Summer 2006

Innovation in education

Real teaching in real settings

Trainee teachers often complain that their teaching rounds are too artificial and token. Imagine if the trainee teachers could spend significant regular time at the same placement all year negotiating the ‘real world’ of a school? Michael Petrie examines a collaboration between St Kevin’s College Toorak and Australian Catholic University in Melbourne where this is happening.

This year, St Kevin’s College Toorak (SKC) and Australian Catholic University (ACU) have piloted an immersion program for ten trainee teachers who spend one and a half days of most weeks on the separate Year 9 ‘Waterford’ campus. This mutually beneficial project has seen the College embrace its responsibility to nurture new teachers and has allowed the University to explore a more practical learning environment.

These emerging teachers attend meetings, assemblies and excursions as well as taking yard duty, detentions and extra classes. They develop longer and stronger relationships with staff and students, which are genuinely tested and better understood over time. Trainees are able to experience the full range of staff, student and parent moods, reactions and needs.

The setting

Waterford is the separate Year 9 campus of the all-boys St Kevin’s College on Richmond Hill; the main senior campus is only ten minutes drive away at Heyington. Waterford was seen as a gentle introduction and immersion for the trainees because the staff have an intimate knowledge of their students, and are able to incorporate the newcomers into virtually every facet of the campus in a less threatening environment than a full secondary college. With its more diverse range of activities designed to accommodate energetic fifteen-year-old boys, this campus offered more interaction for the trainees.

How does it work?

In first semester, trainees shadow teacher-mentors in class groups to enhance familiarisation and bonding. Team teaching occurs gradually depending on the confidence of the trainee and the teacher. In second semester, there is more team teaching and the trainees formulate new activities and assist with small groups, with their mentors on hand for extra support.

Trainees spend Wednesday afternoon and all day Thursday at SKC each week. This sequence offers exposure to core and elective lessons. Wednesday afternoons are spent supervising excursions and class projects off-campus or conducting special electives under supervision. Trainees also assist in every other way possible as per normal teacher expectations, for example, yard duty, assemblies, special events, liturgies, etc.

Lectures conducted at the university in the trainees’ absence are repeated for this group by the visiting lecturers at SKC. Four trainees spent teaching rounds in semesters one and two on the separate Year 9 ‘Waterford’ campus and the SKC Senior campus also offered teaching experiences to some of the trainees.

Recruitment timeline

1. The program was launched during the usual Dip. Ed. enrolment process in January. St Kevin’s staff spoke to the whole Dip. Ed group and provided Waterford information booklets. Trainees needed to be fully aware of the specific Waterford needs as well as general SKC procedures and expectations.
2. Applications were sought from interested students.
3. ACU and SKC approved and notified the successful candidates. The aim was to recruit trainees with a range of ages, gender, interests and teaching methods.
4. The whole group had an observation round at SKC prior to starting with ACU, which also served as a group induction and introduction to each other.

Benefits to trainees

The trainee teachers reported extremely useful direct comparison of theory to practice. They felt more employable as there were more opportunities to practise and learn and also to observe more teachers in action. They saw a greater variety of styles and contexts modelled, learning far more about typical school protocols, dynamics, procedures, etc.

For many of them it clarified future goals, ideas, hopes and ambitions in the profession. They enjoyed seeing the real teaching world of balancing extra curriculum, disruptions, etc. They were far better prepared than for shorter teaching rounds. There were better opportunities for practicums, and assignments became available. Overall they experienced a gentle and helpful introduction to teaching via the smaller campus.

They have been accepted by staff and students as vital members of the community, which has instilled obvious self-confidence and motivation for their career.

Benefits to St Kevin’s

This scheme has allowed SKC to better understand and meet teacher training needs and provide regular dialogue and feedback. It has given insights into the latest graduate training and innovation, keeping the school abreast of latest trends. The career of teaching is further modelled to students as the trainees exhibit the idealism, freshness, vitality and excitement of new teachers. It also enables SKC to scrutinise some of the emerging available talent pool.

Logistical implications and advice for similar programs

All trainees need to be properly welcomed and treated as equally as possible for a realistic immersion. They need their own area, access to computers, stationery, photocopying, and to be able to socialise with staff at breaks.

Establishing email and telephone contact is vital—they need information and updates for activities, etc., as they are not permanently on campus, yet are expected to be acquainted with recent developments. Holding regular briefings and meetings to acquaint them with campus procedures, timetables and rules is crucial, as in giving them opportunities to ask questions, make observations, propose ideas and suggestions, and seek clarification, so that they learn from the experience.

As these trainees were mostly very eager, capable and talented, their enthusiasm and desire to act and contribute, while greatly appreciated and impressive, could not always be accommodated. Finding meaningful activities is naturally important. The venture does require flexibility, sacrifice, dedicated staff, patience, understanding and time. Both institutions need to plan ahead for calendars, lectures and school activities in order to maximise the experience.

Summary and recommendations

The program was mostly a huge success, especially considering that this was its first year. This may well be the prototype for the future. More schools should consider the mutually supportive arrangements afforded by this venture. It is important for the existing staff to appreciate what it was like to be a trainee. Similarly the trainee teachers need to balance their ACU commitments with the expectations of their adopted school. They need to be positive and intrepid as they inevitably face many unforeseen learning experiences.

Participating schools need to offer an all-embracing experience that treats the trainees as equals rather than appendages. This is easier said than done. Some time allocation may be necessary in fairness to supervising staff. The school will obviously need to make a conscientious decision to embrace the program and the individuals in fully pastoral and administrative ways. There is no reason why this program cannot be a huge benefit to all concerned. It may well change teacher education as we know it.

Michael Petrie is coordinator of the Year 9 Waterford Campus of St Kevin’s College Toorak.

The author owns the copyright in this article. For information related to the reuse of this work in any form please contact the publisher denise.quinn@curriculum.edu.au