Developing the role and effectiveness of teacher support staff through an innovative online graduate programme.

Ian TerrellGina RevillJane Down Ultralab at Anglia Polytechnic University

Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 16-18 September 2004.

Abstract

This case study research looks at the impact of an innovative, full-time online learning programme at graduate level for support staff. The paper will report on early indications of the outcomes of learning based upon approaches to adult and self-directed learning, learning from reflection, and collaborative action research, undertaken in an online learning community, called “Ultraversity”. The research was undertaken at Ultralab and funded by the Teacher Training Agency. Data has been collected through surveys, an analysis of work produced by support staff for the programme, analysis of an asynchronous online “focus” group discussion, and by telephone interviews. The research attempts to identify and classify the impact on teaching assistants and their work, as well as on the teachers, and the institutions they work in. Ways in which the learning of pupils has been developed will be explored. The research gives some indications of the ways in which highly skilled support staff can impact on schools, as well as highlighting some effective processes of learning online.

Introduction

The BA (Honours) Learning, Technology and Research degree, which was launched in 2003, is part of the ‘Ultraversity’ project conceived by ULTRALAB, a research unit based at Anglia Polytechnic University, with an aim of increasing access for full time workers who have not had the opportunity of going to University, through building an online learning community within an Higher Education programme.

The first cohort recruited approximately 300 students, mainly from the education sector, the biggest group being school support staff with a variety of titles and roles including Teaching Assistants, Learning Support Assistants, and ICT Technicians.

This paper is concerned with the impact the first year of study has had upon the school support staff, and on their workplace, in particular:

The development of knowledge and skill in the use of ICT Understanding of teaching and learning Changed perception of role Perception of self, career and aspirations

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Online communication, networking and community support The development of reflective practice Impact on other adults in workplace and working relationships with other

colleagues Impact on pupils Role of workplace advocate

The information has been gathered from surveys conducted at the end of each semester, online community discussions, telephone interviews and examination of students’ work selected from a random sample group.

In keeping with the philosophy of the programme, students are referred to as ‘researchers’ and tutors as ‘learning facilitators’.

The learning model for the programme

The programme is underpinned by pedagogic principles, derived from a number of associated discourses on learning summarised by terms including:

Learning from experience, critical reflection and action enquiry Collaborative discourse in online learning communities Self directed adult learning

Learning from experience, as outlined by Kolb (1984), Winter (1989) and others, is appropriately for a work-based degree, at the core of the approach. Action enquiry methodology guides the researcher’s research and learning activities following the model proposed by Stenhouse (1975), Carr and Kemmis (1986) and Elliot (1991, 1993). Critical reflection as outlined by Kolb (1984), Barnett (1990, 1997, 2000), and Bradshaw, Powell and Terrell (2002), are integral to the learning processes developed by the degree and can be found in all of the modules undertaken. A key component of year one of the programme is to introduce, develop and enhance the skills of learning and enquiry for greater autonomy and independence in later work.

In practical terms, and more specifically, this means using learning journals to collect and reflect upon critical incidents at work, electronic assessment portfolios as a means of collecting items for assessment and reviewing progress, electronic ‘Individual Learning Plans’ for researchers to take control of their learning within the framework given, and online learning communities for discourse between researchers, facilitators, and experts.

Harisim et al argued, as long ago as 1995, that online communication was emerging as a major educational force, providing opportunities for communication, collaboration and knowledge building, all of which are hallmarks of lifelong learning (Harisim 1995). Considering the rapid change in technology since 1995 this view may have been somewhat optimistic as far as learning in higher education in the UK is concerned. Many initiatives in e-learning have focused upon the creation and delivery of electronic content.

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Ultralab have developed expertise in creating vibrant communities of practice online over many years and several large-scale projects, including, Learning in the New Millennium, Talking Heads, and Virtual Heads projects. The experience of developing Ultralab Learning: a community of enquiry since 1992 has led to the Ultraversity community. (Seewww.ultralab.net)

Ultralab’s experience in developing these online communities, in non-credit bearing environments have proven to be a powerful further stimulus and influence focusing upon collaborative discourse about practice in online communities. This is distinguishable from notions of e learning found elsewhere where tutor directed delivery of content is the main focus and purpose of the digital media. Content does not form the basis of this degree course. The degree aims to promote learning primarily through brief stimuli leading to discussions in the online community to which researchers belong. Researchers are encouraged to direct and lead the discussion and select appropriate foci. Participants, facilitated by Ultralab staff, can share ideas, ask questions and encourage and teach each other, ideally drawing on each other’s strengths. For example, the topic of the use of music in learning and its effects on behaviour management is but one example of such a topic originating from the community. This led to exchanges and suggestions of the kind of music that works best.

Coomey and Stephenson (Stephenson 2001) note the mechanism of empowering learners online to construct and structure opportunities to move from specific tasks to more open-ended and strategic ones. Thus teacher controlled learning opportunities can be replaced by learner managed ones. The work of Lave and Wenger (1991) and Wenger (1998), Bradshaw, Powell and Terrell (2003, 2004), Hart (2003), Heppell and Ramondt(1998) on the importance of learning as a social action through the negotiation of meaning informed the planning of the degree. Self-direction and choice was a further element of the design of the programme which also took account of the work of Knowles (1990) and others in adult learning.

Hence, from these pedagogic principles and practical requirements of Anglia Polytechnic University’s quality assurance requirements, a pathway was created for the first cohort. Essentially the pathway is a shell of generic modules, which can be adapted to meet the individual researchers’ own context, learning needs and job role. Researchers negotiate the coherence of their curriculum in their work context at a modular level with their learning facilitator. There are six 20 credit modules in each of the first 2 years. In the third year, in which the generic graduate skills are built, the course consists of three 30 credit modules, one 10 credit, and one 20 credit module.

A further imperative for the team was to create a process that led to learning but also collaborative change and improvement. Hence, the final stage of the degree was created around the concept of an exhibition of work in a public place, informing peers and the wider community of lessons learned on the programme.

The impact of the programme on participants and their institutions

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Initial feedback from two online surveys conducted at the end of the first semester, in December 2003, and again at the end of the second semester in April 2004, suggest that the programme is having an overwhelmingly positive impact on researchers. In semester one, 88% of researchers reported that they enjoyed the programme, and 77% said that they were more confident in their role. 85% agreed with the statement that the programme was developing thinking about their work role, and this increases to 93% in the second semester, where 89% had been helped to make links between literature and practice. 81% were beginning to make some impact as a result of studying the programme. Increased confidence with using ICT is also evidenced, with 86% reporting in semester two that they were using ICT more in their workplace. Further confirmation is found in the analysis of researcher assignments, telephone interviews and focus group discussions.

The development of knowledge and skill in the use of ICT

Many researchers have increased their use and understanding of ICT and its place in their work. Most, excluding ICT technicians, had not used a computer much, or had only accessed basic programmes, before starting this course, and they were required to use a variety of software quickly. One researcher states that ‘during my communications with my facilitator I have learnt to send attachments with my e-mails’, and with support, in the first semester, they were asked to use online community software, present their assignments electronically, uploading them into the electronic assessment portfolio developed by the Ultraversity team.

The only time that I’d ever used computers was at work and then just to use the programs already on there for the pupils, so starting a degree course that is entirely online, as a complete novice, was a huge step for me.

One researcher says in her first report, that she managed to ‘conquer’ her ‘fear of computers and learnt how to use a lot of the online tools’.

Another lists a set of new skills, typical of many researchers:

My IT skills have improved. This helps me at work as one of my duties at school is working on the computer for many activities. I have learnt how to insert clipart, word art, textboxes, colour fillings, columns and also learnt how to do a word count. I have also learnt how to size digital photographs and how to copy them to disc. I have learnt how to write a report on Word.

As well as these basic skills, being part of this programme affected researchers' conceptual understanding of the place of ICT in learning. Many, such as the following two researchers, describe how the internet has become a source in research:

To understand the term e-learning I used search engine www.google.com to find information relating to e-learning.

Since joining the online community I have visited a number of websites to download relevant information to assist my research work

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Through conducting research into behaviour management, a researcher describes how new skills with technology could be used for behaviour management:

The child constantly fidgeted, touched others, called out, rolled around on the floor and then decided to go for a walk. This child is unable to focus on a task for very long, so I’ve decided to put a few strategies in place for him in my classroom. They are: For me to take a photo when he’s doing good sitting and he keeps the picture with him on the carpet. I will use this as a prompt- saying I know you can do good sitting as I can see you doing it in the photo.

The same researcher has developed an interest in how ICT can be used for teaching and learning:

From researching my role I am aware of my strengths, weakness and the need to have opportunities to attend courses, I realised the areas that I would really like to research are: gifted and talented, ICT numeracy and ICT for special needs

This increased confidence and understanding has allowed those on the course to make connections with others in the same role:

I have become more confident with sending emails, attachments and I’m using it more to communicate with other fellow researchers

Changed perception of role

One of the first modules researchers had to complete was a description and analysis of their job role. This proved to be a significant turning point for many as they began to reflect upon what they were employed to do and how best to fulfil this. It also highlighted tensions between job descriptions and actual duties or expectations.

Many researchers began to look into official school documents-many never having made themselves aware of information and regulation at this level. One researcher outlines how she approached this module:

To begin I looked at School policies to see if they affected the way I should do my job & who was responsible for the policies. To [research the wider role of a teaching assistant] I decided to look at how the learning Support Department fitted in to the whole School & how different staff saw the role

Most researchers have clearly benefited from researching their role, as the following quotes illustrate:

I have had a unique opportunity to research my position. I have established what I am expected to do, what my strengths are and what my weaknesses are

Throughout this activity I have been questioning myself - Do I fit this description? Have I the right attributes? What skills do I need to learn?

The process of completing the early Learning Activities proved to be a worthwhile task as it required me to reflect and analyse the range of responsibilities and competencies needed to fulfil my role. The process of consulting colleagues and my line manager raised my understanding of how others perceive my role. It also made me work out the direction I wish to take with my work

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which has changed considerably since I took up the post. I had not at any time considered my role in the contexts described

I have learned what teacher’s expect from someone in my role, and that roles vary from school to school, but with one main function in mind: to aid children in their learning. I have found out how my role has changed over the years from being a ‘paint pot washer’ to an important member of an education team. Through work shadowing, I understand how all aspects of school life are extremely important in the smooth running of the school. I have learned how much my colleagues value my role within school life, and how valued I am as a professional. Finally I have learnt to use self-review tools within school in order to further my knowledge and skills

In many cases, researchers have reported an increased sense of self-esteem gained through articulating the many facets of their role as support staff, and discovering that their work is valued by colleagues and students:

Through researching my position within the school, I have become aware that in other staff member’s eyes, I am a valuable commodity. It may be that I could, using our current appraisal system, discuss with my Head Teacher the possibility of an amendment to my Job description to ensure that all of my roles are included, especially when they are valued so much

When asking the pupils about my role in the classroom, they saw me as an arbitrator between the class teacher and themselves, a go between to clarify expectations and instructions. Someone to take the stress out of the situation, empowering the pupils to make their own decisions

This term I took a closer look at my role and my work place. I learnt the importance of my role and how it affects the pupils every day lives. I learnt that without me, or any assistants in class, the pupils would not have such an effective way of learning

From comments made in these assignments, there is evidence of the beginnings of reflective practice. This teaching assistant, in the first piece of work at the beginning of the term begins to analyse how her job could be made more effective:

This BA course has been quite enlightening. It has made me review my role as a support assistant with a different perspective. Professionally it has helped to improve my outlook in working with children with special needs. Before the course began, I just followed a set programme without any query. Now I am asking questions and making suggestions as to how to improve the delivery. Like most of the support staff in my school we did, we thought, was expected of us and muddled through the best way we knew how. Now I have started to understand what kinds of learners there are and how to differentiate between the learning skills of the children

Reflection does not, of course, always lead to positive musings. These researchers voice their frustrations, highlighted by the examination of their roles:

One conclusion I have reached during this report is that I am an important part of the school but have not been recognised as such by either my Line Manager or the Head Teacher.

Since reviewing the job description, I have noticed grey areas between the classification of a general assistant, those who do the paint pot cleaning and those who take on roles that are more responsible.

These newly developed skills of reflection can have a complex effect on support staff. The increased awareness can develop professionalism, and there is much evidence to

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suggest that this has been the case. However, there is a sense from some researchers that the change in their perception and in some cases ability, has also resulted in some discontent. This is not necessary a negative result. It may result in creating motivation to aim for a more suitable or satisfying position for them, or it could mean that a support staff worker may challenge exploitation or unsatisfactory working conditions. Some examples of this are:

I am finding the further I am progressing through the course the more unfulfilling I am finding my own job. I am also beginning to find certain tasks very tedious! Am I getting ideas above my station? I have to ask myself!

I feel a higher degree of frustration in my job since starting reflecting on critical events, as I become aware of issues that needs addressing to put things right in the school. I also feel a certain degree of helplessness, as I only can influence change to a small extent

There is no progression within the SEN department itself & training is a contentious point as senior management do not want LSAs out of the classroom to attend training courses. LSAs are not included in weekly staff meetings, it has been suggested that one LSA should go to pass on information, but this reflects badly on how managers see the LSA

Conducting research in the classroom has not always resulted in more productive working relationships with colleagues. A teacher may resent a teaching assistant, for example, challenging his or her view.

I think finding that other members of staff won't allow their views to be challenged has left me quite disheartened, change is something which doesn't seem to be embraced readily by some teaching staff at the school (particularly when suggested by a teaching assistant!) and it means it is difficult to put into practice some of the ideas and good practice emerging from the course.

As for the staff in my school there have been mixed feelings among them. Some are regarding me more capable and have asked me to take on a more responsive role. While others look at me cautiously.

I think that the teachers dislike me contradicting methods that they are using and trying to change them

[Some staff think we are] only teaching assistants and shouldn't get ideas above our station (and should certainly never challenge what a teacher does or says, because they are 'the professionals'). I am not sure how we go about changing this culture

Some schools appear to have a culture which is more supportive of support staff learning on the degree. One researcher describes a meeting with her workplace advocate:

I took him through the basics of my degree course and he got very enthusiastic when he realised that I will do some in-depth research into my work place and role. He could see the benefits for the school that such a project could have. The meeting was very productive

Another describes how she has gained respect from her colleagues and how her job satisfaction has increased:

Over the years I have been gently pushing forward my need to progress as a TA; now I am doing a degree, I seem to have finally earnt their true respect as a fellow 'teacher'. My colleages (TAs)

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have accepted that what I do involves far more commitment and input than they are prepared to do for the salary they get; the teaching staff are treating me more like 'one of their own'

Research has also resulted in more empathy for other staff members and the pressures they are under:

I did 3 classroom observations as part of my report 1 and I can tell you it changed the way I view teachers harassing me. I am much more sympathetic, it made me realise their job is completely opposite to ours

Analysing their job role in more depth, for the majority of researchers appears to have had a positive impact, increasing reflective practice, job performance and satisfaction. What is also highlighted is the complex path this reflection may take support staff. For some, studying for this degree may raise career aspirations. It must be noted, however, that to embark upon a degree points to ambition and focus in the first place, and many may have had these aspirations before beginning this programme.

Online communication, networking and community support

Ultraversity researchers have been encouraged to use a variety of platforms for developing communities and peer support. They have used an in house platform called 'jellyOS', weblogs, and their own web sites. Other tools have been developed in house for assignments and portfolios. The main means of community development has now been established using the First Class software platform.

All researchers belong to the overarching ‘Ultraversity Community’ where everyone can contribute to discussions. The second intake of researchers will also join this space. Break out conferences and discussions, at the request of researchers and beyond the programme of modules have been organised for news, social events, gardening and a Christian Union has formed. Discussions have included conference etiquette and rules (on for example bad language), the environment, testing in education, indeed all mannerof things related to both work and life.

The first cohort are members of a ‘Cohort One Community’ which consists of a communal space and smaller learning sets where researchers are joined by two facilitators who discuss issues in more intimate settings.

This community, in effect, is Ultraveristy’s ‘campus’, which gives researchers a sense of belonging and support. Many have found help and inspiration:

The online discussions have proved invaluable and I have picked up some interesting and helpful tips from them. This Online Community was obviously working for me:

I had been reassured to find lots of others had had similar problems I had found lots of suggestions and helpful hints on how to deal with the problem I solved the problem

My online TA community, took me a while to get into this seemed strange to talk to people, total strangers in this way, but it now feels like they’re friends and we share the highs and lows of our

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course, general chit-chat and I’ve also picked up loads of information in the discussions that has really helped with me the activities we do

My confidence has definitely grown and I have gained a vast knowledge of ICT from the online community. One thing I will definitely do different next time is to ask for help straight away from my online fellow researchers

It has also resulted in networking with other support staff in similar roles, which has assisted not only with study,

being able to join in other fellow researchers discussions has helped me to have a better understanding of the learning activities and what I needed to do to complete the work

I have gained a vast knowledge and experience on specific subjects that the other fellow researchers have placed on their pages. Some of the ideas and resources that I found out I have used at school for my literacy group

I have started using Brain Gym with my literacy group after visiting several researchers’ ‘pages’ and realising what Brain Gym is

Reading through the many different comments I have found it has helped to structure my understanding and learning when researching resources for my reports

but also with their work performance and understanding:

I found the ability to create discussion pages and links to other fellow researchers’ discussion pages very helpful. I was able to create discussions about my work environment, areas of my job that interest me and ask for help on specific subjects

Opening up new ideas and possibilities has resulted for many, in some cases, unexpectedly:

I feel the online community has helped with research and discussions. It’s made me more aware of other people’s views and look at it with a different approach

Overall JellyOs has been a very motivating experience and I’m totally addicted to online learning, as you are gaining so much knowledge from researchers, Learning Facilitators and my ICT has improved tremendously and I’m not afraid to attempt new ideas

My own choices of incidents began to show a common thread which led me to ask in first class if any others had found this and I was pleased to see others had found the same as it made interesting reading. We reflect on incidents and learn about ourselves I had not expected this

There are a few researchers who did not find the online community as helpful, putting it down to their personality and learning style not being suitable for this kind of course:

I have concluded that I am too much of a loner to get the best out of courses like this one, but hope that over the next few years I will be more able to get involved with other students on the course

It is funny, I find I am more at ease at expressing myself in my learning journal than I am online. I suppose it is because I know no one is going to read what I have written and comment on it

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As the year has progressed, this hesitation to contribute to the online community lessened, and as the more shy researchers have become more involved and the communities are vibrant and busy. Overwhelmingly, the community spaces have been a source of inspiration and commeraderie, and support:

I keep saying this will be the last thing I will do tonight and then I just look into another community and I am drawn in again!

I have a huge network of expertise available from supportive fellow researchers; the cycle of learning is constantly being reinforced-you are unsure of something, you commit this in a message, you get several replies from other researchers sharing their newly learnt knowledge, you apply the learning, you take your turn in answering somebody else who comes up with the same enquiry, each step reinforces the learning and the social aspect of the procedure makes it far more effective in my opinion[than other ways of studying]

Development of reflective practice

A key component of this course has been the establishment and upkeep of a Learning Journal. All researchers are required to take record of any significant event in their working day, or thoughts and feelings.

I have found [my learning journal] a useful tool in my work to monitor sessions i.e. talk write, speech and language and BRP. I can keep track on children’s progress much more visually rather than just in my head or through discussions with the class teacher

Most have chosen to keep a simple text diary, but some have kept blogs or websites where they have chosen to make many of their thoughts and ideas public.

I have stayed mainly with text for the time being because I traditionally felt comfortable with it but I am rapidly coming to realise that in a growing online educational environment that other forms of media are far more appropriate in terms of immediacy and effectiveness

The Learning Journals have been a rich resource for researchers to draw on when completing assignments and when developing skills as reflective practitioners.

Since starting this Ultraversity course I have been keeping a ‘Learning journal’. This has helped me to reflect on my progress and see how I’ve reacted in the light of certain situations in relation to the development of the children on my caseload

This was when I suddenly realised the usefulness of the Learning Journal as a catalyst for Reflective Learning which enabled me to make great optimistic intuitive leaps

I have found that looking back at my learning journal has made it clear what I actually do at school

When reflecting on my experiences my downfalls were easier to spot and analyse. By writing the experiences down I had to think more about the contributing factors to the situations both bad and good

It is through ‘writing the experiences down’ that researchers have begun to think more reflectively about their positions.

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I will use reflection in the future to continue looking at my methods of practice and to learn from the problems I am faced with. By continuing to reflect on my actions I hope to improve on my practice

The obvious benefit is that I can go back and reference the journal as and when required. It also makes me think about situations encountered, things that I could have done differently to avoid a conflict, misunderstanding, and situations and tasks that where handled well. It also makes me think about my role if there are skills that need to be developed further, the things in my role I am good at

In the third assignment, researchers were asked to record several ‘critical incidents’ at work and then write reflective pieces based on these incidents-finding common links between them a way to encouraging reflective practice. This appears to have impacted researchers in many ways, such as an increase in professionalism:

Reflecting on the artefacts with negative outcomes has made me aware that, when approaching a new situation, my planning has in the past been in adequate as I had not envisaged the full ramifications of what I was dealing with. It may have been advisable to step back from the situation and try to divorce myself from any emotional responses by becoming objective (is this a synonym for professional?). This may have achieved more acceptable outcomes

A common theme throughout the assignments was the obvious improvement in practice gained through the systematic recording of important events:

Working in a practical field like education, reflecting on and questioning my experiences, helps me to make links between the theories of child development and practice, enabling me to develop my understanding

In many cases, it was not just the support staff member who benefited from becoming more reflective. Often, a teaching assistant, for example, would share and discuss the research and findings with the class teacher, other support staff in the school, and with those in the Ultraveristy community. This ensures not only the person studying benefits from the research, a key aim of the Ultraversity course:

By sharing our thoughts, feelings and expectations of the event with others helps us to see the bigger picture – not just our view, our interpretations but the view/perception of another person. This enables us to construct new ideas/solutions/strategies for the future

What I have discovered overall is that there is much to be learnt from reflection from all different angles (reflection on the incident-my perceptions-another person’s perceptions-reflecting on the whole picture)

Impact on other adults

The impact of researchers’ degree work on other adults working within the organisation seems to depend on the actual role they have within the school organisation and how much contact that role gives them with other adults. The attitude of senior management is also a determining factor. During telephone interviews, support staff outlined some of the impact their study was having upon others in their school:

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There is improved communication and understanding of my role The teacher I worked with found my results surprising The teacher has given me more responsibilities Improved relationships with colleagues Non teaching colleagues are now developing their own PDP [Personal Development Plan] I am introducing changes into the workplace I suggested I should set up a pupil newsletter and also suggested that the Auto Skills reading

programme might be more useful than the Havering Reading programme we were using. In bothcases I was listened to and these have been implemented.

I have been asked to be involved in the Science department ‘Differentiation’ training day.

Not all impact has been so obvious. Some researchers have felt frustrated by little or no support from others:

I have not had much feedback from colleagues or the head Little direct impact on colleagues The staff have not rated this route as a genuine form of degree There is still some query of the

validity of the course as it is not the usual route My institution not always prepared to take a risk-this is limiting factor

Four researchers during the telephone interviews gave details of changes resulting from their work that appears to be impacting more widely within the school:

The action enquiry has brought a great deal of independence and efficiency within the class that I performed the enquiry on. The head teacher would like to take my idea of introducing work trays andimplement it in each class.

Also through further research on reading ability I found out a method of checking reading age above the 10.6+ marking we were currently giving students. This has now been made available to the SENdepartment.

They [teachers] were involved in my action research and found the results surprising. This made them change their approach within the classroom.

It has led to heavy discussions and debates about different issues in relation to the assignments andresearch material I have had to find.

Impact on pupils

For teaching assistants, an improved understanding of learning and behaviour is clearly impacting on pupils. As TAs are becoming more confident in their role, and as they reflect more deeply on the way their students learn, they are noticing changes in the classroom:

I can communicate better with pupils Research work has improved pupil behaviour I now have a better empathy with pupils and the difficulties they have in learning something new Teaching sessions run more smoothly Children view me more like a teacher I take more interest in the assessment and feedback from pupils Pupils have a greater respect for

me and know that I can deliver the subject at their level. They can see that I am confident so they in turn are confident in their learning.

My action enquiry improved the children’s behaviour by implementing the use of

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positivelanguage and monitoring it. Reflection /AE becoming embedded in daily practice and providing a means to better evaluate

both her student’s needs and her own reactions to difficult situations. I have been dipping into ‘Reflective Teaching’ _ by Andrew Pollard-it makes clear how teaching

styles will have to change with new technology and we have to empower children to think.

An improved understanding of pupil learning is a common theme running through the answers from a number of researchers.

Role of workplace advocate:

As part of the course, Ultraversity researchers are required to choose a workplace advocate, a person both able to support studies and ensure that the place of work benefits. The Advocate is not involved with the academic side of work or its assessment but is involved in helping to provide an environment which will maximise learning in the interests of the workplace. The role of Advocate is often the head teacher, or another senior member of staff, but in some cases has been a teaching assistant’s classroom teacher, or another colleague. Workplace advocates belonging to the sample group of researchers were approached and asked if they had observed impact upon the researcher since beginning the Ultraversity programme. A common theme to emerge from this feedback is the increased confidence in support staff. One advocate describes a researcher’s progress:

A’s confidence has grown tenfold. She is more aware of her role in the school. She is taking a lead in her role which she didn’t do before starting the course. She is now creating her own goals and taking action to address these. The action enquiry module has helped her work more closely with a teacher and has brought more respect from the teacher. The reflection module has made her look more closely at issues and has resulted in greater dialogue with staff

Another advocate is similarly impressed:

B has a purpose to her learning she didn’t have before. Her circumstances prevented her from doing traditional formal learning but now she has a way of working towards her goal. She has taken ownership of a number of areas within her work-her own practice has moved beyond Year 6 to other ages within the school. The course has given her a better overview. She is doing more in terms of her own personal development. She is thoroughly committed and very enthusiastic

As touched on earlier in this paper, this increased confidence and knowledge can have complex consequences upon a researcher, affecting relationships with colleagues quite significantly. This advocate also appears to see a negative effect to the change in her employee:

The downside is there is a danger of her operating outside of her own role and more in keeping with a teacher’s role. This is a sensitive area currently and it is important to retain equality with non-teaching staff

For other researchers, the change has resulted in career progression. One of the sample group has been encouraged to join the graduate intern scheme in the school, and

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another’s head has observed the benefits to the school so is encouraging more support staff to study with Ultraversity, placing the researcher in the role of overseeing others in the school joining the course for Cohort 2 and in the future.

Conclusion

It is clear that the Ultraversity degree programme is having a large impact on researchers as individuals, as would be expected on any degree course undertaken. However, growing individual confidence is also impacting on support staffs’ roles within the workplace by making them feel confident, empowered and motivated to innovate and stimulate change; to question problems, issues and approaches. A growing confidence and understanding of ICT and developing ICT skills are also impacting on how they use ICT in the classroom.

Opportunities for communication provided by this degree is the key that is opening the door between workplace colleagues allowing greater collaboration on research, providing insight and improving learning and behaviour for pupils. In some, but not all, school teachers and other adults are seeing the opportunities this course is providing and are making changes to their practice as a result of research that in some cases has given quite surprising insight into a situation. The confidence of researchers to open dialogue, to challenge existing practices and approaches to issues is bringing adults together in a collaborative approach to issues resulting in a greater role and status with more responsibilities for some researchers.

Communication is the key to the impact of this degree with pupils as well as adults. Involving pupils in the research and a better understanding of issues that undermine pupil learning and behaviour are resulting in an improved respect for the teaching assistant role by pupils. An improved ability and confidence to talk issues through with pupils of all ages allows greater empathy and improved relationships to develop.

Understanding and skills combined with a greater willingness to open dialogue with colleagues and pupils are providing opportunities for collaborative approaches to issues of concern within the organisation. The last word must belong to this researcher:

[Ultraversity has] made me look at things that the ordinary In-set days do not. Most of the in-set days are geared at the level of the teaching staff and most of the training goes above our heads. They are not TA friendly and not enough time is given to explain the whys or wherefores of the subject. Ultraversity gets you to look at the curriculum with a critical eye and gets you to question everything. More than that it expects you to explain and find out the results yourself. It is like being a scientist and you are experimenting with ideas until you can come up with the right formula. They also expect you to come up with the correct conclusion. The course sets challenges which are both interesting but also expands your ability and confidence.

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