Mentoring for Diversity: the New Standards

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Mentoring for Diversity the New Standards

• what do we mean mentoring for diversity?
• how well are we doing?
• how can we improve?
• whats new?

Dr. H.J. Smith, Newcastle University
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What do we mean by mentoring for diversity?

• mentoring students in ITE about teaching BME
  pupils and pupils with EAL across school
  contexts
• Mentoring students in issues of citizenship and
  diversity (e.g. teaching about racism) across
  school contexts
• mentoring school-based tutors who are mentoring
  BME students on an ITE course across school
  contexts
• Mentoring each other

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How well are we doing?
The picture in 2000
Taken from TDA website http//www.tda.gov.uk/part
ners/datasurveys/nqtsurvey/nqtsurvey2000.aspx
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How well are we doing?
Taken from TDA website http//www.tda.gov.uk/part
ners/datasurveys/nqtsurvey.aspx
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How well are we doing?
Taken from TDA website http//www.tda.gov.uk/part
ners/datasurveys/nqtsurvey.aspx
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What did the students think?
I think I did engage in the course more than
some of my colleagues because I want to work in a
London school. I know that a few people perhaps
havent engaged with the module as much as they
feel that where they want to get a job they will
not encounter EAL. Perhaps making the point that
Britain is becoming more multi cultural and that
they are extremely likely to have a class at some
point in their career where they will have EAL
students. Having said this, I do think this point
has been made throughout the module.
How do we actually teach EAL children? Give us
some tips for teaching a class with a new arrival
to this country. How do we use all of the
information we have been given about diversity to
ACTUALLY TEACH?
More practical experience of applying it in
schools/reflection on experience in school.
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What did the students think?
It felt we were just seeking out answers to
satisfy QTS using our booklets as a means to an
end
Visit to the school could have been better
prepared. We really didn't see much when there
and no-one was prepared for us to be there.
Make the schools aware of our arrival and have
activities planned for us to do.
More time allowed to understand what it is like
to have EAL children in the classroom, half a day
in a school is not enough.
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How can schools and ITE providers facilitate
students appropriation of the QTS standards
relating to diversity in a predominantly
monolingual area?
Multiverse-funded research project, 2007
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Aims of the Group

• share expertise amongst local schools and EMTRA
  Services in the inclusion of minority ethnic,
  bilingual, Traveller and refugee pupils within
  the local context and, in particular, explore
  differences between more and less diverse schools
  across Newcastle and Gateshead
• share recent developments in research
• develop awareness of the issues involved for all
  parties in mentoring students progress towards
  the appropriation of QTS standards relating to
  diversity within the local context
• begin to shape expectations of and relationships
  between all parties and, in particular, students
  and teachers, given the QTS standards relating to
  diversity (substantially altered in proposed new
  standards), the PGCE course, and school activity
• use the above points to agree improvements to
  PGCE course.

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Now what did the students think? not perfect
but shows development
I was impressed by how the classes were
integrated and differentiated to keep EAL
students in the classroom with their native
English-speaking peers as much as possible. The
way some teachers had learned key phrases in
languages they were likely to encounter also
impressed me and is something I would like to
emulate. I was not able to witness any specific
teaching catering solely to EAL pupils but I was
used to teach a small group by the teacher as
part of my observation, which really helped give
me an insight into the challenges which EAL
pupils provide, but also the satisfaction when
you manage to progress together. As I had little
contact with EAL pupils on my placement I found
this invaluable. The school was incredibly
friendly, particularly the head teacher who made
time to speak to me extensively about her
school's policies and the issues raised in their
community. I was impressed by how much effort was
made to integrate ALL parents. I was sad to hear
the school was closing down as I felt it to have
a pleasant learning environment with some
excellent teachers and children who responded
well to them.
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Now what did the students think?
I spent the days shadowing a young Nepalese boy
who had only been in the UK since September
2006.  He was taken out of his normal class for
the morning to do Numeracy and Literacy but was
back in his normal class for the afternoon.  His
class teacher was fantastic and had a great
rapport with all of the children in her class. 
She explained that her strategies when Mahesh
first started in her class were to make sure
there was lots of small group work so that he
felt less intimidated by having to try and speak
in front of the whole class.  It also gave him
plenty of opportunity to listen to other children
talk which she has found is the best way for EAL
children to learn English. She also made sure
that her lessons were very visual and interactive
to help Mahesh understand what was being
discussed even if he could not understand every
word.I found the visit very beneficial as on my
first placement there had been no children with
EAL in the school.  I was keen to chat both with
the teachers and the children to find out how
best to support and encourage children with EAL
and make sure they really feel a part of the
class.
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Now what did the students think?
As regards to the diversity visit, I had mine
in  Caedmon primary, I have to say it was a
brilliant experience, the school was incredibly
welcoming, especially as it was their first day
back after the holidays. We also had the added
bonus of Mrs Ali being there, which was a real
advantage as she was very helpful in providing
information about exactly what she does to
accommodate children with English as an
additional language. In addition there was
actually a Polish girl who arrived on our day and
she had not one word of English. Mrs Ali told us
about the fact her mum was very anxious etc, and
she told us exactly what she was going to do to
help the girl. We also had the opportunity to
interview a couple of children, one of whom was
very interesting. This young boy told me about
his last school and how he hadn't had much
support at all and then compared it to his
present school and the difference it made to him
made me realise just how important it is that
teachers are sympathetic and well prepared when
it comes to these circumstances.
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Whats new?
Race Relations Amendment act 2000 Race
regulations 2003
QTS standards
Gender equality duty 2007
Primary MFL
Every Child Matters
Personalised learning
Disability discrimination act 2005
Primary National Strategy