Transcript Insert title here - University of Huddersfield

Welcome to the
Secondary PGCE
Mentor meeting
Our Aim
The ultimate aim is to produce innovative,
reflective and self-motivated practitioners who are
able to respond to the learning needs of their
pupils in a creative way to facilitate engagement in
the learning process and provide a range of
appropriate learning experiences relevant
throughout secondary age phases.
The team
Fiona Woodhouse
Geraldine Allport
Jayne Price
Angie Vickerson
Joanna Vickers
Brian Coughlan
Rod Robertson
Ed Southall
PGCE numbers:
Subject
Core (allocation)
Art and Design
School Direct (allocation)
Total enrolled
1
1
Biology
5 (6)
1 (2)
6
Business Studies
6 (12)
0
6
Chemistry
8 (9)
0 (2)
8
Computer Science
5 (9)
1 (2)
6
Design Technology
3 (6)
1 (1)
4
0 (1)
0
1 (4)
9
0 (2)
0
English
Mathematics
8 (8)
MFL
Music
14 (13)
0 (1)
14
Physics
1 (2)
0 (2)
1
TOTAL SECONDARY
50 (65)
5 (18)
55 (83)
Aims of the session are to:
• Provide an update on recruitment and allocations
• Become familiar with the revised documentation and
assessment procedures for 2014-15 and the PGCE website
• Consider the teaching/support and assessment requirements
for the trainees including evidencing the teachers’ standards
• Ensure that we are working as a partnership.
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Aims for teaching practice placement
• Provides the opportunity for trainees to achieve many of the
outcomes for the course
• Acquire guided experience in teaching their own specialism
• Develop professional skills and techniques associated with the
teaching role.
• Develop expertise in performing the teacher's role both in the
classroom and the wider context
• Acquire personal experience of the structure, organisation and work
of the placement.
• Involve themselves in effective working relationships with staff in the
placement.
Information for you: Key resources
• Secondary PGCE Partnership Handbook (paper and
electronic)
• http://www.hud.ac.uk/edu/resources/secondarypgce
Course Outline and Organisation
• Timetables; outline and detailed
Trainees are in:
• Professional Studies
• Subject Studies
Code of Conduct
All trainees have signed this, it in your handbook and
on the website.
• http://www.hud.ac.uk/edu/resources/secondarypgce
Assessment overview
DHS 2220
DHS 1220
DMX 5130
DMX 6730
DHS 3320
DHS 4420
PGCE with QTS
Module details
DHS2220 - Practice of Teaching – induction
Part one on the role of the subject in the curriculum and part two is their Summative Report with standards
evidence (20 credits)
DHS3320 - Practice of Teaching- application
Part one on assessment and part two is their Summative Report with standards evidence (20 credits)
DHS4420 - Practice of Teaching- consolidation
Their final Summative Report with standards evidence (20 credits)
DMX5130 Curriculum Package M level assignment (30 credits)
Alternative for Professional students – DHS1520 at 20 credits
DMX6730 Inclusion M level assignment (20 credits)
Alternative for Professional students – DHS4020 at 20 credits
DHS1220 Special subject module
Comprising of subject audit and subject based tasks (20 credits)
Assessment Schedule
• Partnership Handbook
• http://www.hud.ac.uk/edu/resources/secondarypgce
Key documents and timelines
Term One 1/3
• You should have had a Pen Portrait from each trainee
• Trainees will have an Initial Audit for mentors
• Trainees will need access to key school documents,
policies and information.
• Trainees will also need a timetable
Key documents and timelines
Term One 2/3
• Weekly
Lesson observations
Review of Progress
Key documents and timelines
Term One 3/3
• Interim Review
• Induction Summative Report DHS 2220
Cause for Concern/Remediation
• Details are in the handbook but do contact us as soon
as; intervention is better than failing.
Professional Mentors
Role of a Professional Mentor
• Partnership Handbook
• Checklist for placement 1
Supporting the trainee
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Induction
Supporting your subject mentors
Quality assuring experiences
Ensuring they are making progress; C4C/remediation
Ensuring Interim and Summative reports are completed
Linking with the University Staff
IPD Programme to support professional development
IPD Programmes
• The trainees have a professional studies element to the
course. The IPD programmes in schools support this by
putting the information in a school context.
• Suggestions –link with our teaching? Flexible but really
helpful for developing wider professional role and
meeting standards.
Observations by you
• We are asking that you jointly observe with your subject
mentor at least once this term
• This lesson to be graded (not necessary for subject
mentors)
• University Tutors will also you jointly observe with the
subject mentor/host teacher and grade
Lesson feedback
• Link to pupil learning/ impact on learning
• Link to standards
• Trainee reflection and evaluation
• Remember to be constructive.
Interim Review
• Due in Wednesday 15 October 2014
• Flagging up concerns early for intervention.
Induction Summative Report
• New grading system
• Could these be emailed to Janine Downs by the 5
January 2015
• Can be competed by you/subject mentor or jointly.
• Signed by both.
University tutor visits
• Will come out and liaise with trainee to set this up.
• We will visit mainly in November but some flexibility
Supporting Mentoring
• There are some support documents which you can use
with subject mentors or direct them towards these.
• http://consortium.hud.ac.uk/mentoring/
Becoming reflective practitioners:
Reviewing and reflecting
Short term: Reflection
Their evaluation of lessons
Medium term: Reviewing
Weekly review of progress (ROP)
Long term: Reflecting
Summative Placement Reports
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Ofsted’s recommendations:
In order to improve trainees’ progress and attainment,
the partnership should:
– increase the proportion of trainees who are
outstanding by the end of the training by developing
further their ability to reflect on their own practice
– reduce the variability in the quality of mentoring by
ensuring all partners are clear about their
responsibilities for monitoring the effectiveness of the
feedback that trainees receive
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The revised framework for judging
the quality of an ITE partnership
• ITE inspection is primarily about evaluating how well
trainees are trained to be good or better teachers.
• For each phase inspected, inspectors must evaluate:
– the extent to which the ITE partnership secures consistently
high-quality outcomes for trainees.
• To make this judgement, inspectors must evaluate each
of the three key judgements:
– Outcomes for trainees
– Quality of training across the partnership
– Leadership and management of the partnership.
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Partnership Manager
• Appointment for January.
Ofsted priorities
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Improving Teacher Training for Behaviour
Supporting training for SEN, inclusion and EAL
Developing pupils’ literacy and numeracy skills
Training for the New Curriculum
Impact on pupil progress
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Key Dates
Interim Reviews:
Wednesday 15 October 2014
Friday 27 February 2015
Placement 2
Begins Tuesday 20 January 2015
Summative Placement Reports:
Friday 19 December 2014 to be submitted 5 January 2014
Friday 27 March 2015
Monday 01 June 2015
Mentor meetings:
Tuesday 20 January 2015
Wednesday 10 June 2015
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All documentation...
• University of Huddersfield PGCE Secondary Website:
http://www.hud.ac.uk/edu/resources/secondarypgce
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Opportunities for you
Interviewing trainees
PGCE Secondary Strategic Planning Group
• 21 October 2014: 1.30 to 4.30pm
• 3 March 2015: 1.30 to 4.30pm
• 9 June 2015: 1.30 to 4.30pm
Questions/Ideas/Suggestions
• ?
• Thank you for coming ... and remember blue forms for
payment!