' Enhancing teacher skills through focused study visits and exchanges '
Guidance notes for participants in LEA Co-ordinated Study Group Visits 2002-2003
1.Background
1.1 What are the aims of the TIPD programme?
The TIPD programme gives 2,500 teachers each year the opportunity
to experience good educational practice in different countries around
the world.
The programme creates networks of schools, teachers and Local Authorities
in England, who work in partnership to examine models of good practice.
They engage and share in professional dialogue with colleagues across
the world, and discover that what happens in the classroom can be
influenced by positive examples from overseas.
TIPD is concerned with enhancing teacher skills through focused
study visits and exchanges, and widening understanding about the
alternative pedagogies employed in different countries.
TIPD provides an opportunity for teachers to act as reflective practitioners,
engaging in critical dialogue about the necessary skills and effective
methods for enhancing classroom performance.
This in turn contributes to increased staff motivation and expertise,
whole school improvement and greater pupil achievement.
TIPD offers teachers a focused and challenging learning experience
through a period of immersion in the education system of another
country.
It focuses upon school improvement where the teachers, as learners,
researchers and leaders in the classroom, are at the heart of the
skills revolution.
Further information about the TIPD programmes offered by the Education
and Training Group (ETG) of the British Council can currently be
found at: www.britishcouncil.org/education/tipd.
The full programme overview is available on the Department for Education
and Skills website: http://www.dfee.gov.uk/tipd
1.2 Eligibility
This is a programme principally aimed at teachers.
In order to be eligible for the programme all applicants must have
gained at least two years' experience following the award of their
Qualified Teacher Status.
Supply teachers who have been in post for at least one term may
also be considered, but the reason for their involvement in preference
to a full-time member of the teaching staff must be separately justified
by their head teacher.
Similarly, teaching assistants may also be considered where their
involvement can be fully justified in terms of the extent to which
they support the teacher in the classroom.
The programme is not open to head teachers other than
Primary Heads with a substantial teaching commitment, i.e. more
than 50% of their timetable.
A contribution towards the cost of Supply cover, at a rate of
£65 per day, may be claimed by the school where there are eight
or fewer full-time equivalent teachers.
1.3 What is meant by the Theme of a visit?
The Department for Education and Skills (DfES) has agreed key themes
to underlie the TIPD programme.
These are recognised to be priority issues in education in England,
and there is good evidence that they are being managed in innovative
ways and with impressive results in certain countries overseas.
After consultation with partners overseas our team co-ordinates
visits to those destinations where the approved theme can be examined
to good effect by teachers from England.
The themes are:
- Literacy in primary schools
- Numeracy in primary schools
- Transition from primary to secondary education
- Key Stage 3
- Teaching and learning strategies
- Raising standards in inner city and rural areas
- Turning around schools in challenging circumstances
- Special Education Needs (SEN) and inclusion
- Gifted and talented pupils
- Classroom / Department / Curriculum Management
- Benchmarking of school performance
- Productive use of ICT
- Teachers' Professional Development and Teachers' Learning
- Citizenship and civic education
- Thinking skills
- Creativity
- Vocational Education and Alternative Teaching
- Social inclusion and behaviour support
- Boys' underachievement
- Working with minority pupils
- Truancy and disaffection
- Behavioural management
The Education and Training Group (ETG) liaises with British Council
colleagues and with Ministries of Education overseas regarding the
theme to be delivered and identifies the issues which are of greatest
interest to the group(s) of teachers from England.
1.4 TIPD LEA Co-ordinated Study Visits
The model adopted by the ETG for the Study Visits element of the
TIPD programmes is for nine teachers plus one theme-related officer
from the Local Education Authority (LEA) to form a project group.
Other than in exceptional circumstances no fewer than two and no
more than four teachers from any one school may participate.
All participants are required to undertake theme-related assessment
and planning activities in advance of their visit.
These activities should be both school - and LEA -based.
These activities must lead to the identification of clear aims and
objectives for the visit.
The programme for the visit will be devised on the basis of this
information.
It is therefore very important that the information applicants provide
on these forms is as clear and complete as possible.
Although the Study Visits element of the TIPD programme is not
reciprocal in design it is very much hoped that positive international
links and enduring professional communication would develop as a
result.
To encourage this development it is anticipated that UK groups will
play an active role within their visit programme.
This could take the form of giving presentations or co-ordinating
workshop sessions in order to share professional perspective and
practice with local practitioners.
Team teaching will feature wherever possible.
It is understood that if a reciprocal visit is proposed by an overseas
partner then the LEA in England will facilitate professional arrangements
for the return visit, which will take place at a mutually convenient
time.
2. General points of reference for an LEA Led Short Term Study Visit
Prior to the visit taking place various briefing materials will
be provided by the ETG for participants.
2.1 Local education issues and points of reference
In advance of the visit the ETG will provide participants with information
about the education system of the destination country.
Prospectuses or website addresses of schools to be visited, and
the web-site addresses of the relevant local authorities and Education
Ministries will be provided wherever possible.
Relevant sources of information about the chosen theme will be supplied.
Details of the professional background of the English participants
will be provided to local hosts.
2.2 Duration of the visit
Visits to short-haul destinations will be of five to six days duration,
those taking place further afield will be of nine to ten days duration.
This will usually imply five working days and seven or eight working
days respectively, with travel days in addition.
2.3 Professional programme details
When information is confirmed by our partners overseas the following
details will be provided to LEA co-ordinators and group leaders.
- the chronology of the programme, including details of arrival,
transfer, accommodation and departure arrangements
- the nature of activities which are planned e.g. briefing and debriefing opportunities, visits, seminars, presentations, team
teaching etc
- the details of the schools and other establishments to be visited
- the contribution expected from the visitors e.g. presentations,
workshops etc
- any issues of communication where English is not the native
language
The ETG will provide summary information for schools receiving
visitors, and others in the local education sector, in order to
ensure that all parties are clear about the context and aims of
the programme as a whole, and of the individual visit in part.
2.4 Travel and arrival
Individual participants or their LEAs are required to arrange and
cover the costs of any necessary UK transfers in connection with
their visit.
This is one element which the TIPD programme does not have funds
to cover.
Participants in a Study Visit will undertake international travel
as a group.
The ETG will co-ordinate and cover the costs of international travel
from TIPD funding, and will provide details of itineraries to the
LEA co-ordinator and group leader.
For long-haul destinations travel ex-UK is likely to be on a Saturday
or Sunday.
Participants traveling to long-haul destinations should be aware
of the need to exercise and stretch during the flight and any journey
breaks, in order to minimise the risk of developing deep vein thrombosis
(DVT).
The ETG will arrange or provide advice about means of transport
from point of arrival overseas to place of accommodation.
Transfer costs at destination will be covered by TIPD funding, in
advance if possible but sometimes in retrospect.
If it has not been possible to arrange and pay for other transportation
in advance reasonable programme-related travel at destination will
be reimbursed by the ETG, against annotated receipts, post-visit.
Public transport should normally be used. Consideration is being
given to a flat rate contribution per group for travel during the
period abroad.
Group leaders/LEA TIPD coordinators should send claims on behalf
of the relevant group with a clear summary of expenditure.
Reimbursements can only be made to the relevant LEA, and not to
individuals direct. There are no exceptions to this.
2.4i Cancellation by a participant after ticketing
Once tickets have been secured for participants it will only be
possible for another teacher to take the place of the withdrawing
teacher if the cost of re-ticketing is covered by insurance.
This will depend on the cause of the withdrawal and will normally
only be relevant to illness or to the death of a close family member.
These are the only circumstances under which a teacher may reasonably
withdraw after a ticket has been purchased for them.
If participants withdraw for other reasons we will seek reimbursement
from the relevant LEA in the first instance.
If ticket errors occur, and the fault can be shown to lie with
the participant, (e.g. name on application form does not match that
on passport) any costs incurred in adjusting the ticket may also
be sought from the participant.
This may be as much as £150.
2.4ii Travel Insurance
The ETG has arranged a bespoke insurance package for all participants
in group study visits.
Costs of this are covered by TIPD funding. Details of the levels
of cover and the claims procedure are provided to LEA co-ordinators
and further summaries are provided for the benefit of all travellers.
Please note that high-risk recreational activities or extreme sports
are NOT covered in this policy.
Any participation in activities such as skiing, rock climbing, bungee-jumping,
sub-aqua diving and parascending will be at the travellers own risk
and separate insurance must be taken out, at cost to the individual,
to cover such activities.
Pre-existing medical conditions are also excluded from cover and
statements from GPs may be required in case of any doubt.
The ETG is not able to organise additional cover and the main policy
does not allow for add-ons.
Individual items are covered up to £300 only, so alternative cover
would need to be sought for lap-tops etc. Minimum claim is £50.
2.4iii Emergency Procedures
The Group Leader and LEA TIPD co-ordinator will be provided with
ETG/British Council and Insurance company telephone numbers which
will enable help to be obtained 24 hours a day in case of a serious
emergency.
Group Leaders and British Council staff will hold a list of all
the emergency contact details for the group.
It is suggested that at least one group member is aware of the location
of this list in case it should be the Group Leader who is taken
ill.
2.5 Accommodation
Participants in Study Visits will be accommodated in tourist class
hotels or hostels with costs being covered by the ETG.
This will be on a room-only basis unless breakfast is included in
the standard room rate.
Twin rooms with private facilities, or shared apartment-style facilities,
will be the norm.
Location and value will be key factors in the choice of accommodation
and the ETG will draw on the local knowledge of administrative partners
overseas.
It is likely that most teachers will be required to share rooms.
Only where the budget allows, or in special circumstances, will
teachers be allocated single rooms at no extra cost.
In many of the countries that we deal with the price for a single
room is as much as a double room, in others only a marginal saving
is made.
The cost to participants requesting single room occupancy, where
this exceeds the acceptable budget for the visit, will therefore
be a flat rate, irrespective of country visited.
This will be £150 for visits to short-haul destinations and £300
for long-haul destinations.
Participants will be advised when these circumstances apply.
The corresponding payment, by personal cheque made payable to The
British Council, must be received prior to the booking of air tickets.
Hotel details will be included in the itinerary sent to the LEA
co-ordinator.
The TIPD programme will not cover costs of any accommodation other
than that which is pre-booked for the group, or for any additional
costs incurred there.
2.6 Subsistence contributions
Participants will receive a flat rate subsistence allowance
of £50 for short-haul visits and £100 for long-haul visits, as a
contribution towards the cost of meals.
This allowance will be paid as a lump sum care of the LEA and then
distributed to participants by the LEA co-ordinator or group leader.
2.7 Briefing
In many cases visiting groups will receive some form of welcome
and briefing hosted or co-ordinated by the local British Council
office and/or principal local partner.
This might involve relevant British Council staff, representatives
from the local education Ministry/authority, and other personnel
with whom the visitors will have contact during their stay.
Alternatively, if a wider forum is anticipated later in the visit
programme, the initial meeting might allow for a review of the visitors
itinerary and briefing on particular local issues or cultural sensitivities
about which they should be aware.
In addition to briefing and debriefing sessions, time will be allowed
at intervals during the visit programme for members of the group
to reflect on what they are learning and to share ideas and impressions.
3. Commitment from participants
It is vital that Study Visit projects have a clear focus and that
maximum opportunity is created to transfer the good practice observed
overseas into the home classroom.
Applicants must recognise from the outset that the TIPD programme
is a global one and groups may travel to any one of a wide range
of destinations.
The co-ordination of planning activities will be the responsibility
of the LEAs designated TIPD co-ordinator, and/or the theme-related
LEA representative who will accompany the visit.
At least one pre-departure briefing and post-visit debriefing would
be anticipated, although experience shows that the more often the
group meets the better the results.
The general commitments expected of all participating teachers are
summarised below.
3.1 Preparation
It is especially important that participants know exactly why they
are undertaking the development activity and what they expect to
learn from it.
Good planning is therefore crucial and participants will be expected
to undertake this prior to their visit.
This will involve the setting of clear aims and objectives and proposed
outcomes, and how the expected outcome will be achieved.
This process will imply a review of the needs of particular year
group(s), phase, subject(s) and, where appropriate, department(s)
within the school, and should ideally be carried out paired with
a colleague from another school.
If this is not possible, it should be carried out with a colleague
from the same school. This must focus on a SWOT (Strengths, Weaknesses,
Opportunities, Threats) analysis of classroom management/leadership
issues related to the theme and a similar analysis of curriculum
materials where appropriate.
This requirement is stated on application form TIPD5.
A Project Outline in addition to the application forms is required
from each school group. See Appendix 1.
3.2 Implementation
Participants must contribute to the formulation of plans to ensure
that what they learn during their visit may be subsequently implemented
in the classroom.
The issues identified as a result of the SWOT analysis should be
shared with the LEA co-ordinator(s) and the other teachers involved
in the project.
The questions to which answers will be sought in the course of the
visit should be agreed.
Appropriate senior staff and governors at the participating schools
should be kept informed of the proposed strategy and be aware of
the groups aims.
3.3 Evaluation
Participants must agree an evaluation process which will be used
to measure the impact of what they implement in the classroom.
The LEA co-ordinator will require contribution from all participants
to a report, which must be submitted to the ETG four weeks after
the visit.
The Post Visit Report (Individual) is shown at Appendix2. Each participant
is expected to complete a report under the headings shown.
This report should incorporate an intended agenda for change, focusing
on SMART (Specific, Measurable, Achievable, Realistic, Time-bound)
objectives for both the LEA and participating schools, based on
the experience abroad.
A further report must be submitted by each school group after six
months, reflecting on what has been achieved. Click here to jump to the document in Appendix 3.
3.4 Dissemination
Participants must identify in advance the mechanisms they intend
to use to ensure that the examples of good practice from overseas
may be disseminated more widely among colleagues and throughout
the LEA.
These should then be made effective.
For example, participants may subsequently be involved in workshops
and seminars for colleagues, and co-operate further with the LEA
to promote and develop the key theme in local schools.
Participating groups are encouraged to use the Internet to create
home-pages related to their Study Visit, and summary reports will
also appear on the DfES and Education and Training Group TIPD websites.
4. Hospitality
Experience from previous visits shows that hosts are extremely generous,
not just in giving time and effort to make us feel welcome.
Invitations have been received to teachers homes, events have been
staged especially for the visiting teachers and excursions have
been organized for individuals and the whole group.
The LEA will present co-operate gifts to our hosts.
Schools have taken prospectus, school uniform items and photographs
of the local area to share with the schools they visit.
Appendix 1
Pre-visit project outline reflection before departure - an expansion
of the aims and objectives that were included in the initial application
from each schools team.
The personal professional development objectives to be addressed
by undertaking the Study Visit.
Results of the SWOT analysis (e.g. of classroom management/leadership
issues, of management issues related to the theme, of curriculum
materials related to the theme).
The aims and objectives of your intended project.
The contribution to be made by the project to the School Improvement
Plan.
The impact of the Project to the raising of childrens attainment.
Preparation for the activity
Dissemination of the outcome within and without the school.
School plans to evaluate the visit outcomes and the subsequent activity.
Appendix 2
Post Visit Report
Local Education Authority: East Riding LEA
Full name of Visit Leader: Chris Davidson
E-mail address: christine.Davidson@eastriding.gov.uk
Reference and title of visit:
Provider: British Council ETG
Country and Region visited:
Types of Schools visited:
Ages of students observed:
Languages used:
Key educational purpose of the visit:
Introduction
Intended aims of the visit
Expected outcomes of the visit
How were these identified?
Report of the experience
Was the visit a success measured against the intended aims and objectives?
Any innovative educational methods observed, any unexpected outcomes?
Give a comparison of educational systems observed
Evaluation
Describe 3 or 4 key educational outcomes and the project objectives
that have arisen from these.
How will the findings be implemented in your own setting and what
strategies will you employ?
What is the present position? How will you assess it?
How will you monitor the progress of your project?
How will you measure the changes?
Who else will you involve in implementing and evaluating your project
How will you disseminate the findings of your visit?
What future developments and continuing links do you plan?
General advice
Any ideas on pre-visit preparation, useful sources of information,
general cultural information, climate, food, etc. which future visitors
would find useful
Project Action Plan
A copy of the Project Action Plan should accompany the report.
Appendix 3
Appendix 4
Teachers Application Form (TIPD5)
A copy is also available on the TIPD website
www.britishcouncil.org/education/tipd
for completion on screen. A hard copy must be sent to the LEA TIPD
Co-ordinator who will send all applications together for the group.
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