STRUCTURE OF THE COURSE
Components of the course
The course will consist of six main components:
1. A Personal Development Portfolio (PDP). Subject knowledge audits and
individual learning plans will be included here to identify any gaps and remedy
them during the training schedule. This profile will be used by the lead
subject mentor as a log to monitor and assess the trainee, and by the trainee,
in their own monitoring and assessment of their subject knowledge. The PDP will
be used to record and review progression, and to record feedback. Evidence to be
included within the portfolio are:
· QTS Standards
· Career Entry Profile (CEP)
· QTS/PGCE Teaching Experience Assessment Forms
· Individual learning plans
· Subject audits
2. A Specialist Subject Module in the 11 to 16 age range. Lead Subject
Mentors will support the subject knowledge within each subject and ensure
trainees are fully conversant with this. This will be delivered within the
schedule of the trainee year and will have formal taught sessions making
specific reference to:
(a) The National Standards for Initial Teacher Training
(b) National Curriculum programmes of study. Trainees will also have set
tasks to complete which will form part of the final assessment.
3. A Professional Studies Module delivered by Leicester University.
Two 5000 word assignments will be set and marked by the Lead Subject
Mentors. Pre-session tasks will also be set and will form part of the final
assessment.
4. The assessment of classroom experience where trainees will spend a minimum
of 26 weeks in schools. This will consist of an introductory session in a
school, followed by two formal periods of assessment in schools, where progress
will be tracked against the standards for the award of QTS. The placement /
experience dates are as follows:
5. An ICT module delivered within the schedule of the trainee year with
particular relevance for delivery of their chosen subject, making specific
reference to the Standard for QTS. Trainees will have a portfolio of ICT to
complete which will form part of the assessment. Trainees will also be assessed
against their subject delivery using ICT, supported by school based tutors / ICT
teachers in placement schools.
6. A Reflective Diary
At the end of each day write up how the day
has gone, indicating high points and low points for your primary placement.
This will stop when your 1st
placement begins. Then this reflective diary will change its focus to fully
evaluating classroom teaching and learning and evaluating your own lessons.
A. Delivery
The ITT year will be 36 weeks long.
· professional studies will be held at venues yet to be decided. (Further
information will follow)
· subject studies will generally be held at the Lead school. Trained subject
staff / Northampton Inspection and Advisory Service will provide input.
· ict module will be held at the Lead school, some of these sessions will be
delivered between 4.00p.m. and 6.00 p.m.
·teaching experience - Trainees will be expected to start at 8.30am and
finish at 4.30pm as a minimum requirement. Trainees spend 26 weeks in partner
schools, this will consist of an initial 2 week primary placement, followed by 2
further placements of 14 and 12 weeks. Trainees will have a minimum of 10 weeks
practice in the 11 to 16 age range.
Trainees will be allocated to their placement
schools as a result of an initial induction and skills audit conducted early
in the course. Any weaknesses will be recorded in their PDP and a programme
set up to remedy any of those weaknesses.
B. Trainee Opportunities
Progression at placement schools
During each period of school experience,
trainees will have the following opportunities:
1. observe good teachers at work
2. focused observation of lessons
3. be involved in team teaching, group work
and individual teaching of students across the ability range
4. planning, teaching and evaluating episodes
in lessons under the supervision of the mentor
5. planning, teaching and evaluating whole
lessons at each key stage
6. planning, teaching and evaluating sequences
of lessons at each key stage
7. be able to record their own progression and
become reflective and broad teachers
8. to provide rigorous teaching and
expectations in the classroom
9. to experience and take part in the
monitoring assessment and recording processes within their placement schools
C. School Placement Induction
Trainees will be inducted at each of their
placement schools to ensure they understand the different structures in
place at different schools.
This will include reference to their wider
professional role in terms of conduct, links with parents, equal
opportunities and discrimination issues and how to deal with them, the
relevant PSE programme within each school and its role within the school.
D. Transfer Arrangements
The following information will be sent to the school prior to the
trainee arriving at their placement school:
· Trainee Information Sheet - this proforma will give contain a brief
synopsis of the trainee's curriculum vitae.
· QTS/PGCE - Teaching Placement Assessment Form
· A current Individual Learning Plan
· Subject audits
The following information will be forwarded to the teacher trainee:
· A map of where the school is located and the internal layout of the school
· Details of when, where and to whom the trainee will need to report
E. Back up Procedures
The event of a School Based Tutor being
unavailable to mentor the Trainee Teacher, a "buddy" Tutor, (already in
contact with the trainee) will be provided by each Partner School. The
"buddy" Tutor will have previous experience of mentoring and be capable of
providing the same support the trainee was receiving from their assigned
Subject Tutor.
In the event of a failure to replace a Subject Tutor, the Trainee
Teacher will be given the option to transfer to another school where the
subject choice is available.
All Trainees must have the following evidence:
1. TEACHING PLACEMENT FOLDER to include
· Schemes of work
. Lesson observations
· Lesson plans
· Lesson evaluations
· All ERF forms (1 to 1 minutes, lesson feedback etc.)
· Weekly Target sheets
· And any other tasks performed at your teaching placement school
2. PROFESSIONAL STUDIES FOLDER to include
· University of Leicester sessions
· 2 5000 word assignments (include ERF feedback)
· Pre-session tasks
3. SUBJECT STUDIES FOLDER to include
· Subject audit
· All of the subject delivery notes
· All tasks you have been set and assessed for (include ERF feedback)
4. ICT STUDIES folder to include
· ICT audit
· Tasks you have been set in the ICT Portfolio
· Subject ICT delivery
5. PERSONAL DEVELOPMENT PORTFOLIO
This is the most important file because you
will keep a record of all your check lists:
(a) QTS Standards
(b) Career Entry Profile
(c) Subject Audits
(d) Individual Learning Plans
Trainees should use this portfolio as their
evidence base to cross reference where the evidence is of having met
Standards (i.e. it's rather like an index which refers to evidence provided
in the ICT Studies, Professional Studies, Subject Studies and Teaching
Placement).
The Professional Tutor and school based tutor
at the Trainee's placement school will provide guidance in this.
6. A Reflective Diary.
Progress
There will be a formal review of each Trainee's progress against the
Standards during week 25th February - 7th March. There will be a written summative report at the end of the
two school placements and at the end of the primary placement.
The reviews and the written summative reports will be used to gauge the
Trainee's progress against each of the four standards for QTS. Each trainee
will be notified of their performance as being:
1. an area of strength
2. an area of competence
3. acceptable
4. an area needing further sustained effort to achieve competence
Trainees will have received early warning if their performance is likely to
be judged unsatisfactory. Any assessment deemed unsatisfactory will be reported
to the Programme Manager, who will provide a system of extra support for
the teacher trainee.
The Partnership intends to adopt the procedures for external examining
employed by University of Leicester, which will award the PGCE.
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