Teacher Training Resource Bank

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Teacher Training Resource Bank
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TTRB Background Aims

• Background
• Consultation with the sector 2002
• Multiverse, B4L, Subject Resource Networks,
  Research Development Awards, EPPI August 03
  onwards
• TTRB launched April 2006
• Aims
• To make available the professional knowledge base
  supporting teacher education
• Increase range and quality of resources available
• Raise the status of teacher training research and
  knowledge
• Promote change Research ? Impact on Practice
• Personalised support service

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TTRB Structure
Key
Contractual relationship
User Group ITE
Guidance, Advice Progress
Stakeholder Group DfES, Ofsted, National
Strategies NCSL, Becta, UCET, ESCalate, NFER etc
Editorial Commissioning Advisory Board
TTRB Reviewers ITE Over 100 reviewers have
provided reviews for the TTRB
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TTRB Project Team
Project management
Academic Content Management
E-Librarian
Meta-tagging
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Content
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Quality Assurance

• Inclusion Criteria
• Resources are authoritative, relevant and
  accessible
• Reviewed by teacher educators
• Inclusion criteria is available to users on the
  site
• Commentary for each resource
• Brief summary
• Ideas for use in teacher education (specifically
  for teacher trainers trainees)
• Editorial and Commissioning Advisory Board
• Monitor quality and range of resources
• Evaluate proposals for commissioning new resources

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Usage
TTRB Usage to June 07
Key Stats Articles retrieved 4,453,831 Register
ed users 25,625 Tutors 26 Trainees 35
Teachers23 Daily downloads of
articles (Sept 2007) TTRB 13,000 per day B4L
Multiverse 1,500 per day Searches 90,000
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Usage across the sites

• Key figures include
• 3.5 million downloads across the TTRB, B4L
  Multiverse since their launch
• 25,500 registered users across the sites (target
  audience of c.45K teacher educators and teacher
  trainees)
• Significant increase in article viewings from all
  sites since the start of the 2006/07 academic
  year.  B4L (up 37 from August to November 06),
  Multiverse (up 45 from August to November 06)
  TTRB (up 15 from August to November 06) Total
  Viewings in September 2007 TTRB 417,941
  Multiverse 42,429
  
  B4L 50,929400 E-librarian published answers
  being accessed from the TTRB daily

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E-Librarian service

• Question and answer service for teacher
  education
• Based at the IOE (London) Library Services
• Response within 48 hours
• Answer will contain links to web-based resources
  including journals and education databases (e.g.
  British Education Index)
• Search methodology used by librarian provided
• Searchable bank of previously asked questions
• Users must register with TTRB
• This service which has been live since April
  2006 is available for teacher trainers
  trainees.

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E-Librarian service recently asked questions

• Over 700 questions answers are now posted on
  the live site and can be viewed by anyone.
  Topics which have been asked include
• Where can I find articles / research about
  teachers taking ownership and taking over pupils'
  work, in particular those with Special
  Educational Needs?
• To what extend do special and mainstream schools
  affect pupil's social development?
• What resources are available for teaching
  students with Asperger Syndrome - with specific
  reference to Post-16, English?
• I am doing a research project on whether there is
  enough support for children with dyslexia in
  mainstream primary schools.
• I am working in a special school but I need to
  find in depth information on inclusion in starter
  activities, inclusion in the classroom, inclusion
  in DT.

SEN ECM Literacy Behaviour Assessment
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Evaluation / examples of use

• An independent evaluation by HOST Policy
  Research in June 2006 produced the following
  examples of impact
• Many users felt that the thematic sites were a
  time saver for hard-pressed ITT staff in
  providers, with one noting
• (its about) having the information all in
  one place. You could take days doing random
  searches. On Multiverse, its usually there or
  there are links to the information you want. It
  saves an immense amount of time.
• A number of providers had started to build in
  some form of practical introductory sessions to
  trainees to provide them with
• a ready resource to use while they were in
  schools and might be feeling a bit isolated. A
  common outcome from these introductions was
  trainees registered on the sites.
• Mentors have been made aware of the website and
  they have started to make use of it to further
  their Professional Development.
• Using the site has upped the knowledge base of
  mentors who in turn have raised interest in the
  website within their departments. This will all
  have a positive effect on the trainees
  experiences in schools.

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Phase 2 - update

• New 3 year contract for the continued development
  of the TTRB now awarded (Sept 07 August 2010)
• Revised site to reflect new QTS standards
• Further evaluation of use and expectations from
  sector
• Increase use of surveys on the site to generate
  instant user feedback
• Extension to SEN portal (currently underway)
  www.sen.ttrb.ac.uk
• Inclusion of new SEN research awards (about to go
  to tender)
• Vocational Resources working with University of
  Huddersfield to identify resources
• Editorial Board extended membership

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SEN portal (aims scope) www.sen.ttrb.ac.uk

• aims to support the development of effective
  practice in relation to pupils and young people
  experiencing barriers to learning. 
• Includes a guide to special educational needs
  for trainee teachers produced by Nick Peacey
  Janice Wearmouth
• A variety of Teachers TV programmes with
  commentaries and associated implications
• Articulating the Evidence Base
• Reviewing and critiquing the Guidance
• Pod Cast Project
• Legacy Documentation including the Warnock
  report
• Glossary Terms
• The portal will be extended to include the SEN
  training materials

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Demonstration of site questions
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Ability to browse by subject
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Browse by revised standards to be linked to
TDA guidance
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Ask an E-librarian question
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Contributing to the TTRB

• Users can make the TTRB more useful and relevant
  by
• Using and referring to the resource
• Providing feedback
• Suggesting Resources for inclusion via the
  pipeline ttrb_at_canterbury.ac.uk
• Reviewing Research Resources
• Moderating Reviews
• Linking to resources from virtual learning
  environments
• Listing useful resources in pre-course reading
  literature (as demonstrated by Northumbria SCITT
  linking to a resource on Personalisation)
• A resource by the profession for the profession