Page 18 - PERIODIC Magazine Issue 7

I nnovations in teaching

The role of Junior Demonstrator (JD) is a specific and well-established one within all
universities, required by departments on an everyday basis, and is usually fulfilled by
PhD students. This year, as part of a strategy to strengthen the teaching within the
Chemistry Teaching Laboratory (CTL) by diversifying the skills and background of
the team, the Department appointed a secondary school teacher, Saskia O’Sullivan,
as a full-time Specialist Junior Demonstrator, working in the 1st Year Undergraduate
Lab for a fixed period. Following the success of having a school teacher in the role,
the CTL team is keen to replicate the model in future years. Saskia O’Sullivan and Dr.
Malcolm Stewart, Director of the CTL, explain why.

Saskia: “Working as part of committed to the classroom as it augments subject knowledge,
the CTL team has been a fantastic provides up-to-date information on university matters including
experience. For me, the gains in admissions, and recharges professional batteries - the latter
subject knowledge and technical significant in a challenging period of teacher retention within
and practical expertise are all aspects the sciences. Although not something that has come up in
which I could take back to enhance my tenure, I would imagine there would be opportunities for
lessons in the secondary classroom the teacher to organise school placements for those final year
and to share with colleagues at school undergraduates interested in teaching. Indeed, for the school,
and through teacher networks / there is the potential for identifying suitable candidates for
TeachMeets. Moreover, theoretical school-based teacher training within their institution.”
advances are reinforced in the practical course, with the
pre- and post-lab discussions providing opportunities for me Malcolm: “Having an experienced
to engage in concepts and contextualisation being taught school teacher in the lab who has
on the undergraduate course, which were not part of my taught in different types of institution
own university course of study. The hierarchy of JDs and means you are working with a
Department Lecturers within the CTL team also provides a professional who can deploy a varied
structure which allows me to ask for help easily when unsure, ‘toolkit’ of pedagogical approaches
and, as a well-established role within the department with a in the teaching laboratory, both
clear teaching remit, you feel able to contribute as one of the with undergraduates and visiting
team from the outset. It has been interesting and enjoyable to school children. As a former Head
interact with other JDs, finding out about their research and of Chemistry, Science, and latterly
building networks that could potentially be useful for organising Deputy Head (Academic), Saskia has broader experience
visiting speakers for schools, or simply providing extension and knowledge, including teacher training, which she has
material within or out of lessons to inspire students to pursue brought to bear in our review of demonstrator training and
chemistry at university. the administration of the course. She has made valuable
contributions to our course and outreach development
discussions, provides up-to-date knowledge and direct
experience of the school curriculum, and, crucially, understands
the practical skills with which undergraduates begin their
MChem. Additionally, a number of final year undergraduates
chose to undertake a teaching-based project, with a view to
pursue teacher training, and Saskia has been an invaluable
resource for them.

For such a sustainable, replicable programme to flourish, a
number of significant challenges need to be addressed: funding
and recruiting suitable individuals within a timescale and
budget that suits both the university and the school; assessing
the suitability of teachers to take part in the programme;
Saskia working with Joe in the 1st Year Lab promoting recruitment and participation from a diverse range
of institutions and individuals; gaining buy-in from the senior
My view is that this is a placement suiting a teacher in the management in schools. However, given the benefit to the
middle or latter part of their career to produce the greatest university, the teacher and their school, we consider it a model
gain for teacher, school and university. For schools, it is an ideal worthy of further consideration.”
continuing professional development opportunity for staff
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Periodic The Magazine of the Department of Chemistry