In The Guide:

• Background & Context
  • Research
  • ITT Project Phase 2
  • TTA and DfES Guidelines
  • Curriculum Content
• Standards & QA
• The Process
• Monitoring & Feedback
• Provider Checklist
• Mla Checklist
• Trainee Checklist

Downloads

Partnership Models 1 and 2 [50.7kb]

Related Links

Mapping the current and potential relationships between ITT providers and Mlas

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In response to the findings YMLAC proposed to run a series of teacher trainee placements in museums, libraries and archives (mlas). The primary aim of phase 2 of the project was to pilot the models identified in the research phase that would enable trainee teachers to work towards the achievement of the Standards 'in settings other than schools'. The pilot trainee placements which took place formulated relevant assessment materials and training mechanisms for mla staff who supported trainees.

This work coincided with research commissioned by the Museums, Libraries and Archives Council resulting in a report that audited work that was taking place between mlas and providers nationally. The report included a description of the project taking place in Yorkshire. You can download the full report from the Museums, Libraries and Archives Council's website: Mapping the current and potential relationships between ITT providers and Mlas

Initially two placements took place in partnership with the University of Leeds followed by a further five placements in partnership with York St Johns College.

These first two pilots involved trainee secondary teachers studying on Leeds University's PGCE Art and Design course. They occurred during March and April 2004 and we were careful to coincide these placements with a first training day in order to equip participating mlas with the necessary knowledge and skills to support trainees.

Early discussions also took place with York St Johns College. In January 2004 their current Year 3 students were embarking on a serial practice (that is, visiting a school for a number of days spread over the Semester) in preparation for their final school placement in the autumn term.

The college proposed to identify a short list of schools with which they have good working relationships, and ask the students who will be on placement in them if they would consider incorporating an mla element in their final school experience: working with their teacher and/or a subject leader in the school and a member of staff in a museum, library or archive to devise an appropriate learning programme.

This meant that a number of placements could take place during Autumn 2004 developing both models identified in the previous research. Four students focussed on a site visit (model 2), a fifth student planned to bring a range of learning materials to the school context (model 1).