Recent Research and Development Projects

See below for some of my most recent research and development projects:

Multi Partnership ITE for Vocational Teachers - Learning and Skills Improvement Service Funded Project, 2012

BEST: Bespoke Routes into Teaching - LSIS Funded Project 2012-13

Outstanding Teachers, Outstanding Learning Project - Education and Training Foundation Funded Project 2013-14

I was involved in the following projects while at Canterbury Christ Church University:

 

Multi Partnership ITE for Vocational Teachers - Learning and Skills Improvement Service Funded Project, 2012

This project involved the development of an innovative ITE programme to enhance subject specialist teaching and learning. The creation of an ongoing resource bank and new and extended links with Diploma in Education and Training consortium partners, schools, employers and STEM were key features of the new programme; access to STEM, literacy and numeracy support and QTS/QTLS linked experiences are embedded within it.

The project offers:

  • Subject specialists (Subject Leads) acting as hubs for vocational trainees-drawing on local, contextualised experience and their own contacts with employers and industry
  • A re-focussed DET Programme with subject specialist teaching as a key theme for learning activities and assessment
  • Subject Specialist workshops in twelve subjects, each event showcasing resources and facilities across the Mid/East Kent consortium institutions
  • Links with local secondary schools via STEM and 14-19 Pre-Service PGCE at CCCU to embed peer observations across contexts
  • A dedicated VLE for subject specialist teaching and learning, populated initially by Subject Leads, with resources, teaching and learning materials, discussion boards to support trainees in their teaching, and their course assessment.

Capability skills and experience required of associates:
Professional standards and workforce development, Vocational Education and Training, Leadership and Management, Communications
Design and implementation of training delivery, effective stakeholder engagement, specialist expertise around teacher education, ability to work confidently and productively, communicating and organising effectively, networking, interpersonal and collaboration skills, good problem solving

 


BEST: Bespoke Routes into Teaching - LSIS Funded Project 2012-13

The development, in collaboration with our ITE Partnership,  of a suite of flexible qualifications for vocational teachers with subject specialist pathways in ESOL, English, Maths, IT, Firearms and SEND at levels 4, 5 and 6. Delivery modes meet local demand: fast-track, blended, full- or part-time courses.

DTLLS was replaced by a suite of ITE qualifications created as a result of project funding and aligned to the Qualification Guidance published in March 2013. These courses are at three levels and offer a range of subject specialist pathways which align with the key purpose of the project to set up new models of delivery in English and maths; we added three other pathways in response to demand from specific partners. We developed a range of flexible delivery modes which partners choose from according to their need and local contexts
The scope of the project was very broad and aimed to cover a lot of ground and to respond to partner and regulatory demand.

Apart from that, our aims were broadly achieved. We produced a suite of eleven courses and pathways and took the opportunity to validate two additional short courses in English and Maths skills to meet demand from partners.

New handbooks for the Diploma/Certificate/PGCE, and the Introductory Award were produced and two new VLE areas established and populated with materials to support the new modules.

Capability skills and experience required of associates:
Professional standards and workforce development, Leadership and Management, Communications

Communicating and organising effectively, high level of written and oral communication skills, networking, interpersonal and collaboration skills, good problem solving, expertise in PR, communications, engagement and digital media, tactful and diplomatic when dealing with sensitive matters.

 


Outstanding Teachers, Outstanding Learning Project Education and Training Foundation Funded Project 2013-14

The overarching aim of the project was to move teachers and trainers in the ETS (FE and Skills) from “Needs Improvement” to “Good” and “Outstanding”, and to support Good and Outstanding teachers to maintain their performance, dynamism and motivation.

The project focussed on those trainees whose sessions Required Improvement or were Good, to move them on to be able to deliver sessions which are Good or Outstanding. To underpin this, we have concentrated, at each stage of the project, on features identified as characterising outstanding sessions. However, we also recognised the importance of valuing and supporting Good and Outstanding teachers to maintain and continually develop their performance, motivation and dynamism during what many see as challenging teaching careers.

An important strand of the project is the upskilling of FE teachers to deliver GCSE Maths and English: this meets the requirements of our partners who have requested our support and input for this additional training and addresses the national agenda for the provision of GCSE English and Maths for all students.

The impetus for the project is informed and endorsed by the Ofsted report on the 2011-12 inspections of courses leading to awarding body qualifications which recommended a systematic regime of target setting and feedback to ensure that the achievement of teachers on training programmes improves. The project thus addresses the Foundation’s principles i and viii which emphasise the need for impact measures and evaluation as key factors for driving work. It also addresses the four priority areas in the delivery plan.
All strands of the Project were underpinned by the ten features that characterise Outstanding teachers. Teachers are adept at:

  • planning and organising themselves and lessons
  • working with SEND
  • differentiating for learner needs
  • managing behaviour

They ensure:

  • stretch and challenge
  • innovative strategies/activities

They have:

  • presence, passion and enthusiasm
  • excellent subject knowledge

and are confident in their own English and Maths skills and knowledge and Embedding English and Maths 2

The project work fell into four strands, each concentrating on the ten characteristics and how we can develop these in trainees.

Strand 1 Research
We interviewed a range of trainees, failing and outstanding, qualified and still training, across the sector to pinpoint what they think will work and how support should best be delivered to be most effective and to have greatest impact on teaching performance and skills.

Strand 2 Resources
The resources were developed through consultation with partners and were trialled in three phases:

  • With teacher educators
  • With qualified teachers
  • With trainees

Strand 3 Coaching
Individual trainees were identified in two categories by teacher educators at partner institutions: 1. As “requiring improvement” in their teaching, and 2. As needing support to upskill in English and Maths in order to deliver GCSE. This aspect of the project was identified by Ofsted in the report referred to above as worthy of rolling out across our provision

Strand 4 Conferences
Four conferences were held at the end of the project life.