Www.le.ac.uk University of Leicester Students in Classrooms Jean Baxter and Lucy Croucher.
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Transcript of Www.le.ac.uk University of Leicester Students in Classrooms Jean Baxter and Lucy Croucher.
www.le.ac.uk
University of LeicesterStudents in Classrooms
Jean Baxter and Lucy Croucher
Training session 1
2
Training Outline
• Schemes
• Benefits
• Working with schools and colleges
• Professionalism
• Raising aspirations to further study
• Evidencing your experience
Schemes
• Students in Classrooms
– Modules placements (including Undergraduate Ambassadors Scheme UAS)
– Tomorrow’s Teachers
• Volunteering/CONTACT
Benefits
• Schools
• Students
• Pupils
• University
Number crunching• 6,000
• 20,000
•35,000• Over 60,000 interventions if each one of
you has contact with just one class on each day of your placement
• That’s 60,000 opportunities to raise aspirations and attainment and change someone’s future
Working with schools and colleges
• Overview of the city and county schools
• University engagement with schools
• Social exclusion agenda (Widening Participation)
City Schools/Colleges
• City secondary schools are mainly 11-16
• supported by FE colleges delivering post-16 qualifications
• Four of the city schools have retained a sixth form
County Schools• County structure is Primary-High- Community
College/Academy (Upper School)
• Transition from Primary to High at the start of years 6 or 7
• Transition from High to Community College/Academy (Upper School) start of year 10
• High schools therefore offer experience of top end of primary and pre-GCSE secondary (11-14)
• Many County schools are now Academies -‘independent state schools’. Free from Local Authority control.
University engagement with schools • Cross sector, including primary
• Students in Classrooms, ITT placements, CULN
• HEI Collaboration (Aimhigher ended July 2011)
• Departmental relationships
• Work placements on campus (70 last year)
• Projects (GENIE, Botanic Garden, Medreach)
• Realising Opportunities Compact scheme
Social Exclusion Agenda
• Widening Participation – targeting pupils in state schools for interventions designed to raise aspirations and attainment
• Strong focus for all University school and college engagement
• New HEI collaboration (post Aimhigher)
• Students in Classrooms is a lynchpin of this plan
Widening Participation
• Education is a powerful transformational experience which promotes:
• Social justice
• Economic strength (individual and national)
• Physical and mental well-being
WP – target groups
• NS-SEC social groups 4-7– National Statistics Socio-economic Classification– occupationally based classification
• IMD – Index of Multiple Deprivation– measures relative deprivation across the country
• Disability
• Certain Ethnic groups
• Looked After status
• No family history of HE
• Low income (Free School Meals)
What this means in schools
Achievement at GCSE - % of pupils attaining 5 GCSEs A*-C including Maths + English:
• 98-100% - Independent and ‘best’ State schools
• 58.6% - the national average
• 68% - highest for Leicester City (only 6 schools above nat av)
• 21% - lowest for Leicester City
• 31% - celebrated level of achievement in one city school coming out of special measures.
• 12.8% - national rate of achievement for LAC
What this means for individuals
• Achievement depends on where you live rather than your ability
• Failure at GCSE at 16 impacts on life chances
• Low aspirations at home and in school
• Poor progression advice (Russell Group statement)
• Failure to progress to FE – NEET population
• HE not on even on the menu for many
Professionalism
•What is professionalism?
Professionalism
• Behaviour
• Dress
• Address
• Timekeeping and reliability
• Communications
• Child Protection
Placement Induction – first visit– Introduction to Link Teacher/identify key staff
– Discuss your placement content – exchange of ideas
– Special project/requirements – go with ideas but be flexible
– Policy: Health and Safety/Emergency/Bullying/Equal Opportunities/Discipline and Behaviour/Child Protection
– Appropriate dress and how to address colleagues
– Refreshments/staff room rules/toilets
– Where resources are kept
– Schemes of work for relevant year groups
– If there is something you don’t know, ASK!
Skills Development/Project Management• This is a project and should be managed as
such
• Recording and evidencing your work – make sure you are clear on academic requirements
• Skills development
• Recording observations – how does Module Leader want you to do this? Check!
• Timesheets to evidence your attendance
Project Management• Your input in school is negotiable with your
link teacher
• Engage with a free flow of ideas
• Be clear of module requirements
• Think creatively
• Be organised
• Planning/research/development/delivery process
• All key employability skills
Recording your experience
• Enables project management
• Keep a record of work done in schools and at home timesheets, daily log
• Check your Module Handbook for specific requirements
• State your aims and measure outcomes
• Plan and cost your resources
• Written report giving an overview of your time in school
• Aim for clarity of language and presentation
Skills and Experience Log
• A framework for thinking objectively and subjectively about your experience in school
• Good practice for any working situation
• Allows you to verbalise/contextualise reflective thinking
• Encourages personal development planning
• Journal/Diary
What to completeCHECK YOUR MODULE SPECIFICATION!
On completion of placement, hand in to your Dept:
• Written report or essay + any specific requirements listed in the module specification i.e. Special Project
• Experience Log/Journal/diary
Hand in to us:
• Timesheet (original, signed by link teacher)
• Travel receipts/mileage claim
• We will send you a student evaluation to complete later
Teacher evaluations
• We send and receive back all teacher evaluations from the schools on behalf of Departments
Good luck out there!