Session Information
04 SES 05 B, Teacher Training
Paper Session
Contribution
In 2005 the UK's Department for Education & Skills (DfES 2005) described the role of extended schools as providing activities and services, often beyond the length of the school day, to address the needs of its pupils, their families and the wider community; it was expected that the designated schools would focus upon social, community and academic issues through a greater co-ordination of services from across a range of local professional and voluntary bodies. The extended schools initiative, influenced by the concept of full service schools developed earlier in the USA (Dryfoos, 1994; Cahill, 1996; Raham, 1988), and the DfES proposal furthered the agenda established by The Children Act (DfES 2004) building upon Every Child Matters (DfES 2003) which emphasised the necessity to foster multi-agency teams which are responsive to community needs and are accessible and welcoming to families who have previously found themselves at a distance from (or in conflict with) available services. It was recognised that schools cannot solve the problems associated with social exclusion and multiple disadvantage on their own and that multi-agency working offered a response to the pressures placed on schools. Extended schools have thus been described as a 'hub' upon which external services and expertise can now be based and where additional facilities, such as breakfast clubs, homework clubs and out-of-hours/holiday activities are provided as a means of supporting families in areas of need or deprivation. Engagement with extended services provides a significant mechanism through which schools can address issues of inclusion and accessibility within their local communities.
The challenge for both student teachers entering the teaching profession and their tutors is how best to equip new teachers with the skills and understanding they require in order to respond positively to this changing educational landscape. The project described in this proposal sought to gather data from a number of schools providing extended services and to utilise these in the creation of training materials for use with students in initial teacher training.
This project was seen as important because (a) extended schools are increasing in number (b) they are being utilised with increasing frequency for initial teacher training partnership placements (c) there is an increasing likelihood that newly qualified teachers will take up first appointments in such schools and (d) extended schools provide examples of practices which have become established as indicators of effective multi-agency working.
Method
Expected Outcomes
References
Department for Education and Skills (2004) The Children Act. London. The Stationery Office. Department for Education and Skills (2005) Extended Schools: Access to Opportunities and Services for All. Nottingham: DfES Publication Department for Education and Skills (2005) Every Child Matters outcomes framework. Nottingham: DfES Cahill, M. (1996) Schools and community. Chicago: Cross City Campaign for Urban School Reform Dryfoos, J. (1994) Full service schools. A resolution in health and social services for children, youth and families. San Francisco: Jossey-Bass Dyson, A., Millward, A. and Todd, L. (2002) A study of Extended Schools Demonstration Projects. London: Department for Education and Skills. Kendall, S., Lamont, E., Wilkin, A & Kinder, K. (2007) Every Child Matters: How School Leaders in Extended Schools Respond to Local Needs. Slough: National Foundation for Educational Research Middlewood, D. & Parker, R. (2009) Leading and managing Extended Schools. London. Sage Muijs, D. (2007) Leadership in full-service extended schools: communicating across cultures. School Leadership and Management, 27 (4) 347-362 Ofsted (2008) How well are they doing? The impact of Children's Centres and Extended Schools. London. Office for Standards in Education. Rose, R. (2009) Encouraging agreement: an emerging role for school-based family workers in English secondary schools. International Journal of School Disaffection. 6 (1) 5-11 Rose, R., Smith, A. & Feng Yan. (2009) Supporting pupils and families: A case study of two English extended secondary schools. management in Education. 23 (2) 57-62 Wilkin, A., Kinder, K., White, R., Atkinson, M., & Doherty, P. (2003) Towards the Development of Extended Schools. Nottingham: Department for Education and Skills.
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