Recent research into ITE provision relating to diversity (Davies and Crozier 2006) suggested that while there were examples of partnership schools supporting student teachers effectively and providing positive models of practice, in many cases, less importance appeared to be attached to those QTS Standards which relate to diversity.
In order to address this Multiverse has commissioned a collection of resources to support mentors in addressing the QTS Standards in diversity. Click on attachments below to view each resource.
Guidance for student teachers on addressing diversity and EAL issues in the classroom
The guidance has been developed for primary student teachers in order to integrate aspects of diversity into their teaching. It can be used by mentors to encourage their students/trainees to meet the Standards in relation to diversity and EAL. The guidance can also be used for the secondary phase.
Activity 1: Mentoring/partnership development: using a Multiverse resource
This activity shows how the above Guidance on addressing diversity and EAL can be used by ITE providers, school-based mentors or classroom teachers involved in advising or assessing student teachers/trainees. Although this activity is aimed specifically at student teachers/trainees working in the primary phase, it can be adapted for use across all phases.
Activity 2: Mentor Training Activity
This discussion session is for staff in schools or ITE tutors involved in mentoring and assessing student teachers/trainees on school placement. The activity is designed so it can be can be used or adapted for as wide a range of contexts as possible. For example, a group of school-based staff working in a predominantly white, rural area may have different training needs to an equivalent group based in an inner city, more ethnically diverse context. The activity is appropriate all age phases.
Activity 3: ITE-based mentor training session
This session is aimed at teachers who are acting as mentors for minority ethnic students on school placement. The activity was developed as part of a larger project commissioned by Multiverse which considered the issue of tackling racism on school placements. (Basit et al, 2005) (See link below for full project report)
Activity 4: School-based mentor training session
This session is aimed at teachers who are acting as mentors for minority ethnic students and includes a role play session designed to develop mentors' understanding of racisms. This activity was also developed as part of a larger project commissioned by Multiverse which considered the issue of tackling racism on school placements. (Basit et al, 2005) (See link below for full project report)
Conference report: Mentoring Conference at University of Sunderland (November 2006)
Feedback and emerging themes from small group discussion questions:
- Historically, the QTS Standards relating to EAL learners were perceived by some schools as being more ‘difficult’ or ‘less relevant’ to student teachers. This was particularly the case in schools where there were no EAL pupils, or those located in predominantly white contexts.
- There could be a lack of confidence around ‘race’-related issues on the part of some school-based staff and in such cases, having more prescriptive guidance relating to what kinds of evidence students should be offering in relating to the QTS Standards would be welcomed. In addition, partnership development could involve professional development in this area for school-based staff.
- Having opportunities to share innovative practice (such as that showcased at the conference) was both informative and stimulating and more of the same would be welcomed.
Project Report: Mentoring for Diversity in a predominantly monolingual area - update on pilot study
This study seeks to investigate the following:
- What happens when teachers, lecturers and local authority staff work together in partnership to share experiences and expertise in the inclusion of minority ethnic, bilingual, Traveller and refugee pupils within a local context where the majority of schools have very few minority ethnic pupils, whilst a minority have very diverse school populations?
- Can the creation of such a specialist partnership group support the development of local expertise in mentoring ITE students (in terms of the QTS standards relating to diversity) and, if so, in what ways?
The project was completed in July 2007. Click on the link to view the final report 'Diversity on the Doorstep'.