The Teacher Training Resource Bank as a Resource for Curriculum and Professional Development

Mike Blamires: Strategic Director TTRB

Visioning Day

Thursday, 17th June

Rochester

Structure:

• Introduction:• Brief Demonstration: • Examples of Use to Discuss• Further Discussion of applications with Curriculum

Development

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

Aims

Consortium

Reviewed Resources Linked to Related

Resources

E-Librarian - Responses

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

Research Summaries & Reports

Guidance

Video

Glossary Items

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

Inclusion Criteria for focus and quality

Peer Moderated Reviews by Experts

ECAB

Stakeholder Group

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

Browse by Topic, QTS Std, Curriculum Area, Resource & Phase

Search Facility & Filters

Really Simple Syndication (RSS)

My TTRB

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

Curriculum Development Primary

Curriculum Development Secondary

Curriculum Development 14-19

Masters Level

About the TTRB

Content Quality Assurance

Using the TTRB

Examples of use

Aims Research Summaries & Reports

Inclusion Criteria for focus and quality

Browse by Topic, QTS Std, Curriculum Area, Resource & Phase

Curriculum Development Primary

Consortium Guidance Peer Moderated Reviews by Experts

Search Facility & Filters

Curriculum Development Secondary

Reviewed Resources Linked to Related Resources

Video ECAB Really Simple Syndication (RSS)

Curriculum Development 14-19

E-Librarian - Responses

Glossary Items

Stakeholder Group

My TTRB Masters Level

Peer review process:Every article published on the TTRB website goes through a rigorous authoring and academic review process before reaching publication status.

Process of Peer review that involves:

• Identification for inclusion by a member of the authoring team. • Article is authored, given appropriate tags and links and any

multimedia content is developed• Peer review by another member of the content team• If it meets the review standards it will get sent for final approval. If

not, it will be returned to the original author for amendments to be made.

• At the final approval stage, the article will be proofread and all links and attachments checked.

• The item is then published to the TTRB website.

Enduring and emerging priorities

• Every Child Matters (five outcomes)• Subject Knowledge / Pedagogy• Personalised learning • Education for Sustainable Development• Integrated working to support the achievement and well-being of

every child • Improve levels of early reading & writing • Revised secondary curriculum 2008 • Introduction of 14–19 Diploma teaching from 2008 onwards • Masters for Teaching and Learning (MTL)

– raising standards and narrowing the achievement gap• SEN & Disability

Subjec

t Kno

wledge

Subjec

t Ped

agog

y

SEN & Disabili

ty

Assessm

ent fo

r Lea

rning

(AFL)

Educat

ion fo

r Sust

ainab

le Deve

lopmen

t (ESD)

Children

s Work

force

and L

eade

rship

Person

alisatio

n

ECM: be H

ealthy

ECM: stay

Safe

ECM: Enjo

y and

Achieve

ECM: Make

a po

sitive

Contrib

ution

ECM: Achi

eve ec

onom

ic well-

being

Rose Revi

ew

Commun

ity Coh

esion

Genda

Agend

a

14-19

(Diplo

mas)

Masters

in Tea

ching

& Learn

ing

Researc

h Meth

odolo

gy

Curricu

lum Im

plemen

tation

Williams R

eport

0

5

10

15

20

25

NovDecJanTotal Nov

DecJanTotal

Example of Priority Topic Spread (data from TTRB)

Illustrative Usage figures taken from TTRB(independently gathered from google analytics)

Over 124,000 page views a month Over 4,800 page views a day Over 1000 visits per day 30,000/month 16,000 Registered Users

37% trainees: 21% Tutors : 22% Teachers One article released every day Users over a 30 day samplefrom UK 23,152, US 985, Australia 255, Canada 163, India 119,

Ireland 118, Spain 116, Philippines 96, Malaysia 88, Germany 72, UAE 64,

Singapore 59, Saint Vincent and the Grenadines 56

108 Active reviewers from over 43 Institutions:

• Question and answer service for teacher education

• Based at the IOE (London) Library Services

• Response within 48 hours

• Answer will contain links to web-based resources including journals and education databases (e.g. British Education Index)

• Search methodology used by librarian is provided

• Searchable bank of previously asked questions

• Users must register with TTRB

• This service which has been live since April 2006 is available for teacher trainers & trainees.

How can the

TTRB support

Master's Level

provision?

How to

contribute to the

TTRB?

What are the

benefits of

becoming a

reviewer?

What is the E-librarian service

on the TTRB?

How can the service support

your work and professional

development?

TTRB Structure Contractual relationshipGuidance, Advice

& Progress

TTRB Project Team

Lightbox Education, Canterbury Christ

Church University, Institute of

Education, British Education Index

Key:

DcSF, Ofsted, CFBT.NCSL, Becta, UCET,

TLRP, ESCalate, NFER

TTRB Reviewers

Over 200 reviewers have

contributed to the TTRB

Students/Trainee

Teachers, Teacher

Educators, Mentors,

Academics and Trainers Representing

the Profession

The Users

Teachers &

Other Professionals

National Stakeholders

Editorial & Commissioning

Advisory Board

A website for the ITT community

Inclusion criteria• Resources are authoritative, relevant and accessible• Reviewed and moderated by teacher educators

Review for each resource• Brief commentary, highlighting issues, context, etc.• Ideas for use with trainees

What are the aims of the TTRB?

• To make available the professional knowledge base supporting teacher education

• Increase range and quality of resources available

• Raise the status of teacher training research and knowledge

• Promote change: Research Impact on Practice

• Provide a personalised support service

Policy documents

Research reports

Secondary Example 1: EAL

Expertise and experience of different aspects of education are not uniformly spread across the country.

For example, in some areas, there may limited experience available in harnessing the potential of a child’s ethnicity or addressing the needs of a child who has English as Another Language(EAL).

To this end the work of Multiverse and NALDIC are referenced on the TTRB particularly in relation to video exemplars of planning, assessment and intervention with commentaries and linked resources to enable schools to build upon their existing knowledge and systems of practice.

Secondary Example 2: Pupil Voice

As a result of coaching, a professional development need is identified in relation to pupil voice and participation.

The TTRB is searched for these terms to locate relevant documents and commentaries on Teachers TV programmes.

These help to develop an understanding of the issues for secondary schools and to find out what other schools have done.

Further searching of e-librarian responses leads to the formulation of a question that relates to the school’s development needs that

has not been previously covered.

This informs the formulation of an action plan for the school.