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Case study: Including support staff in multiple placements

Elaine Batchelor

Job title: Secondary science PGCE coordinator

ITT provider: University of Leicester

Publication Date:

About this case study

Workforce reform puts the onus on teachers to get the most out of support staff. Secondary science PGCE coordinator Elaine Batchelor explains how the University of Leicester has developed its multiple placements model to include support staff.

Elaine says:

"In two of our six secondary schools, we’ve been using multiple placements to help prepare our science trainees to work effectively with teaching assistants and technicians. Workforce reform puts the onus on teachers to get the most out of support staff. We see it as a crucial part of becoming an effective teacher."

"In one school, pairs of trainees teach together, with one acting as teacher while the other takes on the role of a teaching assistant. We ask them to think about how far the teaching assistant should be involved in planning and delivery and disciplining pupils, and how they should move around the classroom. Feedback from the students shows that they find it really thought provoking. It helps both members of the pair to identify when and why pupils might need additional help."

"The second school has set up a peer assessment scheme where everyone in the department – including the technicians – assesses the extent to which the trainees are working collaboratively with each other and with the whole team. The aim was to help students realise the importance of working with each other to coordinate their requirements and plan lessons, so they can make the best use of the resources in the department."