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Case study: Working collaboratively to develop a generic model for primary and secondary multiple placements

Leigh Hoath

Job title: Science PGCE course leader

ITT provider: Bradford College

Publication Date:

About this case study

Feedback suggests that both trainees and schools are getting a lot out of paired placements. Science PGCE course leader Leigh Hoath explains how Bradford College has worked collaboratively to develop a generic model for multiple placements in primary and secondary schools.

Leigh says:

"We’ve worked closely with our schools to come up with a model for running paired placements, which offers three options. With team teaching, the trainees plan and deliver the lesson together. With co-coaching, one trainee teaches while the other observes and gives descriptive feedback. With tandem teaching, planning is shared but one trainee leads while the other works as a teaching assistant. Of course, time is also allocated for solo teaching."

"We’ve now developed a handbook, setting out how the models work and explaining the benefits of each one. Feedback suggests that both trainees and schools are getting a lot out of paired placements. For students, I think it’s very reassuring to be able to compare themselves with someone else who’s just starting out, rather than a really experienced teacher who makes it look easy. And if students can help each other, it’s going to reduce the burden on mentors and class teachers."

"We’re now looking at rolling out paired placements across the secondary subjects and we’re also using the model with our undergraduate teacher trainees. We actively encourage the schools involved to share their experiences with each other. They’re the people really best placed to ‘sell’ the benefits. We also run a mentor training programme, which gives mentors who haven’t yet been involved with paired placements to learn from those who have."