Supporting “at risk” PGCE trainees

1. Supporting “at risk” PGCE trainees

2. Aims for this session • Identify students who are potentially at risk of not completing their courses • Look at how the UW secondary Initial Teacher Training team have tried to tackle the issues around retention • Identify strategies that might be useful for your course

3. What makes a student at risk of leaving your course? • Being male • Being older • Being married • Being a career changer • Having a higher degree • Having financial commitments • Being an international student • Having dependent children or adults • Lack of social support from peers on the course • A long time between undergraduate and post graduate study • Lack of progress • Personal problems whilst training

4. Activity: Thinking about your course… • Being male • Being older • Being married • Being a career changer • Having a higher degree • Having financial commitments • Being an international student with English as an Additional Language • Having dependent children or adults • Lack of social support from peers on the course • A long time between undergraduate and post graduate study • Lack of progress • Personal problems whilst training • Rank these factors from 1..12 • 12: most likely to have a negative effect on success • 1: the least likely to have a negative effect on success

5. Retention and undergraduates • In 2011 a whopping 31,755 undergraduates dropped out of university, up 13 per cent on the previous year, according to data from the Higher Education Statistics Agency The Independent 03/13

6. Reasons for leaving The Course “I didn’t enjoy my course.” The Costs “I wasn’t eligible for much from the Student Loans Company and with accommodation, living costs, a social life and bills, I realised it wasn’t financially viable for me to stay studying” The Pressures Practicalities associated with university lifestyle may push students away from remaining in education, but it is often emotional and psychological issues that sees student struggle. The Independent 03/13

7. How does this compare to PGCE teacher training?

8. Reasons for leaving: Issues identified the UW team • Conflicts caused by course pressures on family time (the work load) • Lifestyle differences between younger and older trainees (unable to access informal support especially when things are tough) • Over reliance on a strong trainee buddy (avoiding asking for support in the early stages of training) • Relationship with mentors (Life experiences not being valued) • Academic and reflective writing after time away from education (linked to career changers) • Lack of understanding of values underpinning the English Education system (particularly international students) • Late applications (and lack of school experience, unrealistic expectations) • Large bursaries (but is money a good enough motivator?) • Career changers (trainees giving it a go!) • Highly qualified (but not able to translate knowledge into a useable form for pupils)

9. Why might they leave • The course • The costs – retention is not related to costs! In fact bursaries have not improved retention • The pressures At UW we have focused on raising awareness of the demands of the course and putting in strategies to manage the pressures

10. How can we improve retention? Promote a sense of belonging through social engagement, taking a proactive approach and seeking to “engage students, rather than waiting for a crisis to occur” HEFCE (2011) What works? Student Retention and Success Initiative. To dissipate some of the fears associated with a real or imagined sense of impending doom when things weren’t going well.

11. How can we improve Retention WENGER (2000) Engagement suggests participation and results in shaping how we perceive our identity. Imagination entails developing an understanding of who we are in relation to a community. Alignment implies that common goals or principles frame and shape the way we participate UW GOAL: To support trainees in achieving alignment

12. The Interventions(To engage trainees rather than waiting for a crisis to occur) • Subject Knowledge Enhancement • Pre-course tasks • Taster Day • ITT’s Complicated and ITT’s Different • Tracking weekly reviews • Pastoral support (Skype)

13. Subject Knowledge Enhancement courses (SKE) • “In my opinion, it was a brilliant idea to cover the same topics as the ones pupils study in schools “ “we all became quite comfortable in each other’s company “ • Science, Design and Technology (all trainees must teach food and textiles), Modern Languages (trainees must teach at least two modern languages) Mathematics (Trainees do not necessarily have a “Maths” degree) and Computer Science • SKE courses also create a sense of belonging. • They reassure future trainees. • Some SKE courses require future trainees to spend one week at a secondary school and work with pupils. • For anyone coming into teaching after years of working in another very different profession, the SKE has been invaluable in boosting much-needed confidence. “The relaxed and comfortable atmosphere allowed for all of us to progress quickly and at ease. “ • The small, friendly group was a wonderful 'induction' to classroom working practices and I now feel much more at ease about working alongside much younger students and taking part in small groups.” “With several weeks between the end of the SKE and the beginning of the course, meant there was time, as a mature student to carefully examine these themes and stay up to date with relevant newspaper articles instead of 'hitting the ground running' in September. “ “As a mature student, the most beneficial aspect of the course was the updating of vocabulary“

14. Taster Day for Maths, Modern Languages and Science trainee teachers (September 2013 and 2014) • Ice breaker Activity • Presentation by a former Professional Mentor – Expectations from partnership schools, possible pitfalls to avoid and how to prepare for placements. • Participating in a research activity – led by a university tutor who will use the data in a conference presentation later in the year • Sharing of all support networks (ITTs Complicated, International Students network, support for academic writing for EAL trainees) • Academic writing activity • Campus Tour • Lunch with a number of other university staff from Finance, Health and Well Being and Study Skills.

15. Feedback from trainees • “Thank you for a great day. It was wonderful to meet the fellow PGCE students and mentors. It has really helped my nerves for Monday. From Mike.” • “I have really enjoyed the opportunity to meet other students on the course before starting. It was also good to meet important members of staff.” • “Liked the activities at start, opportunity to get to know other students and meet staff. Biscuits in the morning!” • “Dear all. Thanks for a very enjoyable day. It was good to get to know a few people and find out where to go next week etc. The activities were helpful and fun and helped everyone feel relaxed.” • “I really enjoyed today. It was really good to try out my journey to the university and suss everything out. This has calmed my nerves for Monday. It has been great to meet other trainee teachers and get familiar with the building. Thank you.”

16. Pre-course tasks (Modern Languages) The English education system A day in the life of teachers / trainee teachers The pastoral role of the teacher Analysis of a languages lesson ( with reference to similarities and difference between approaches)

17. ITT’s Complicated • Before the course began You Tube Video Link on UW ITT webpage promoting the support group • At the start of the course Letter of invitation to potentially complicated trainees • During the course Monthly lunchtime meetings and regular email contact

18. Hello  I thought now would be a good time to introduce myself and explain a bit about the support group I run called "ITTs Complicated". Two years ago I did some research with a group of mature students who found the challenges of teacher training more troublesome than the rest of the cohort.  Between us we identified factors that put them more at risk of not completing the course despite their commitment to the training and their ambition to be a teacher. The main things that were identified as barriers to success were bizarrely things which they initially thought of as strengths.  Things like maturity and life experience, having a high level of qualification and success in previous careers.   We talked at length about why this should be so and found that rather than being perceived as strengths by others, these things were often seen as threats.  I am a strong believer that you should be as genuine as you are able in relationships and so we used our meetings to discuss strategies to build trust between trainees and the schools they were placed in, without compromising the trainees existing self identity. The other key discovery was that where most trainees have access to lots of informal support from other trainees and from non-trainee friends outside the course, this group didn't.  They liked and were liked by other trainees but because of outside commitments couldn't join in with social side of training.  This meant they couldn’t access the informal support that trainees give each other at University or after school. All trainees experiences difficulties in school - but the complicated groups difficulties became exacerbated by the lack of opportunity to honestly "rant" to people with similar experiences and then to walk away without recrimination.  Families soon get bored of listening to this - trainees in similar positions can laugh and put the problems into some sort of perspective. The group has been really successful and helped many trainees who have had problems on the course to succeed. Don’t worry - I know I teach psychology - but I don't expect you to talk about your feelings.  I am much more interested in finding ways to turn challenges into opportunities and to identify things to do which make things better. Sometimes this can be deciding what is the "least worst" plan of action to make sure you reach your goal - ie, become a teacher. If you think you might be a bit “complicated” feel free to come along. Please bring your lunch and a sense of humour  Judy Topics discussed at monthly meetings November – first impressions. Hopes and fears December – Writing January – what will you repeat on placement 2? February – remember why you want to be a teacher March – nearly there April – summer’s coming May – what to wear at the ball http://www.youtube.com/watch?v=PD5VzM1wwt4&feature=youtu.be Former complicated trainees

19. Feedback • “It let me know that I was not alone when I was crying with exhaustion and was overwhelmed with negativity” • “It made me feel safer that there were other human beings going into teaching who shared a similar experience or world view and could help make teacher training a better place for others in the future”. • “The Group is clearly working effectively – one student saying ‘it helped me stay on the course’, and students wanted it fore fronted to raise awareness earlier of its existence and nature” (external Examiner 2012)

20. ITT’s different • Before the course began Requirement to spend at least 5 days at a secondary state school Additional tasks with a focus on key stages, the roles of teachers, pedagogical approaches in England. Pre-course induction day with opportunity to discuss cultural differences. • At the start of the course Regular emails to remind trainees of “ITT’s different” meeting dates. Monthly lunchtime meetings and regular email contact

21. Tracking progress and feelings through weekly reviews After two days at school: “It has been stressful for me because I need to feel more self-assured in an unknown environment.” After two weeks at school: “It has been a pretty intense week, but I have been able of advancing with my work for university too. I think that I am learning a lot and adapting each day better to the English system.” “I explained to the students that I had no idea, when I was their age, just how useful my French and German would be. I explained how having those languages transformed my previous career when I went from being a local newspaper reporter to a foreign correspondent in Germany, Russia etc.” “Their teacher said they had “really listened”. “

22. Did establishing social networks from the start work? • No withdrawals from Maths, Modern Languages or Science so far… • SKE: Friendships formed during theses courses last through the year • ITT’s Different/Complicated – mixed results. Those who regularly attend complete the course. Key = communication

23. Improving Retention The Course We have built in pre-course experiences particularly for high risk subjects such as Maths, Science and Modern Languages We encourage all trainees – but particularly “risky” trainees to take advantage of the academic and student services support that is available The pressures We encourage engagement with trainee support groups We use weekly reviews as a way of monitoring progress

24. Can you now…… • Share strategies you have used to improve retention on your courses.

25. References • Cope L (2013) The Independent (14th March 2013) Dropping Out of University: It’s not the disaster you think it is • HfCE (2011) What Works final report [online] Available from: http://www.heacademy.ac.uk/assets/documents/retention/What_works_final_report.pdf. [Accessed 26/11/12]. • Miller J. (2013) Supporting Complicated Trainees through their PGCE year in HEFCE (2013) Compendium of effective practice in higher education: Volume 2[online] Available from: http://www.heacademy.ac.uk/resources/detail/retention/Compendium_volume_two [Accessed 27th May 2014] • Wenger E. (2000) Communities of Practice

26. Lunchtime entertainment • http://www.youtube.com/watch?v=PD5VzM1wwt4&feature=youtu.be