Experienced Practitioners Andrew Naylor Kirstin Sawyer Bradford College

Outcomes Identify the skills and knowledge that experienced practitioners may have already Analyse the challenges this presents to teacher trainers Construct differentiation techniques that can be used to enhance the experience of these teachers

Knowledge Planning Delivery – Varied teaching strategies – Classroom management techniques – Embedding key skills Assessment – Types and techniques and when best to use them Curriculum planning Legal requirements

Skills Able to establish and maintain professional boundaries Planning – Writing learning outcomes Use effective classroom management strategies Use varied teaching techniques Assess, give feedback and set targets Be able to support individual needs

Challenges Intimidating to less experienced peers – Keep quiet about their experience Use their experience to enhance the teacher training classroom Think they know but don’t Think they can but can’t

Strategies Know your group – pen portrait and use it to contextualise learning Mix groups so experienced tutors act as coach Allocate specific groups and give different task to experienced tutors Use case studies to ‘challenge’ Graduated tasks – start at or reach a different level Work on task through different ‘lens’ e.g. course tutor rather than tutor

Strategies Ask them to work together to present ideas to rest of group When observing make it clear what the expectations are – may be different to new teachers Give choice of task/exercise so can choose what targets their areas for development Different readings – advise to read one particular reading Ask them to work in subject groups

Case Studies Thoughts Strategies

A college is a place where pebbles are polished and diamonds are dimmed Robert Ingersoll (1833 – 1899)