ITT CoordinatorsLink TutorsMethod Tutors meetings

1
ITT Co-ordinators/Link Tutors/Method Tutors
meetings

• 15th and 16th May 2006

2
Programme

• 1.15 pm registration and coffee
• 1.30 Welcome and Introduction
• Issues arising from School Placements
• Student Feedback from Placement One - over view
  and cumulative evidence
• 2.00 Partnership Development Schools the new
  format
• 2.15 Discussion Groups
• Group members are asked to discuss
• the Secondary PGCE course its organisation,
  management and structure in particular the
  support and guidance provided to schools.
• Appropriate mechanisms for schools feedback to
  the School of Education completing the QA
  loop
• Collation of items
• 2. 45 Changes to Initial Teacher Education and
  Training the PGCE routes
• 3.00 AOB Out of school Activities and External
  Examiner Visits
• CLOSE
• 3.00 3.30 Review of Video Material for Mentor
  Training

3
Issues arising from Placement Two

• Trainees causing concern procedures
• Profile completion and monitoring by ITT
  co-ordinators
• Other issues ??

4
Possible Outcomes block 2

• If, by the time of the second meeting of the
  support structure outlined in Step Two, it is
  clear that, despite appropriate additional
  support, the student is still having serious
  difficulties in meeting the targets agreed at the
  first meeting and therefore not meeting the
  Professional Standards for QTS, then a Grade 4
  (Unsatisfactory) must be recorded in the
  appropriate section(s) of the Profile. In this
  case, the student will be recommended to the next
  Examiners Meeting to have failed practical
  teaching.
• Students, for whom a Grade 4 has been recorded in
  any of the Teaching Standards, must be referred
  to an external examiner. This will usually mean
  a visit from the external examiner who will
  observe the student teaching, talk to the student
  and his/her University- and school-based tutors,
  and examine all the evidence which supports the
  judgement.
• It should be clear to all concerned (including
  the student) that the role of the external
  examiner is not to grade the student. The
  Partnership must have reached a clear decision
  about the students assessment and recorded it in
  the Profile, together with the supporting
  evidence, prior to the external

5
Profile completion and monitoring by ITT
co-ordinators

• Electronic completion
• Summative evidence
• Standards related comments
• Student and mentor agreement
• ITT co-ordinator agreement, comment and
  signature
• Profiles returned by 16th May

6
Quality Assurance Research Questionnaires of
Students on Placement in Schools PGCE Secondary
Summary of the First Placement 2005-2006
Academic Year
University of Leeds School of Education
7
The questionnaire involved ten sections. These
explored the overall level of satisfaction of the
school-based experience the information schools
provided for ITT students about their school who
provided support and guidance to the student
whilst on placement the provision of mentoring
and EPS, knowledge of teaching responsibilities
and information regarding individual pupils
provided by schools for ITT students to enable
preparation, how often lessons were formally
observed and the level of contact with the ITT
Co-ordinator within the school as well an open
final question to allow students to make the
university aware of anything else not covered in
the main questioning.
PGCE School Placement Quality Questionnaires
University of Leeds School of Education
8
Generally, secondary PGCE students were very
satisfied with their first school based
experience. Nearly 90 of all respondents rating
it as good or excellent - 53 rated it as
excellent and 36 rated it as good. This year,
only 3 rated their experience as weak and none as
inadequate
PGCE School Placement Quality Questionnaires

• Question 1.
• Please circle the appropriate number below for
  the overall rating of your school based
  experience
• 1 Excellent 2 Good 3
  Satisfactory 4 Weak 5 Inadequate

University of Leeds School of Education
9
PGCE School Placement Quality Questionnaires
Comparisons with the previous two years
University of Leeds School of Education
10
PGCE School Placement Quality Questionnaires

• Question 2.
• What information did the school provide for you
  about its systems and organisation? Please tick
  as appropriate
• Plan of the school
• Staff or student handbook
• SEN / IEPs
• Class/Year/Key Stage structure
• Form Tutor/Pastoral systems
• Rewards and sanctions
• Health and safety information
• School resources inc. ICT
• School Prospectus

Number of pieces of information provided by the
school
University of Leeds School of Education
11
PGCE School Placement Quality Questionnaires
Question 3a. Was the 1 hour (minimum) Mentoring
time made available to you during Serial
visits? YES/NO Block experience? YES/NO
University of Leeds School of Education
12
PGCE School Placement Quality Questionnaires

• Question 3b.
• Did your mentoring sessions cover
• Feedback on lesson observations
• Feedback on lesson planning and preparation
• Targets for the immediate future e.g. following
  week
• Longer term targets
• Identification of individual training needs e.g.
  subject skills/knowledge
• Planning to meet training needs
• Actual training in relation to individual needs

Number of topics covered by mentoring session
University of Leeds School of Education
13
PGCE School Placement Quality Questionnaires

• Question 5a.
• Were you given written details of the
  school/college EPS programme/timetable at the
  start of your practice?
• Yes 80
• Question 5b.
• Did the sessions provided in the EPS programme
  cover everything expected? i.e. did it follow,
  generally speaking, the content and order of the
  University EPS sessions it was intended to
  support and link with?
• Yes 75

University of Leeds School of Education
14
PGCE School Placement Quality Questionnaires
Question 6. Did you know your teaching
responsibilities early enough to enable proper
preparation and planning? Yes 76
Question 7a. Did you receive information
regarding individual pupils in the classes you
were to teach? Yes 85 Question 7b. If yes,
how useful was it? Very useful 46 Adequate
48 Too General 6
University of Leeds School of Education
15
PGCE School Placement Quality Questionnaires

• Question 8a. Were your lessons formally observed
  during block practice
• i) less than three times a week on average? 35
• three times a week on average? 47
• more than three times a week on average? 18

Question 8b.Did you receive regular, written
feedback on your teaching i) less than three
times a week on average? 34 ii) three times a
week on average? 47 iii) more than three
times a week on average? 19

• Question 8c. How helpful did you find the advice
  and guidance?
• Very helpful 63
• Helpful 34
• iii) Not very helpful 2
• iv) Did not receive any written feedback 1

University of Leeds School of Education
16
PGCE School Placement Quality Questionnaires
Question 9a. Did the ITT Co-ordinator meet you
to discuss your work? YES NO If yes, how many
times?
University of Leeds School of Education
17
PGCE School Placement Quality Questionnaires
Question 9b. Did the ITT Co-ordinator observe
you teaching? YES NO If yes, how many
times? Question 9c. If you were observed by the
ITT co-ordinator, did you receive written
feedback? YES NO
9c. Of those students who were observed by the
ITT co-ordinator, 84 received written feedback
University of Leeds School of Education
18
Partnership Development Schools

• What were we looking for?40 schools to be ITT
  Partnership Development Schools8 Clusters
  comprising 5 schools including one lead PDS
  (budget holder). Each cluster receives 25,000
  up front in advance per annum to deliver an
  agreed training plan Associate Schools to work
  alongside the PDS as support schools or as
  beneficiaries of training support
• What do PDSs do? Work together as a Cluster to
  construct and deliver an agreed training plan to
  meet the regional ITT training needsUndertake to
  outreach to schools outside the Cluster
  (Associate Schools)
• How can the money be used?Examples release for
  teachersbuy in from outside expertsoutreach costs
  (supply travel etc)payment for co-ordination of
  training plan (NB not for hardware)
• Whats the focus of the ITT agreed training plans
  (secodnary) ? Priority subjects
  (maths/science/MfL)
• plus Promoting mentoring recognition and
  accreditation
• Generating evidence and research
  about the benefits of ITT to schools
• Creating flexibility and innovation
  in ITT training provision
• How can schools be involved?As an associate
  school linked to a clusterAs a PDS (member of
  funded school cluster 25,000 p.a.)
• As lead PDS (budget holder - additional
  funding of 3,000
• Benefits Being part of an ITT learning community.
  Supporting innovation in ITTAccessing financial
  support for development work. Accessing CPD and
  professional recognition for your learning (TLA).
  Contributing to current national priorities in
  education. Receiving peer support and generating
  evidence that demonstrate the positive impact of
  ITT on school improvement, pupil learning and
  school development.

19

• SECONDARY
• CLUSTER ONE All priority subjects Lead PDS
  School - Minsthorpe Community College - South
  Elmsall Pontefract PDS schools Dixons City
  Academy (TS)- Bradford Calder High (TS)
  Mytholmroyd - CalderdaleTong Bradford Hayfield
  (TS) Doncaster
• CLUSTER TWO MFL FOCUS Lead PD School Brigshaw
  Castleford PD schools Prince Henrys Otley
  All Saints Catholic High York South Hunsley
  (TS) Ferriby East Hull King Jamess (TS)
  Knaresborough
• CLUSTER THREE SCIENCE FOCUS Lead PD School - St
  Aidans Harrogate PD schools Temple Moor
  North East Leeds Woodkirk Tingley Wakefield
  Dronfield Henry Fanshawe Derbyshire South
  Sheffield Handsworth Grange South East
  Sheffield
• CLUSTER FOUR MATHS FOCUS Lead PD School -
  Ossett Wakefield PD schoolsCathedral
  Wakefield Spen Valley Liversedge Kirklees
  Driffield East Yorks Outwood Grange (TS)
  Wakefield

20
POST GRADUATE QUALIFICATION IN INITIAL TEACHER
TRAINING AT LEEDS (2007 onwards)

• All providers offering PGCE programmes are
  reconsidering their provision in order to take
  account of the Level requirements which are
  being made nationally for post graduate teacher
  education.
• All PGCE providers must decide whether they wish
  to offer a Post Graduate Certificate in Education
  or a Professional Graduate Certificate in
  Education. The difference being that the Post
  Graduate course must contain a minimum of 45
  Masters level credits, whereas the Professional
  Certificate will contain only Level 3
  (undergraduate) credits.
• The School of Education at Leeds has decided, as
  have the vast majority of providers locally and
  nationally, to opt for the Post Graduate
  programme and therefore include Masters modules.
  This decision has been taken to ensure a smoother
  and more coherent transition, for those trainees
  who want it, into full Masters qualification
  (MTeach at Leeds for example) and to facilitate
  the linkage with forthcoming Standards
  descriptors for all levels of teaching i.e. ITT
  through to excellent teacher and AST, for
  example.
• The programme at Leeds from 2007 onwards will
  probably look like this
• ( assuming that it is verified through the
  University validation procedures).
• NB The assessment is still under consideration
• Modules Credits Assessment ( still under
  discussion)
• Practical Teaching120 (level 3) Profile
• Generic Work (EPS)15 (M level) Essay Focus on
  Behaviour and Class Management
• Generic Work EPS15 (M level) Research project
  personal interest focus
• Subject Based Work (Method)15 (M level )Essay
  school-based work
• Subject Based Work (Method)15 (M level) Essay
  school based work

21
AOB

• Out of School Activities progress
• External Examiner Visits
• Electronic profiling pilot
• Partnership Involvement in Selection ? feedback
  ?
• Recruitment and retention activities

22
Partnership Committee Matters

• Course Assessment Issues
• Partnership Involvement in Selection
• BME Recruitment and retention
• Equal Opportunities Issues
• Group membership
• PDG mentor training 11th July K James and new
  ITT co-ordinator training 7th July Calder