PGCE/QTS 11-16
SERVICE LEVEL AGREEMENT 2005/2006
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| FIRST SCHOOL PLACEMENT |
SECOND SCHOOL
PLACEMENT |
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Purpose of
Placement
Initial professional development,
focused on establishing knowledge base and developing
core skills of planning, teaching and managing pupil
learning within the framework of the Standards for QTS |
Purpose of Placement
Developing competence within the formal framework of
the Standards for QTS on the basis of needs assessment
from Placement 1, developing a personal teaching style
and understanding whole school context |
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Framework
for provision in schools
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Induction
-
Observation
-
pupil shadowing
-
practice
-
diagnostic
assessment in relation to subject knowledge,
planning, teaching and classroom management, and
assessment, recording and reporting
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GPS assignment 1 - Your subject in an
educational context
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Framework for provision in schools
-
Induction
-
Observation
-
Practice
-
needs assessment for
future development
-
summative assessment
and moderation within the framework of the Standard
for QTS
-
GPS assignment 2 - Assessment, Recording
and Reporting
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Key themes
-
being able to
promote learning by effective planning, teaching and
assessing
-
developing ICT
ability
-
familiarity with SEN code of practice
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Key themes
-
competent teaching
-
contributing to
pupils’ wider development
-
understanding the
professional framework (e.g. PSE, working with
parents)
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consolidating ICT
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using students’ IEPs
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School
responsibilities
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Introduction to whole school
responsibilities and practices
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Support for planning, class management and monitoring
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Coaching, training and monitoring progress
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School responsibilities
- Introduction to whole school responsibilities and
practices
- Support for planning, class management and monitoring
- Coaching, training and monitoring progress
- Integration into negotiated elements of the life of
the school
|
|
Teaching
requirements
Up to 40% of a qualified main scale
teacher’s timetable |
Teaching requirement
Up to 60% of a qualified main scale teacher’s
timetable
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| |
SCHOOL ENTITLEMENT
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| Entitlement to
|
Provided through |
By means of |
| Information |
The Partnership Office |
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Adequate notice of
trainees placements wherever possible
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Information on
timetable, routines and structures
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For first school
placement, information on trainee qualifications and
background
- For second school placement, information on
trainees qualifications and background together with
an assessment of their strengths and further
training needs
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| Guidance |
Documentation |
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| Support |
Lead Subject Mentor |
-
At least one subject
tutor contact in the placement to observe the
trainee
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At least one subject
tutor visit during placement to:
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(a) observe trainees
teach
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(b) discuss progress
with mentors
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(c) support
information flow
- Subject tutors providing extra support at the
school's request in problem cases
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| |
Co-ordinator |
|
| |
The
Partnership Office |
- First point of contact for problems and
queries about placement dates, paperwork, mentor
training, trainee absence, contacting co-ordinators,
external examiners, difficulty in meeting
requirements of Service Level Agreement
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| Training |
School based tutor / Meeting programme
|
- A regular programme of school based tutor
meetings / training
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ADDITIONAL DESIRABLE
SCHOOL-BASED EXPERIENCES
|
| Placement 1 |
Placement 2 |
| ICT experience: weekly
planned exposure to use of ICT in learning. To be logged
by trainee. Monitored.
|
ICT experience: trainees to
develop their own differentiated resources |
| Assessment: Trainee to take
responsibility for the marking and recording of work
done by pupils |
Assessment and monitoring:
participating in examination assessments and moderation
exercises |
| SEN placement: regular,
weekly opportunity to work as a support teacher
(rationale: to look at learning at the point where it is
especially difficult). To be logged by trainee. |
Experience of using IEPs:
development stages and targets
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| Tutorial placement, to
involve work shadowing a tutor
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PSE experience:
involvement as tutor and in PSE delivery as support
Reporting experience: to attend 1+ parents evening
and to draft, on 1 teaching group, full set of reports
(though these might not be those sent)
SMSC experience: involvement in at least 1 whole
school venture (e.g. assembly, drama production etc.)
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TRAINEE ENTITLEMENT
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| Entitlement to |
In practice |
Involves
|
| Quality |
A trained Professional Tutor who is able
to organise a programme of meetings to target whole
school issues
A trained school based tutor who has up-to-date
subject and assessment expertise |
NTTP's commitment to provide appropriate training.
Schools commitment to attend
school based tutor training sessions and provide
opportunities for further development |
| Time |
A timetabled weekly mentoring session
with the school based tutor in an appropriate setting
Additional mentoring sessions with the Professional
Tutor as required |
Protection of school based
tutor's non-contact time for this purpose |
| Planned Provision |
A structured, planned and coherent
training experience during visit days and placements A
clear agenda, developed from training programme and
sensitive to trainee
Support for school based tasks |
A school based tutor trained
to provide such an experience A Professional Tutor
able to have oversight of school experience and NTTP
links
|
| Feedback |
A weekly focused observation with
written feedback by the school based tutor and one
observation during the placement by the Professional
Tutor |
Professional and school
based tutors to be familiar with the Standards for QTS
and to comment on these to provide evidence of
development School based tutor to make observation
notes and maintain a file on trainee
Trainee to make written notes of discussions with
mentors and maintain a teaching file
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| Monitoring |
Record of weekly meetings Check and
monitor planning and assessment
Completing assessment documentation |
Maintaining of file by
trainee and signing off by school based tutor |
Your
Induction at your school placements
On arrival you should have access to the
following:
· an induction timetable
· key people involved in your placement
· key documentation
(i) staff handbook
(ii) prospectus
(iii) discipline and special needs policies
(iv) any thing else useful for your school placement
Meeting key people
· headteacher
· secretarial/support staff
· caretaker
Being shown key places
· staffroom, tea; coffee and lunch arrangements
· lavatories
· resources - and an explanation of the school
procedures
· a quiet working area
Establish early your school's expectations on:
· dress- the Partnership suggests formal
· times of attendance - you must be on your school
site from the start of school to the end of school
· absence procedures
· school liaison with parents
· extra curricular activities
Understand school procedures on:
· discipline
· special needs
· pastoral arrangements
Early classroom induction
What to do!
1. A pupil trail (shadow)
2. Classroom observation
· Have a focus from the observation sheets
3. School based activities
· You will be asked to carry out some short, focussed
tasks during your placement.
Focussed classroom observation
· Always have a clear focus (the observation sheets
will help here)
· Observation of very different teachers delivering
in the classroom will be a real eye opener for you
· Become involved in the observation as this makes it more interesting for you
· Talk to the teacher about the observation - this
will give you a much clearer understanding of some of
the things you have seen going on in the classroom
Subject Induction – for placements 1 and 2 only
1. You should be introduced to:
· subject teaching colleagues
· students
· learning support assistants
2. You should be given the following Documentation:
· schemes of work
· student data - target grades/levels/IEPs etc.
3. You should have an outline of your departments
organisational procedures on:
· subject
· routines
. entry and exit from classrooms
. beginning and ending of lessons
· code of conduct
· special needs support |
