reading support project involving regular small group work Enhanced Partnership programme. This is where to improve children’s reading skills. Maggie Power, an MBradford College and its partner schools work experienced Link Tutor, has also been working with children in ways significantly beyond the traditional initial teacher and staff at Marshfield Primary school in an exciting story education placements. telling project which supports the school’s ‘speak it, write it’ learning focus. It has been a very busy year, with 12 confirmed enhanced partners and discussions ongoing with a significant number One of our very first Enhanced Partners, Bradshaw Primary of other schools. The following offers just a small snapshot School, continues to place initial teacher education at the of some of our exciting collaborative work. centre of their work in teaching and learning. Supported by an experienced Link Tutor, Malcolm Johnson, Bradshaw has We have been working with a range of partners to taken a lead role in supporting our undergraduate participate in our Meeting Individual Needs Conference, students in the first two years of their studies. Hosting a which you can read more about elsewhere in this newsletter. large number of our student teachers in classes right across Beech Hill Primary School and Holy Trinity CE Primary School the school, they continue to provide an excellent in Halifax, John Jamieson Special School in Leeds and school-based experience which acts as a strong foundation Woodbank Special School in Luddenden and Canterbury for their future success in the classroom. Nursery School and Children’s Centre in Bradford have had a busy time organising a wide programme of events at We have enjoyed working with NQTs with a number of College and their schools. We are very much looking forward schools including Thornton Grammar School in Bradford to welcoming to the Conference many teachers, parents, and University College Academy in Keighley. We are happy students, school staff and other professionals with an to provide an input to school CPD – just ask and we will see interest in education. The conference is far from traditional what we can do! School staff from many partner schools with the majority of events being enquiry-based in schools. have also helped us in teacher recruitment Take a look at the website and seize the chance to learn interviews to make sure we select and train an exceptional from and share good practice! next generation of teachers. http://www.meetingindividualneeds.co.uk Lastly, many of you will know that Thomas Lister Academy, We enjoy a successful partnership with John Jamieson formerly Aire Valley School, has just joined Appleton Special School in Leeds, where we work with them as their Academy as the second academy sponsored by Bradford HEI partner as a National Teaching School. We have worked College. We look forward to a long and successful together in recruitment and selection of staff and students, partnership with the school. governance and various teacher education projects. We look forward to extending our work with this school which Would you like to know more about enhanced has so much expertise to offer in all aspects of teaching partnerships? Give Christian Bunting, Partnership and learning. Leader, a call on 01274 431 625.

We have been developing collaborative teaching and Christian Bunting 01274 431625 learning projects with many partner primary schools. At [email protected] both Byron Primary school in Bradford and Mount Pellon Primary School in Halifax, we are involved in school-based literacy projects. At Byron, a large group of Bradford College undergraduate students are currently involved in an early

Page 10 Mentor Training Update

irst of all I would like to say the course and experiencing success. about the skills and qualities needed a very big ‘thank you’ to all So, what makes a good mentor? I am to be an ‘outstanding’ mentor. There Fmentors who have worked with sure we have all experienced being are three types of events. The first, Bradford College students this academic mentored at some time in our lives, ‘Generic training for ‘new’ mentors’ year. It is always interesting to hear in some capacity, and could easily aims to explore and develop the skills our students talk about their school describe this ‘outstanding’ mentor. and qualities of a mentor, as well as experiences; without doubt, the most What qualities did they possess? What developing lesson observation skills important factor for a ‘successful’ was it that made them encourage you and how to give supportive feedback. placement is the relationship between to do your best? The second type of event is ‘Primary/ the mentor and the student. Secondary phase specific training You may well have been mentoring with for new mentors’ where the focus is During my time working as a PGCE us for quite a while now, and might be more on Bradford College placement secondary tutor/link tutor I have thinking, ‘what next?’ or you may be documentation and procedures. In witnessed what makes an ‘excellent’ thinking about mentoring in the future addition, if you have been mentoring mentor. Many times students recount and would like to know more about the for a few years now, you may wish to when a mentor has ‘made the role. Next academic year (2012/13) we attend ‘Experienced’ mentor training, difference’ or ‘gone the extra mile’ – are offering a range of mentor training where we will explore issues such as and it has clearly had an impact on events, and these will be for ‘new’ working with potentially ‘outstanding’ their motivation and, in some instances, mentors and ‘experienced’ mentors. trainees and how to support weaker the difference between their leaving They will encourage you to think trainees.

Details of these are below:

Generic training for new mentors (Primary and Secondary) DATE VENUE TIME King James’ Secondary School, 19/9/12 All day Knaresborough (regional event) 4/1/13 Bradford College Morning 17/1/13 Huddersfield University (regional event) Morning

23/4/13 Bradford College Morning

Primary Phase – specific training for new mentors

14/1/13 Bradford College 13.00 – 16.00

22/1/13 Bradford College 16.00 – 19.00 23/4/13 Bradford College 13.00 – 16.00 Secondary Phase – specific training for new mentors 24/9/12 Bradford College 16.00 – 19.00 14/1/13 Bradford College 13.00 – 16.00 22/1/13 Bradford College 16.00 – 19.00

23/4/13 Bradford College 13.00 – 16.00

Training for ‘experienced’ mentors – Primary and Secondary

12/11/12 Bradford College 16.30 – 19.00

26/2/13 Bradford College 16.30 – 19.00

Details of these events will be sent out to schools before the end of the summer term. If you have any questions regarding any aspect of mentor training, please drop me an e mail. My e mail address is [email protected]

Page 11 CPD Courses at Bradford College University Centre

•• Masters in Education Masters in Education, Teaching, Leadership and Management, Early Years Practice, Inclusive Education or Practitioner Research. Courses start in January.

•• New for School Business Managers: European Diploma in Business Administration Behaviour Management 19 Nov to 14th Jan 5 - 8pm

Supporting Mobility Tuesdays 18 March to 13 May 5 - 8pm

•• Understanding specific learning difficulties Tuesday evenings 18 March to 13 May 2013 5 - 8pm

•• Understanding Autism Tuesday evenings 21st Jan to 11 March 2013 5 - 8pm

•• Mentoring and Coaching Tuesday 19 Nov to 14 Jan 2012 5 - 8pm

•• Paediatric First Aid We run paediatric courses which meet the needs of Ofsted. For further information and details of dates and times these courses will run please contact [email protected] 01274 43 3432

•• Foundation Degree in Supporting and Managing Learning in Education Includes modules in supporting special needs and pastoral care. Please contact Debbie Rolls for further information [email protected]

•• Preparing to Teach in the Lifelong Learning Sector Contact [email protected]. 01274 436389. Fee: £275.

The listed courses are available to partnership schools and organisations. Please feel free to get in touch if you or any of your staff would be interested in undertaking any of the above. Further course details can be found on page 08.

CPD Events - International Activities - GTP Experience