MFL ITT analysis of tutor support needs survey: Draft preliminary results

The following sections are included in this analysis of key results from the MFL teacher trainers analysis of needs survey:

1.	Survey background
2.	Summary and brief discussion of key results
3.	Full frequency tables of results
4.	Tutor’s open comments unedited

Please note that these are preliminary results only. We hope to receive more completed questionnaires and subsequently update this analysis.

1.	Survey background				

Aim												

To identify the training and support needs of all new MFL ITT Trainers in order to develop and disseminate a web based induction programme for new tutors.

Sample												

The target population was all MFL Teacher Trainers, with less than 3 years experience. This included tutors of Higher Education courses (PGCE, BEd and BAQTS), as well as SCITT and GTP tutors. All of the HE, SCITT and DRB institutions offering language ITT courses were contacted and a total of a total of 63 new tutors were identified.

Questionnaire content										

The core questions included in the questionnaire were:
1.	Tutor/ course characteristics
The first section asked a few personal characteristics about the tutor, their job title and for how long they had been involved in ITT. We also found out about the type of institution they worked at as well as their ITT course type and the languages offered on their course.
2.	Application of Standards in ITT
We asked tutors to assess their confidence in providing effective guidance to trainees on a list of standards adapted from the TTA’s Newly Qualified Teacher Survey. 14 items were listed including understanding how to use ICT in MFL teaching, teaching pupils of different abilities and understanding how to monitor, assess and report pupils’ progress.
3.	Priorities for training material provision
The section aimed to find out more about the new tutor’s priorities for support material to be produced. It was divided into the following four broad categories with specific questions within each:
•	Access to current research and theory
•	Developing your role as a professional academic
•	Working in partnership
•	Working with your trainees

Fieldwork and Response									

Questionnaires were sent out to the 63 new tutors at the end of October, 2003 and a reminder was mailed in November, 2003. A total of 26 completed questionnaires have been returned so far (yielding a response rate of 41%, 7th Jan, 2004).

Data Analysis											

The target population / issued sample was very small for a survey resulting in a very small total number of completed questionnaires. Frequencies are discussed and presented in the results section below (full tables also appended) aiming to give an indication of the training needs and priorities for this group of new tutors. Clearly, no subgroup or further analysis can be performed on the data.
Please note that the tutor comments indicated in the discussion below have been extracted from notes given in open comment boxes provided at each question on the questionnaire. Hence, these are qualitative comments from individual tutors wishing to express further details and not quantitative results.

2.	Summary and brief discussion of key results					

The base for these results is 26.

PROFILE AND BACKGROUND OF RESPONDENTS						

•	The majority of the responding trainers were teaching on Higher Education Institution PGCE courses 
•	based in a University. (16 tutors were based in HEIs and 10 were school based tutors or mentors). 
•	While the respondents were nearly all new ITT trainers, most of them had previous experience of mentoring ITT trainees in schools.
•	French was offered on all but one of the tutors programmes followed by German (22 cases) then Spanish (17 cases). 7 tutors taught on a course offering another main language and these included Russian, Italian, Urdu and other community languages.

APPLICATION OF THE ITT STANDARDS  (For full results see Table 1)				

Most of the tutors surveyed expressed a need for support in the following key areas in order to improve their confidence in providing effective guidance to trainees in these areas:
1.	National Numeracy Strategy (22)
2.	Understanding to use ICT in MFL teaching (21)
3.	Teaching pupils from Minority ethnic groups (20) 
4.	National Literacy Strategy (20)
Note: the number in brackets indicates the total number of tutors requesting some support in this area out of all 26 tutors.

Tutor comments:
Interactive whiteboards and available software were mentioned as areas where trainers did not feel fully confident in providing guidance to trainees. Some trainers commented having had no direct experience of teaching minority ethnic groups themselves made them reliant on theory and so specific strategies in this area would be useful as well as EAL related advice.

Fairly high proportions of trainers also expressed a need for support in the following areas:
5.	Providing a good understanding of the Key Stage 3 Strategy (14)
6.	Working with adults other than teachers (9)
7.	Understanding how to monitor, assess and report pupils’ progress (8)

Tutor comments:
One tutor commented that interpretation and translation of the Key Stage 3 strategy into classroom practice would be useful. Advice working with community language tutors was highlighted by 2 tutors. Guidance on monitoring progress was required particularly at GCSE level and also regarding Yellis charting. One tutor mentioned that the last CILT conference was helpful in providing pupil assessment strategies.

PRIORITIES FOR TRAINING									

Access to current research and theory (For full results see Table 2)

The two most commonly mentioned research topics that tutors placed as “high” priority for training materials were:
1.	ICT, maximising e-learning potential (17)
2.	Implementation of the National Languages Strategy (16-18, varies by categories listed within strategy)
Note: the number in brackets indicates the total number of tutors recording area as high priority.

Tutors comments:
One trainer mentioned that regarding ICT it was particularly important for them to keep up with innovation in the field. Similarly for the National Languages Strategy, tutors wanted an accessible form of support to keep abreast of developments and changes in policy. One tutor commented that help with the National Languages Strategy would be valuable because it took account of some new issues that they didn’t have personal classroom teaching experience of.

Other comments from tutors on support for research and theory included views on the role of a support programme in this area. Comments indicated that tutors felt that keeping up with change was vital and their research and theory knowledge needed to be regularly updated and revisited. Easy access to enable them to do this would be invaluable.

Developing your role as a professional academic (For full results see Table 3)

Access to professional networks, international conferences and the European Centre for Modern Languages was the area placed high priority for the support programme by the most tutors when considering their role as an academic (13).

Tutors comments:
There were some concerns that time was the main obstacle in developing their academic role. Some tutors commented that their role did not include research, or that they were part time and all this was taken up with the trainees. One tutor felt that this was the responsibility of their HE Institution and not CILT/ the induction programme.

Working in Partnership (For full results see Table 4)

Mentor development and training was by far the highest priority for support materials in this area (18).

Tutors comments:
Staff development materials for mentors was requested by one SCITT programme, rather than just talking through the daily jobs. One mentor said that guidelines in a handbook provided by the University would be helpful (although another GTP mentor did say that this was provided for them). 

While finding schools and setting up placements was considered important, comments from the tutors indicated that this was often done centrally by the university with minimal involvement from themselves. One tutor did mention, however, keeping schools onside when problems occur in the school or department can be a huge issue.

Working with your trainees (For full results see Table 5)

The most commonly mentioned areas placed as “high” priority for training materials by more than a third of all tutors regarding direct contact with their trainees were:
1.	Trainee needs analysis and development of training programme (12)
2.	Lesson observation and formative feedback (10)
3.	Gathering evidence for the QTT Standards (9)
4.	Monitoring progress and target setting (9)

Tutors comments:
The need to differentiate more for trainees was mentioned, and another tutor wanted a method of assessing trainees own language skills. Regarding the QTT Standards, tutors expressed a wish for clarification on how much evidence was needed and 2 tutors said that it would be helpful to have examples of good evidence. The marking and grading of assignments and standardising benchmarks for marking were highlighted. Ensuring that tutors apply the same criteria for judgements and feedback was a concern from one trainer managing a team of 5 tutors on observations. 

3.	
Frequency tables					

Note: The number of missing cases (don’t knows or refusals) are not reported, this was generally very low.

Table 1: Application of the ITT Standards

Number and percentage of tutors expressing that they would like support in some, most or all aspects of the Standard listed

Standard	
N	
%	
Providing a good understanding of the National Numeracy Strategy	22	88	
Providing knowledge, skills and understanding to use ICT in MFL teaching	21	81	
Teaching pupils from minority ethnic groups (incl. EAL and intercultural competence)	20	77	
Providing a good understanding of the National Literacy Strategy	20	77	
Providing a good understanding of the Key Stage 3 Strategy	14	54	
Working with adults other than teachers, incl. FLAs and community language tutors	9	35	
Understanding how to monitor, assess, record and report pupils’ progress	8	31	
Teaching pupils of different abilities
	7	27	
Taking responsibility for own professional development	7	27	
Achieving progression in pupils’ learning though planning 	5	19	
Establish constructive learning relationships and maintain a good standard of discipline	5	19	
Using teaching methods which promote students learning	5	19	
Understanding the pupils’ National Curriculum	4	15	
Providing relevant knowledge, skills and     understanding to teach MFL	3	12	

Base 100% = 26 respondents.

Table 2: Access to current research and theory

Number of tutors expressing a high, medium or low priority for the proposed topics for training materials

Proposed topics for training materials	
High	
Medium	
Low	
ICT & MFL, maximise e-learning potential (using Internet & multi-media resources)	17	8	1	
Implementation of the National   Languages Strategy:				
-  the flexible curriculum 14-19	18	8	0	
-  primary entitlement	17	8	0	
-  work related learning	16	7	2	
-  National Recognition Scheme	16	7	1	
Addressing current thinking on aspects of Language Acquisition Theory:				
-  engagement and motivation	13	9	4	
-  assessment for learning	13	8	5	
-  thinking skills	12	11	3	
-  the place of grammar	10	11	5	
-  the use of the target language	9	10	7	
-  communicative teaching methodology	8	12	6	
Citizenship and MFL, exploring the concept of plurilingualism	11	13	2	
Pupil behaviour management
	10	8	8	
SEN & MFL, resources and links with specialist advisers and trainers	9	16	1	
Teaching pupils from diverse backgrounds
	6	14	6	

Base 100% = 26 respondents.  Ordered by high priority ranking

Table 3: Developing your role as a professional academic

Number of tutors expressing a high, medium or low priority for the proposed topics for training materials

Proposed topics for training materials	
High	
Medium	
Low	
Access to professional networks, international conferences and the European Centre for Modern Languages	13	9	3	
Advice on how to publish your own research
	10	8	7	
Advice on securing project funding
	9	11	5	
Support for action-research methodology
	8	13	3	
Guidance on relevant higher degrees available to you
	5	10	10	

Base 100% = 26 respondents.  Ordered by high priority ranking

Table 4: Working in Partnership

Number of tutors expressing a high, medium or low priority for the proposed topics for training materials

Proposed topics for training materials	
High	
Medium	
Low	
Mentor development and training
	18	2	6	
Finding partner schools
	7	8	10	
Setting up school placements, clarifying roles and responsibilities
	5	10	10	

Base 100% = 26 respondents.  Ordered by high priority ranking

Table 5: Working with your trainees

Number of tutors expressing a high, medium or low priority for the proposed topics for training materials

Proposed topics for training materials	
High	
Medium	
Low	
Trainee needs analysis and development of training programme	12	12	2	
Lesson observation and formative feedback
	10	9	7	
Monitoring progress and target setting
	9	11	6	
Gathering evidence for the QTT standards
	9	11	6	
Developing the portfolio
	8	11	7	
Use of assignments
	8	10	8	
Developing a reading list
	4	13	9	
Guidance on the Career Entry and Development Profile
	3	12	10	

Base 100% = 26 respondents.  Ordered by high priority ranking

4.	
Tutor’s open comments				

These are the collection of unedited open comments from tutors wishing to express further detail on the support required within each section and question listed by question heading. The number appearing after each comment indicates the questionnaire/ respondent number.

Application of standards in ITT									

3. ICT in MFL teaching 
This is always a fast changing issue. I would like help at present with how to use the interactive whiteboard – 12
Software available – 14
Boards too overwhelming to keep up – 14
Would like to see use of whiteboard in MFL specific situations – 17
I would like the opportunity to see how IT is used in a school with more resources - 22

4. Progression in pupil learning through planning 
Monitoring of trainees achievement in this area - 12

5. Teaching pupils of different abilities 
I get a SEN specialist in for one session – 14
Occasional difficulties when wide range ability groups - 15

6. Teaching pupils from minority ethnic groups 
More info on research and methodology of EAL  - 4
This is a strange area for MFL but specific strategies would be valuable – 12
Had no experience – 12
I have no direct experience, I rely on theory - 17

7. Establishing constructive learning relationships and maintaining good discipline
More info always welcome on this - 4
This is an area which our trainees never feel confident in no matter how often we revisit this topic – 12
Although confident myself, difficult to “teach” classroom management, handson/ workshop would be better than book or lecture - 14

8. Using teaching methods which promote students learning 
Keeping up to date with research and school based work – 4
TRULY independent learning (not just pair/ group work) - 14

9. Understanding how to assess, report pupils progress
Yellis etc – 4
Especially at GCSE level –12
(Last CILT conference was useful for this- 14)

10. Taking responsibility for own professional development
Yes, some guidance would be useful – why are my trainees so dependent on me!? – 12
Time factor main obstacle - 14

11. National Literacy Strategy 
Needs to be part of a MFL department that implements it to really understand the practical/ strategic problems. I have just joined the MFL in Hereford to work on the framework (SoWs, starters…) - 14

12. National Numeracy Strategy 
Not Applicable – 5
These are delivered by our English and Maths tutors but MFL & numeracy acts would be fun - 12

13. Key Stage 3 Strategy 
I feel I have a substantial amount of support and training in this area – 12
Interpretation and translation into classroom practice - 14

14. Working with adults other than teachers 
Working with community language tutors –1
Community Language tutor experience – 4
Especially LSA/TA’s! Where are they in MFL? - 12

Other comments
EAL  - 3 
Only in terms of objective criteria used by others and OFSTED - 4
Definitely information on the governments’ new initiatives re: EMAG, EMTAG, MFl in primary teaching  - 11
Examples of evidence of standards would be useful - 9
Audit - 14
3.3.5 – support for pupils learning EAL - 26
3.2.3 – Assess pupils progress accurately - 26
3.2.5 – Identify the levels of attainment of pupils learning EAL - 26

Priorities for training material provision and support					

ACCESS TO CURRENT RESEARCH AND THEORY

1. ICT and MFL
Keeping up with innovation – 4

2. SEN and MFL
Keeping up with innovation – 4

3.	Teaching pupils from diverse backgrounds
This in particular is an area where I and my trainees could benefit from support – 12
Difficult if you teach in an area with low ethnic mix - 22

4.	Pupil behaviour management

5.	Citizenship and MFL
This is an area I have no real working knowledge of - 22

6.	Implementation of the National Languages Strategy
Always important to be able to keep abreast of developments and changes in policy - 4
New stuff that I haven’t got personal experience – 7

7.	Addressing current thinking on aspects of Language Acquisition Theory
Access to what is happening in others’ research – 4
Being kept up to date with changes in MFL education – 7
General research (e.g. Q & A sessions) in target language difficult/ different to apply - 14

Other comments
My view of support is very much one of being able to keep up with change and having easy access to info – 4
I find all of the above need to be regularly revisited and updated – 12
Engagement and motivation versus minimal contact time per week/ disapplication – 14
What I really needed during my first year was advice on the theory - Egpiaget, Vigotsky etc. I was happy with practical teaching issues. I also would have benefited from advice on the format and structure of my time with trainees, providing sufficient academic rigour, challenge etc! - 17    

DEVELOPING YOUR PROFESSIONAL ROLE AS AN ACADEMIC

Other comments
Support for this really means having information about and a chance for informed discussion - 4
My role at the moment does not include research - 6
This is the responsibility of my institution not CILT – 7
Being Part time within a SCITT (rather than an HEI) this is very difficult. However, we have an Med programme for staff to join – 14
I am on a 0.25 contract, every minute of that time is in contact with trainees – no time (except my own unpaid time) is available for research! - 17
WORKING IN PARTNERSHIP

1 and 2: Partner schools finding and setting up
Finding partner schools is most important but not direct responsibility of subject areas – 6
School placements done centrally i.e not me personally - 14                  
We have expertise in house and I am learning as we go - 17       
Placements very very difficult to find and keep. Well managed by university – 18
(from  GTP school mentor) Already working in a consortium - 22

3. Mentor development and training
(from a SCITT manager) Need for materials that are staff development for mentors, rather than talking through the daily jobs: feedback, target setting, paperwork etc. – 14
(from a mentor) Guidelines in handbook provided by college/ Uni would be helpful – 15
(from a GTP school mentor) Already provided - 22

Other comments
School networks - 7
No problem finding schools but keeping them onside when problems occur in school and in depts is always a huge issue! - 12       
Arrangement of share (partenrship), serial placements, Involving mentors in interviews - 18                                                                

WORKING WITH YOUR TRAINEES

1. Trainee needs analysis and development of training programme
Audit – 14
Need to differentiate more for trainees – 18
It would help to have some method of assessing trainees own language skills - 22

4. Gathering evidence for QTT standards
(from a mentor) Clarification on how much evidence needed - 15
It would be helpful to have examples of good evidence – 22

5. Developing the portfolio
I would like to see a number of portfolios - 22

6. Use of assignments
Standardisation of assignment marking (Pass/ Distinction/ Fail benchmarks). Academic rigour (esp. lack of vs a good classroom practitioner) - 14

7. Developing a Reading List
Updating reading lists (not developing as already got one)
Up to date resources. Rely on Pachler/ Field mainly and CILT pubns. Especially in the light of the legal implications – 14
It would be useful to see suggested reading lists - 22

Other comments
Ensuring tutors apply the same criteria for judgements and feedback – I manage a team of 5 tutors on observations - 3
Recruitment and retention of MFL trainees, support for male and male foreign nationals - 12     
Having been “Ofsteded”  twice in 3 years the above issues have been addressed in the Action Plan (or found to be v.good) - 14      
Marking and grading of assignments - 17
Suitable topics for assignments - 17                                                                                   

As a new tutor I would identify  “Working with trainees” as the highest priority in my own training at present - 16