Transcript What makes up a PGCE course?

Getting into Teaching
How to produce a successful application,
for the right course, for you
Queen Mary UL 2009
Bob Vertes
PGCE(S) Admissions Tutor (and Mathematics Tutor) St Mary’s University College
RNV SMUC 2009
Issues for today’s session
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What are the choices you need to make?
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What makes up a PGCE course?
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What do you have to do to make a successful
application for teacher training?
Your questions
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What choices?
Assuming you are a graduate (or soon will be):
Choose your phase. Assessed across 2 consecutive Key Stages
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for QTS; post-compulsory
Choose your style of course
Training ( HEI or school) or employment in school; flexible
Choose your subject specialism(s). SK top-up?
Choose your provider Application is sequential
Choose your timing Primary by 1 Dec; Defer?
Choose your referee Emailed reference; academic or line manager
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Some Myths
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Teaching primary children is easier than teaching secondary
There’s a teaching shortage, they’ll take anyone
If I go into teaching I will be stuck in it for life
I know what teaching involves from my parents/friends/schooling
To be a good teacher you just have to know your subject
Schools and classrooms today are unruly places
Teaching has long holidays with no work to do
Teaching is just a 9-4 job
Teaching in a sixth-form college or FE is just teaching A level
Teachers are badly paid
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PGCE
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Academic course and qualification
 University- and school-based student
 Postgraduate level, including research
 Master’s level credits
 Learning from HE and practising
teachers
 Slower start, lighter timetable, structured
 University tutor/admin support
 Working with other PGCE students
 Structured, guided, organised
 Standards-focused Assignments and
portfolio of school experience
 Free* tuition (but top-up fees)
 Bursary (+ Golden Hello?)
 Student financial and other benefits
[* Only for home and EU applicants]
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GTP
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Practical, on the job, approach
Good prior experience desirable
Post-graduate in time, not in level
School-based employee
Teaching soon or from start
Individual training programme
Few centrally tutored sessions
Not with other Graduate Trainees
Less formal structure
Skills-based assignments
Extensive portfolio of evidence needed
Unqualified teacher salary
No Golden Hello
Can take less than full academic year
Can be taken by overseas students with
work permits via school
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A Warning
The PGCE course will be the toughest year of your life
but possibly the most interesting, fruitful, challenging
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PGCE (Full-time) STRUCTURE
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Professional Studies – at postgraduate level
Curriculum/Subject Specific Studies
Practical Teaching Experiences in 2 different schools
University tutors and partner School mentors
Time in School:
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18 weeks primary
24 weeks secondary
Assessment: through professional development portfolio,
assignments and school experience (no exams!)
Expectations: professionalism, punctuality and 100% attendance
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SWELTEC* model of PGCE(S) training
[*Brunel, Kingston, Roehampton, St Mary’s^^; South West London Teacher Education Consortium]
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2/3 weeks induction, including 2 days primary, 3 days secondary,
school observation on focused, subject-related, tasks
5 weeks - 2 days taught sessions, 1 day self-supported study, 2
days in partner placement school; developmental school experience
2nd half Autumn term, 5 days/wk block school experience (up to 50% of a
teacher’s timetable, 2/3 major responsibility, 1/3 support/observation)
5 weeks - 2 days taught sessions, 1 day self-supported study, 2
days in partner placement school; developmental school experience
2nd half Spring term, 1st half Summer term, 5 days/week block school
experience (50% timetable growing to 70%, 2/3 major responsibility, 1/3
support/observation)
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2 weeks College–based, but with cross- and extra-curricular visits
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Occasional days/half days back in HEI
^^ a minimum of 3 visits from a tutor while in school; 3 key stages where possible/requested
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Other London providers of PGCE courses
Goldsmiths College
King’s College London
Middlesex University
University of East London
Institute of Education
London Metropolitan University
London South Bank University
University of Greenwich
Some other providers have London-based placements
There are also some school-centred - SCITT - courses
The Open University runs the most flexible of the part-time courses
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All these run a variety of PGCE Primary, Secondary and postcompulsory courses, none running all phases/subjects
All have different models of training, including timing of start/finish,
timing of block, days in provider/school; and of number of tutor visits
See www.gttr.ac.uk for a full listing of providers and courses
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Professional Standards for Qualified Teacher Status
(September 2007 onwards)
1. Professional Attributes
Relationships with Young People; Frameworks; Communicating and
working with others; Personal professional development
2. Professional Knowledge and Understanding
Teaching and learning; Assessment and monitoring; Subjects and
curriculum; Literacy, numeracy and ICT; Achievement and diversity; health
and well-being
3. Professional Skills
Planning; Teaching; Assessing, monitoring and giving feedback; reviewing
teaching and learning; Learning environment; Team Working and
collaboration
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Teach in 2 schools
Teach (and be assessed) across 2 consecutive Key Stages
Pass the 3 QTS Skills tests (Literacy, Numeracy, ICT)
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Applying for an ITT course
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Prerequisites
Subject Knowledge
School observation experience
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Other qualifications
Appropriate reference
Useful qualifications, interests and transferable skills
Communications skills, ICT skills, Sports, Music, Drama, Teamwork etc.
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Other issues to have considered
Finances, Fees, Ethos and quality of provider, Domestic issues, Transport,
Partner school quality/age range/location, Accommodation, Tutor Support
Personal health, Criminal Record Bureau check
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How/where to apply
GTTR, SCITT, DRB, First Teach [Fast Track now only once qualified, in schools]
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Worried about Subject Knowledge?
The Training and Development Agency for Schools (TDA) funds courses to develop
competence and confidence in subject knowledge and understanding for those not fully
qualified; including
Mathematics, Physics and Chemistry Enhancement courses
6 months, £225/week funded, January to July see www.tda.gov.uk/enhancement
e.g. we help run the South West London MEC, contribute to UEL’s PEC; they run CEC
French and German Extension courses - 3 months, £225/week funded, Summer
Subject Knowledge Booster courses in shortage subjects
e.g. St Mary’s runs an RE Booster course - 2 weeks: There are other subject Mathematics
Booster course in London and around the country. Booster courses are free, no fees, no pay;
often Summer. See www.tda/gov.uk/booster
Some providers will be happier than others to make conditional offers for PGCE
places subject to successful completion of one of the above types of courses.
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The PGCE
Minimum academic entry requirements:
(as set down by the Training and Development Agency for Schools, TDA)
1. A recognised degree
2. GCSEs [or equivalents]
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Grade C English Language
Grade C Mathematics
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Grade C Science
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(for primary candidates – ALL applicants must now have this)
These MUST have been obtained before starting any teacher training course.
Some providers ask for these to have been obtained pre-application for competitive
Secondary subjects and for Primary courses.
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School observation
A professional prerequisite to interview at St Mary’s
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Minimum 2 weeks for PGCE Primary (for us)
at least some time in both KS1 and KS2, in at least one state school
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Minimum 2 days for PGCE Secondary (for us)
in at least one state secondary school (preferably in England);
not (just) your old school; preferably 11-18; preferably (some) mixed;
looking at some lessons in your subject area at KS3 and KS4;
a range of age and ability including low attainers;
ideally also seeing post-16 in your subject specialism(s);
looking also at the pastoral, cross-curricular and extracurricular roles of
teachers (do not just sit in the staffroom during registration or assembly)
N.B. Quality of experience is more important than quantity; looking and seeing…
If unsure between the two phases, make an informed choice after observing in both
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Getting school observation 1. TIL
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Open Schools Programme
For people who have not yet applied to ITT but are considering it; one day
Via Teaching Information Line 0845 6000 991 or www.tda.gov.uk
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Taster course programme
3 day course, one day in a school;
3 categories of programmes: secondary priority subjects; men into primary; minority ethnic
recruitment. Via Teaching Information Line 0845 6000 991 or www.tda.gov.uk/tasters
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School introduction programme “SIP”
ITT Applicants in England who have applied to a secondary PGCE course in one of the
seven priority subjects, and received a conditional offer of a place subject to gaining more
school experience; up to 10 days in a school; referred by provider, school gets reimbursed
NB 1. one day may not be sufficient for many providers’ prerequisites;
2. ensure observe own subject teaching and also pastoral roles of teacher
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Getting school observation 2. SAS
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The Student Associates Scheme (SAS) is for students interested in
gaining classroom experience while pursuing their studies.
www.tda.gov.uk/sas
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There is a tax-free bursary around £40 for every day spent in school or college
during the scheme.
The scheme is open to registered students subject to certain conditions.
Students participating are given a training and induction programme then spend fifteen
days in a school or college working alongside experienced teachers and assisting
them in classroom teaching. The fifteen days can be planned to fit your studies.
SAS is managed by a limited number of providers, by some LAs and other groups;
It is focused on secondary shortage subjects but limited opportunities exist for others
and for Primary; usually have to apply early; but it is not for those who have already
applied to ITT
Try [email protected]; [email protected]; [email protected];
[email protected]; [email protected]; [email protected];
[email protected]; and elsewhere outside London
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Getting school observation 3.
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Other provider-led schemes e.g. Pimlico connection
www.imperial.ac.uk/pimlico - managed volunteering
Direct application to schools
Telephone appropriate schools and ask to speak to the Professional
Tutor; request observation [not work experience or teaching practice]
* Be ready with a CV and evidence of genuine interest in teaching
* Some schools now will not let you in without a CRB check.
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Essential (at least for us)
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Complete and accurate personal details
Telephone/email contact details
Interview availability (or lack of) noted
Appropriate choice of sequence
Accurate description of qualifications
Good personal statement
Supportive appropriate reference
Home or EU student fee status
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Useful (for every application)
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Early application - closure dates, competition
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Informed choice - GTTR process is sequential
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Transferable skills - prior experience, interests
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School/community skills - music, drama, sport, pastoral
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Other issues to consider 1.
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Ethos of training provider Support available
Quality of training provider Ofsted reports, student satisfaction
Location of partner schools Employment prospects
Accommodation for post-graduates
Transport convenience of access when at provider
Facilities Library, ICT, catering, social, religious, access to tutors
Personal domestic circumstances
(e.g. finances, childcare, full-time v. part-time, etc. )
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Other issues to consider 2.
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Financial Planning
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Training bursary (only for home and EU trainees*)
Top-Up Fees (and repayment schemes)
Student Loans (and repayment schemes)
Career Development Loans
Shortage Subject incentives – “golden hello”
Council tax student rebates
Oyster card student rebate
Means tested and other support funds
* St Mary’s will only take home and EU students, not those who are
seen as “overseas fees”, for teacher training courses
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Other issues to consider 3.
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Openness to learning, unlearning, relearning
Awareness of a teacher’s roles and responsibilities
Awareness of range of ability
Teaching is not telling, lecturing, coaching, or tutoring –
but managing learning
Professionalism: punctuality, attendance, personal
organisation, stress management, commitment
Personal health, and possible issues with CRB check
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PGCE(M) v PGCE(H)
From September 2007 two pathways will be available to graduates who wish to
become trained teachers:
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Postgraduate Certificate in Education - PGCE(M)
Professional Certificate in Education - PGCE (H)
The PGCE(M) requires work at M (Master’s) level. Up to 60 M level credits
can be earned, transferable towards a later Master’s degree.
The PGCE(H) requires work at H (Honours) level.
Both pathways lead to Qualified Teacher Status (QTS), needing an induction year
Providers vary in the way that people can apply for, or switch between, these two
levels of course.
Funding during the course and school opportunities for those completing either
pathways successfully are not expected to be different.
For some countries outside England, it will be necessary to have a PGCE(H) for
teacher training recognition equivalent to their own systems.
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www.gttr.ac.uk
The Graduate Teacher Training Registry
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You will need to enter a referee’s name and email address
Complete the application on line in terms of personal details
Ensure you give full address, telephone numbers and email address
Check if you are eligible for home fees, if so by whom; or if EU fees;
or if you are seen and funded as an international student
Select your sequence of choice of course provider with care
Best not to mix primary (2 choices) and secondary (4 choices), or different subjects
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Give precise details of qualifications; and signal if needing an
equivalence test for GCSEs
Give precise details of your degree, and list appropriate content
proportions and details
(especially if the degree is not obviously relevant to your choice of training subject)
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Mention other skills and qualifications gained, or useful interests
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Writing your personal statement 1.
Check: Are you “personally and academically suited to the
teaching profession”? [in 21st century English state schools]
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Why do I want to teach? (Children, in this phase, in this subject)
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What are the qualities of a good teacher? Which do I have?
(How do I know?)
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Of what challenges am I aware, and for which I am prepared?
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Writing your personal statement 2.
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In which National Curriculum subjects do I have strong
knowledge?
What am I doing to update my subject knowledge?
To which other National Curriculum subjects can I make
a contribution?
What other relevant knowledge/skills/experience do I
have?
Am I familiar with the effects of the National Strategy?
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Writing your personal statement 3.
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What is my experience of observation in state schools
of the right age range in this country? Is it enough?
What has this experience taught me in comparison with
my own schooling? What did I learn from such visits?
What do I know of the roles of teachers other than as
subject specialist (pastoral and extra-curricular) roles?
What can I contribute to be a member of a school community?
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Writing your personal statement 4.
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What other relevant work experience with young people do I have,
especially in the age phase in which I wish to teach?
Youth work, Summer camps, Sports coaching, Religion school, Scouts, Language school
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Have I any transferable skills from other work experience?
communication skills, organisational skills, team work, diligence, perseverance,
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What are my numeracy, literacy and ICT skills? QTS tests
Do I need special entry/equivalence tests? What am I doing to
prepare for these? Most providers will only recognise their own equivalence tests
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Have I had a (clear) Criminal Record Bureau check?
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How is my health? Do I have any disabilities?
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Before submitting the GTTR form 1.
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Have I made an informed choice about my sequence of
providers on the form? Have I spoken to the admissions tutors and/or
subject leaders? Have I visited on an open day? When will they interview me?
Have I asked about the schools to which they are likely to send me? Have I
checked their Ofsted report, their student satisfaction and employability rates?
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Have I checked the details, handwriting, grammar, spelling and
punctuation on the form? Has someone else checked it for me?
Have I asked an appropriate referee to act in that role?
Have I fed them information/can they e-mail/ can I check when they have done so?
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Before submitting the GTTR form 2.
1. Have I checked to ensure I meet all of my first choice provider’s
entry criteria? What do I need to ensure I do meet them?
2. Have I checked via GTTR, and the provider, if my first choice
provider still has vacancies? Speak to the admissions tutor if you can
3. Have I checked with provider for likely interview dates?
Have I indicated any impossible interview dates for me?
Will they take these into account?
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Where can I find out more?
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Read with care the St Mary’s University College
PGCE Secondary Brochure
available on the St Mary’s University College website www.smuc.ac.uk
AND/OR a copy from our stand today, or via [email protected]
See also www.tda.gov.uk
St Mary’s University College’s next PGCE Open Morning
is on Wednesday 11 March, starts at 10, finishes by 1; includes an
hour with a subject tutor or Primary Admissions Tutor (also a talk on
fees and funding, and a campus tour).
Please come – no booking needed.
See website for other dates in 2009
e.g. PGCE Open Evening 10 March, 630 pm
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Two useful contacts –
Talk to the satisfied customer, not just the salesman
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Nana Kyere BSc Pharmaceutical Chemistry QMW 2000
He was on our PGCE Mathematics course 2007/8
He obtained a job by the end of fis fist term, and is now teaching in
Newham.
His is one of the faces on our current Brochure front cover, and will
be on our stand and giving a talk, at Train to Teach in London - at
Science Museum 27/28 March 2009. see www.tda.gov.uk
[email protected] 07939 644867
Kam Yiu Cheng MSci Maths Imperial College 2007
He is now on our PGCE Maths course 2007/8
[email protected] 07708 927463.
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DON’T MISS
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Train to Teach in London event organised by TDA; free
Science Museum 27 & 28 March 2009
(South Kensington tube; or buses to Royal Albert Hall)
 Apply, pre-book for fast entry, via www.tda.gov.uk
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All London providers will be there, with NQTs and/or current
trainees to whom you can talk
Come and visit us on the St Mary’s University College stand!
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Any Further Questions?
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PGCE Secondary: contact Bob Vertes
[email protected] or 020 8240 4154
PGCE Primary: Contact Trish Lee
[email protected]
www.smuc.ac.uk
www.tda.gov.uk
THANK YOU FOR COMING TODAY
Let us know if and how we can be of further help
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