PGCE at Leeds '

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PGCE at Leeds .

• The final week
• Reflection, evaluation and feedback, planning and
  preparation
• Thinking forward the NQT year
• CEDP TDA guidance
• http//www.tda.gov.uk/teachers/induction.aspx
• Further professional and development . Masters
  in Teaching ??

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PGCE at Leeds

• What did we set out to do ?
• This course aims to provide student teachers
  with professional training in the context of the
  University of Leeds and its Partnership schools.
  By the end of the course student teachers will
  have acquired the skills, knowledge and
  understanding needed to start an effective
  teaching career. These will provide the basis on
  which they will build in future years

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Aiming for continuous improvement ..

• Our aim is to provide a rigorous and
  professional initial teacher training programme
  which enables individual student teachers to
  develop the skills, knowledge and understanding
  which are needed to be an effective, reflective
  and professional new teacher.
• How do we measure the extent to which we
  achieve our aims ??
• We are monitoring our provision continuously
  through our engagements with student teachers and
  staff. There are, however a number of formal
  procedures through which we gather information.
• Link Tutor feedback on school placements,
• TP supervisor feedback on school placements
• Method tutor review of taught programme
• External examiners (including OfSTED) assessment
  of effectiveness and appropriacy of the programme
  and its staffing university and school-based

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But importantly ..

• Student teacher evaluation of and feedback on
• Placements in schools
• The university-based programme
• Support and guidance
• Communication
• Assessment
• YOUR INPUT IS VITAL

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School Placement Surveys

• We need, year on year, feedback on specific
  aspects of the school-based experience in
  Partnership schools
• Providing constructive, professional feedback
  which identifies strengths and areas for
  development is a KEY GENERIC SKILL for teachers
  to develop ..
• Here are some examples from the first
  Placement Survey this year

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Many trainees praised their placement school.
Some exemplar commentsI found all of the
department very supportive and wiling to give up
their time to help meThe department was
friendly and approachableThe school was very
well organized and all the EPS sessions were
given before teaching which was very usefulIt
was very useful to receive a letter from the
school at the first link tutors meeting detailing
the first few days as it set me at ease I felt
is was helpful for me to be left to teach classes
without supervisionThe opportunity to work in
the behavioural unit was a great experienceI
very much enjoyed this practiceEPS sessions
were excellent and provided practical help I
received a great deal of oral feedback which was
very usefulThe support from all the teachers
was excellent
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General Areas for Development Exemplar
commentsI had very little contact with the
ITT Coordinator I would have liked a written
EPS programmeParts of my EPS programme were
postponed and they never took placeI was
placed with a form but the form tutor did not
involve me and I had little pastoral
experienceI felt pushed in at the deep end and
got all the difficult bottom-set classes
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Many trainees commented positively on the
mentoring. I was very grateful and lucky to
have an experienced mentorefficient and
professional mentoringmentor was top notch. I
felt supported and encouraged I had good
support from my mentor, which was absolutely
necessary in this very challenging school 
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Mentoring areas for developmentI felt it
would been more useful to set a defined time for
mentor meetings as sometimes they were quite
brief My mentor went on maternity leave
continuity was breached when I needed it most
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The PGCE Programmeyour role in evaluation,
reflection, feedback ..

• Relevant Standards .
• Q3b
• Be aware of the policies and practice of the
  workplace and share in the collective
  responsibility for their implementation
• Q6
• Have a commitment to collaborative and
  co-operative working
• Q32
• Work as a team member and identify opportunities
  for working with colleagues, sharing the
  development of effective practice with them

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Placement 2 Survey (and 1 if you missed doing it
!)EPS EvaluationPGCE Programme
EvaluationInitial Perceptions Survey
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Transition ..

• From student teacher to NQT

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Induction

• The induction period lasts for the equivalent of
  three school terms.
• Although your progress will not affect your
  QTS, you must complete induction successfully to
  continue teaching in a maintained school or
  non-maintained special school in England.?

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Things to consider

• What do I want ?
• What do I have to offer?
• What do I need?
• What am I entitled to ?
• How can I help myself?

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What do I want ?

• Knowing your own personal and professional
  priorities is essential if you are to make the
  best of your NQT year and the induction period
• Your CEDP Profile is not the only important
  aspect of knowing what you want, though this
  will be the formal record of your professional
  wants and needs
• You may already have thoughts about your longer
  term career aspirations, and how to make sure
  that your early career development opportunities
  are geared, at least in part to setting you off
  on the right path

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What do I have to offer?

• Whether or not you have a teaching job for next
  year you should spend some time clarifying, for
  yourself and prospective employers, exactly what
  you have offer
• ITT Profile its unlikely to tell the whole
  story but it can certainly help you identify
  your professional achievements
• CV does it need a re-write ?
• Re-consider your educational stance/ideology .is
  it the same as when you started out ? This may
  have a direct bearing on what you now have to
  offer its about knowledge and understanding as
  well as skills . and in relation to the
  purposes and possibilities of education as well
  as the academic and curriculum subjects ..

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What am I entitled to ?

• There are two main aspects to the induction
  period
• an individual programme of professional
  development and monitoring
• Your induction programme should help you to
  become an effective teacher, and build on skills
  from your initial training, enabling you to meet
  the needs of pupils and provide a strong base for
  career-long professional development.
• Assessment against the NQT induction standards
• Towards the end of each term of your
  induction period you should meet your induction
  tutor and/or headteacher for a formal assessment.
  The main focus is your progress towards meeting
  the core standards.
• After each of the first two meetings, the
  headteacher should make a report to the local
  authority or, where appropriate, the Independent
  Schools Council teacher induction panel (ISCtip).
  This should record your progress towards meeting
  the core standards at the end of induction.

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What to expect

• Induction tutor 
• You should have an induction tutor throughout
  your induction period. He or she will have
  day-to-day responsibility for ensuring that you
  are provided with an appropriate induction
  programme, and will be one of the most
  significant influences on the quality of your
  programme.
• 90 per cent timetable
• The school teachers pay and conditions document
  requires headteachers to make sure that teachers
  taking part in induction have only a 90 per cent
  timetable. This means teaching for no more than
  90 per cent of the time that another teacher (who
  does not receive a teaching and learning
  responsibility (TLR) payment) would be expected
  to teach at the same school. Your school should
  protect this release time and allocate it at
  appropriate intervals. For many newly qualified
  teachers (NQTs) this will be on a weekly or
  fortnightly basis.The release time is in
  addition to any non-contact time that the school
  normally allocates, and should be used for
  activities that contribute to your induction
  programme. 
• Individualised programme
• Each newly qualified teacher (NQT) should be
  provided with an individual programme of
  monitoring, support and assessment.  The
  programme that you and your induction tutor plan
  will reflect
• the strengths and development priorities
  identified by you and your initial teacher
  training (ITT) provider towards the end of your
  ITT programme as part of the career entry and
  development profile (CEDP) process 
• the induction standards, and
• the demands of the specific post in which you are
  starting your career.

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Development opportunities

• These could include 
• working alongside others and becoming involved in
  planning within your department or school
• opportunities to observe the teaching of more
  experienced colleagues
• visits to schools and settings beyond your
  workplace
• taking part in more formal training events and
  courses, and
• meeting with your induction tutor to consider
  your progress and development.
• NB As your confidence grows you will want to
  start challenging and testing yourself and your
  school should give you opportunities to do so.
  However, both you and your school need to be
  clear that you must not be disadvantaged by being
  asked to undertake a particularly difficult role,
  or by shouldering additional responsibilities
  without adequate support. 

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How can I help myself ?

• Take the opportunities provided this week to
  reflect on your achievements and areas for
  development
• Make sure your CEDP reflects exactly what you
  want it to its your document
• When you take up your first post make your CEDP
  available to the headteacher and your induction
  tutor. You and your induction tutor will use the
  profile as you discuss development priorities and
  set objectives for induction.
• Play an active part in planning and reviewing
  your induction programme.
• NB You will already be familiar with setting
  objectives from your ITT programme, and know that
  they need to be challenging but realistic, with a
  precise focus.
• Identify what support you require to meet these
  objectives. Who will be responsible for what, and
  when will activities take place?

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From the horses mouth ..

• NQTs talk ..