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Listen
connect: report on implementation of Better Behaviour - Better Learning, 2004
3 supporting teachers - additional staff and support for teachers
- REVIEWING ALLOCATION OF RESOURCES
- DEPLOYMENT OF STAFF
- SUPPORT STAFF TRAINING
3.1 80% of authorities report that schools have targeted additional resources to increase staffing in order to support social inclusion and the development of positive behaviour strategies in all schools. A range of funding streams have been used to enhance staffing, together with authority and school budgets.
Authorities report that the additional resources have been used creatively and with maximum effect. Class sizes have been reduced, "out of hours" auxiliary support has been allocated to children and young people, additional in-class support and behaviour support is in place, outreach teams to support primary children with behavioural difficulties have been allocated additional resources, additional staffing has supported the development of support bases in secondary schools and more focused early intervention work, some authorities report that this has resulted in decreased levels of disruptive behaviour and higher levels of sustained re-entry into mainstream schools for children and young people.
3.2 80% of authorities have enhanced the levels of support staff in both primary and secondary sectors. Some authorities have established task groups to review remits of support staff in an attempt to harmonise terms and conditions for auxiliaries, special needs auxiliaries, classroom assistants, and behaviour support staff, to assist schools to deploy staff more flexibly.
"Additional staffing has enabled an increased number of challenging pupils to be included in mainstream school."
Aberdeenshire Council
SEED has commissioned research to explore in more depth the use of additional support staff to promote positive behaviour. This study will report in winter 2004.
3.3 Many authorities have well developed training programmes for support staff. Programmes are mostly delivered by the local Further Education Colleges and lead to accreditation.
Authorities are also reviewing training and career pathways for support staff to attract quality staff into posts. A few authorities report that the additional staffing, together with relevant training, has reduced the levels of exclusion and the requests for alternative educational placements out with the authorities.
"Training gives us confidence in what we do, it makes us feel included and more valued as members of staff."
Support Staff, Clackmannanshire Council
3.4 All authorities have well developed systems for allocating resources to support children and young people with additional support needs, including those with behavioural difficulties. These systems are kept under review. Some authorities are moving to models of allocating resources linked to the process of staged intervention and newly developed policies of inclusion. Some authorities have introduced new and radical models, in consultation with Headteacher colleagues and other professionals working with children and young people. All authorities are striving to make their systems of allocating resources fair, equitable and transparent.
3.5 All authorities reported that they had developed procedures for stages of intervention within the wider framework for supporting pupils. SEED has funded 23 authorities to develop policy and procedures specifically for the Staged Intervention model, FFI (Framework for Intervention). East Ayrshire Council have been funded by SEED to co-ordinate the training, nationally, and are also directing the national evaluation. Early indications are that the initiative has resulted in improvements in handling behaviour difficulties in class. The role of the behaviour co-ordinator is reported, by staff, as supportive, minimising isolation and allowing for the sharing of good practice.
"The introduction of Staged Intervention and a focus on managing disruptive behaviour have led to a positive impact on promoting positive behaviour."
East Ayrshire Council
3 supporting teachers - staff development
- CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS (CPD)
- MULTI-AGENCY TRAINING
- INITIAL TEACHER EDUCATION (ITE)
3.6 All authorities are developing CPD programmes for all staff in schools. Some authorities provide CPD programmes in partnership with universities for teaching staff, leading to a post graduate certificate and diploma in support for learning. Authorities have established CPD Steering Groups and some have Development Officers with a specific remit for delivering probationer programmes. Probationer programmes are focusing on behaviour management, effective learning and teaching, and anti-bullying training, as well as classroom management. Many authorities report that they are auditing staff development and training needs to take account of existing and new policy and legislation. Authorities have identified staff development and multi-agency training as a high priority as they move towards the implementation of inclusion policies and strategies for the management of behaviour and discipline.
The Scottish Executive has recently set up a CPD Advisory Group and associated sub-groups to ensure momentum for the ongoing delivery of the CPD agenda. A CPD Inclusion Group has been established to ensure that inclusion and equality are promoted through continuing professional development in education. A national CPD
co-ordinator has also been appointed.
3.7 Further development of multi-agency training has been influenced by initiatives and policies such as the joint strategy between education and social work to support children and young people being looked after by the authorities, the partnership between education, social work and health to provide joint plans for children services, and the multi-agency approach to developing accessibility strategies for all children and young people with additional support needs. The development and roll out of the Integrated Community Schools initiative has had a positive impact in planning for multi-agency training. In a small number of authorities Integration Managers are taking a lead role in planning and delivering multi-agency training to support vulnerable young people and their families. Integration teams are working with clusters, locality groups and learning communities. A small number of authorities and schools where training has been well established are now in the process of evaluating their programmes. Some authorities are commissioning universities to lead on multi-agency training, and report that these processes have been evolutionary and that they have developed to take cognisance of local issues and needs.
"We have carried out multi-agency training with Social Work, Parents/Carers, Health and Education over a period of 2 years to support LAC. This has enhanced our ability to appreciate the different professional approaches involved in supporting the holistic needs of all our children."
Falkirk Council
3.8 BB-BL reported that the current review of initial teacher education should include the extent to which student teachers are prepared to meet the challenges of supporting social inclusion through effective behaviour management, the promotion of positive discipline, and classroom management skills. The review looked at discipline and classroom management as priority areas. Work with other disciplines and with parents/carers also features.
The review of initial teacher training has concluded and is due for publication in autumn 2004.
Connecting:support for teachers
Orkney Council
Training for Classroom Assistants in liaison with the local college
Training for support staff UHI-HNC in supporting learning needs. Rolling programme of training in Diploma in Inclusive Practice-open to all teachers.
West Lothian Council
Multi-agency Training
West Lothian Council commissioned The Interface Team, Aberdeen University to develop and deliver multi-agency training using a collaborative action inquiry framework.
Moray Council
Solution Oriented Schools
Two Secondary and three Primary school staff teams have had initial training in solution orientated principles and methods with a view to developing the solution oriented school, linked to a staged intervention approach.
North Lanarkshire Council
CPD Programme for Teachers
The Council has developed an extensive CPD programme aimed at improving behaviour in schools. Training is delivered on Staged Intervention, Restorative Practice and Reasoning and Reacting as part of a whole package.
Scottish Borders Council
Probationer Training
The Scottish Borders has developed a systematic approach to the delivery of training for behaviour management for all probationer teachers.
ORKNEY ISLANDS COUNCIL
CPD for Teachers and Support for Learning Assistants
Contact Lead Officer Trevor Baxter,
Service Improvement Officer (SEN)
Department of Education and Recreation Services, Childrens Services,
Council Offices, School Place, Kirkwall, Orkney KW15 1NY
Tel: 01856 873535 ext 2418
Development HNC in Supporting Learning Needs for Support for Learning Assistants. Provided in partnership with the University of the Highlands and Islands (UHI). Staff are released for one day per week during the academic year. Course is fully funded and lasts for two years. Modules are:
Year 1
Approaches to dealing with challenging behaviour
Child protection
Information technology applications
Practical Communication skills for the workplace
Year 2
Learning processes
Workplace practice in a learning environment
The effects on human development of learning difficulties/disabilities
Principals and practice in education and training... learning difficulties/disabilities.
Diploma in Inclusive Practice for teaching staff. Provided by the University of Aberdeen. Eight modules over two years. Presentation consists of three days face to face and two study days for each module. There are six core modules and two options. Core modules are:
Inclusion: Concepts and Contexts
Promoting Effective Learning and Teaching
Partnership and Collaboration
Understanding and Using Research
Consultancy
Curriculum Development.
Options include:
An Introduction to Specific Learning Difficulties
Alternatives to Exclusion
Interagency collaboration: teachers and therapists
Assessment
An Introduction to Autism
Negotiated Independent Study.
Reflection on Practice Outcomes from the Diploma course have been very encouraging with a significant impact on practice in classrooms. This has been particularly noticeable where two members of staff (Support for Learning Teacher and Class Teacher) from one school attended the course. The school has gone on to form a partnership with a neighbouring school to develop a dyslexia friendly environment in all classes.
WEST LOTHIAN COUNCIL
Multi-Agency Training
Contact Kate Reid, Director of Education,
West Lothian House, Almondvale Boulevard, Livingston EH54 6QG
Tel: 01506 776000
Email:kate.reid@westlothian.gov.uk
Development The Interface Team from Aberdeen University worked with West Lothian to develop and deliver staff training using a collaborative action inquiry framework ( CAI ). The staff development was targeted at the multi-agency staff group in each of the five clusters, initially engaged in the development of the Integrated Community Schools.
The CAI process provided the opportunity for staff members from the professions represented to re-evaluate their perspective in the light of views from other group members. It provided the crucial opportunity to value the networking opportunities and skills of the Integration Officers. The Integrated Community Schools development process within West Lothian reflected many key themes in effective partnership encountered by the Interface Team across Scotland:
- The need to promote the ownership of the changes needed
- The need to improve integrated working
- The importance of recognising and valuing staff with networking skills and responsibilities
- The need for all professional groups to acknowledge co-dependency
- The need to share different professional perspectives and agendas
- The need to accord equal status to all partners in the decision-making process.
Reflection on Practice A Sample View of One Cluster
Q 1. What were your initial thoughts and feelings when asked to take part in the process of Collaborative Action Inquiry?
A. Positive way forward to assist the steering group and others to begin to understand the integrated community schools initiative, its purpose and vision, and also to identify roles and responsibilities within
Q 2. Within the overall process, what particular aspects did you find useful? Please identify reasons for your answer.
A. Although at times the process was difficult -at those times it was good to feel where support lay. Outside agency gave a sense of objectivity which was useful in confirming own feelings and opinions
Q 3. Were there any aspects of the process which you found less helpful?
If so, please give some details.
A. Yes, it seemed that things like poster making etc-although enjoyable in their own right-were a bit false and made people feel a bit self-indulgent, for example "why am I doing this when we could be doing other, more important, things".
Q 4. Please identify the progress made or the changes (if any ) which happened during the Collaborative Action Inquiry Process.
A. The process probably brought to a head dissatisfaction from the school staff.
Some increase in understanding of other professionals' roles.
Steering group members more aware of the difficulties in implementing the ICS initiative.
Q 5. In what ways did the CAI process contribute to these developments/changes?
A. I hope it identified difficulties and misunderstandings which needed to be aired to help us all to move on.
Allowed discussion to take place. Flexible approach.
Q 6. Please identify your staff development and training needs.
A. I feel that it is important that future staff development is linked more closely with actual practice , for example, instead of completing
the final session, our cluster has opted to have a sub-group draw up a draft development plan.
Q 7. Please give any other comments.
A. The problem remains of resources.
This was a big time commitment and I felt I was just meeting with core members to discuss issues we have discussed in other arenas.
The general feedback from senior managers was that the early stages of Collaborative Action Inquiry process helped professionals to recognise and value current good practice and build on it, as well as identifying the gaps and overlap in service delivery when considering the needs of the community. The process has been evolutionary and the West Lothian clusters continue to develop training that recognises local issues and needs.
MORAY COUNCIL
Solution Orientated School Programme
Contact Lead Officer Douglas Wilson, Inclusion & Support Manager, Beechbrae Education Centre, Duffus Road, Elgin, Moray,
IV30 4NP Tel: 01343 550999
Email:douglas.wilson@moray.gov.uk
Trainers Deirdre Cavalcante, Educational Psychologist Tel. 01343 550999
Kirty Macintosh, Educational Psychologist Tel. 01343-440999
Sandra Bruce, Outreach
Co-ordinator Tel. 01343 557900
Development The Solution Oriented Schools (SOS) programme is an outcome of a relationship between Educational Psychology and an independent consultant/trainer, Ioan Rees. This relationship, which has been ongoing within Moray over the past five years has resulted in a significant number of school staff and others training in solution brief therapy approaches. It has also led to Moray having two qualified trainers in solution orientated practice.
The programme is also a fundamental aspect of Moray's Staged Intervention approach. By combining both the solution oriented approach with the structure of a staged intervention model, we have been able to develop training and support packs for schools that have a whole school application. They are directly linked to the classroom environment and the raising of attainment for all, including staff, pupils and support staff. Further, the solution oriented approach is entirely applicable to clerical and admin staff, janitorial and catering staff.
Reflection on Practice Teaching and Auxiliary staff within three primary and two secondary schools have undertaken a one day training in solution oriented principles and methods. They have also had the opportunity to look at, and now apply, the training packs. School staff can be heard having solution oriented discussions with colleagues and introducing pupils to solution oriented principles. Posters identify the solution oriented school. The approach is to be evaluated through an interim report in October/November 2004. A successful outcome is likely to lead to consideration of a
roll-out programme to involve all Moray schools. Discussions are under way to look at making the training packs available to local authorities in Scotland.
NORTH LANARKSHIRE
Continuous Professional Development (CPD) for Teachers
Contacts
1. Agnes Donnelly, Inclusion Manager, Inclusion Support Base, Pentland Road, Chryston G69 9DL
Tel: 0141 779 4891
Fax: 0141 779 4183
Email:agnesdonnelly@ea,n-lanark.gov.uk
2. Gerry Shields, Quality Improvement Officer Inclusion, Quality Development Service, Municipal Buildings,
Coatbridge ML5 3BT
Tel: 01236 812236
Fax: 01236 812575
Email:shields@northlan.gov.uk
Development The Inclusion Support Base has provided (and will continue to provide) extensive training opportunities for staff in all sectors in relation to staged intervention approaches, as well as similar opportunities in Reasoning and Reacting, Positive Alternative Thinking Skills (PATHS) and Positive Inclusion Partnerships (PIPS).
Alongside the local authority's stated commitment to train every teacher (5000+) in Cooperative Learning and the involvement in a Scottish Executive pilot in Restorative Practice, these approaches provide real and quality opportunities for staff to re-align their teaching approaches to a more inclusive service.
Reflection on Practice Schools have already identified staged intervention coordinators whose tasks include acting as a focus for staff in school and as a gateway to the variety of experiences available out with school.
The authority is planning formally to launch the Inclusion Strategy shortly, and this will involve face-to-face meetings between Senior Officers and groups of staff from all sectors. The strategy encompasses all the many facets of the authority's approach to the delivery of a more inclusive education service.
SCOTTISH BORDERS COUNCIL
Supporting Teachers
Probationer Training-Assertive Discipline-Scottish Borders Council
Contact Kate Houston, Education & Lifelong Learning, Council Headquarters, Newtown St Boswells, Melrose TD6 0SA
Tel: 01835 826540
Email:khouston@scotborders.gov.uk
Development Assertive Discipline is the positive approach to discipline recommended to all schools, primary and secondary by the Scottish Borders Council Education Department. Behaviour support teachers, behaviour resource staff and an educational psychologist are qualified trainers in Assertive Discipline. Part of their remit is to consult with school management teams on reviewing the school discipline policy. They also deliver training and support schools through the development and implementation of the programme.
Promoting Positive Behaviour, also known as Assertive Discipline, is a planned system of positive behaviour management based on Lee Canter's "Assertive Discipline." It a highly structured, systematic, consistent and practical approach which is achieved through effective teaching approaches to discipline, based on a classroom discipline plan consisting of:
- Rules, consistently applied;
- Routines, drawn up for each classroom activity;
- Positive recognition for good behaviour;
- Consequences, consistently applied, but aiming for minimal intervention.
The approach offers teachers co-ordinated, consistent, practical strategies to help establish an emphasis on positive behaviour and to build self-esteem. It also provides clear expectations for pupils and their parents. Although it is essentially a whole school approach, it can also be adapted to suit the needs of the individual teacher or department and is linked to raising attainment and teaching and learning.
WHY USE THE APPROACH?
Research shows that if you want to change the behaviour of others, you have to change your own behaviour.
- Assertive discipline approach enables teachers and pupils to feel positive.
- Assertive discipline approach is fair and there is no discrimination.
- Assertive discipline approach can be personalised to everyone's situation.
- Children respond better to praise than punishment.
By establishing the optimal classroom environment, the teacher can teach and the pupils can learn.
WHY USE THE APPROACH FOR PROBATIONERS?
- There is recognition that although probationer teachers are well trained in teaching techniques, they often need further development in the extra skills necessary to deal with the daily behaviour challenges they encounter in the classroom. The main aim is positively to prevent behaviour problems occurring and to teach pupils to make responsible decisions about their behaviour. By enabling pupils to be successful at school, we are empowering them with the skills for their self-esteem and future success.
Reflection on Practice
WHAT EFFECT/EVIDENCE IS THERE TO ILLUSTRATE HOW IT SUPPORTS CHILDREN IN SECONDARY SCHOOL? (A Primary School version is also available)
- More challenging pupils know that everyone is being treated the same. There is no one being "picked on".
- More challenging pupils receive positive recognition when it is merited.
- More challenging pupils know they will always receive the consequence if they step out of line.
- Teachers feel more positive both about the pupils and their ability to cope with classroom behaviour.
- Pupils feel more secure because the teacher is more in control, having planned out how he/she will deal with different situations.
- Pupils are taught the Discipline Plan and everyone understands how it will work, there is no uncertainty about what is meant.
- There is a more positive atmosphere in the classroom and pupils feel more relaxed.
- Pupils feel they learn more because there is a reduction in interruptions due to misbehaviour of a few.
- Pupils know what is expected of them, even if it is different to the class next door, expectations have been made explicit.
- There is a marked reductions in detentions, pupils find that the teachers are using minimal intervention whenever possible.
- Pupils find that there are more strategies being used within departments both with positive recognition and consequences, for example, "Chef of the Week", positive referral to a senior member of staff.
- Parents are more involved and know when things are going well, communication with teachers is not always negative.
- Low level, off task behaviour is dealt with quickly and often, reducing the amount of escalation.
- The teacher has time to include the more challenging pupils in a calmer environment.
- The teacher can be more objective, using words like "you are choosing" and not "I am telling you".
- Teachers become more skilled in managing who they perceive to be challenging.
- Teachers have more empathy for the challenging pupils.
- There are fewer exclusions.
- The role of support staff becomes clearer.
- Support staff time can be more effectively channelled towards the smaller number of challenging pupils.
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