Transcript Secondary PGCE RE

12th January 2015
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More genuine consultation
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Review our provision
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Share best practice
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Establish local area networks
KEY STRENGTHS:
1) Highly efficient and effective communication across partners.
Schools follow all laid-down procedures with exemplary consistency.
2) Commitment, passion and loyalty of all partners.
3) In some subjects, very strong connection with up-to-date academic
discourse about subject education, including the use of research
publications authored by classroom subject teachers, enabling trainees
to be in touch with problem-solving by other subject teachers in other
parts of the nation's community of teachers.
4) Extremely thorough training in behaviour management, valued highly
by trainees.
WWW
What do you think that we do well, across the
partnership?
EBI
What could any of us do to improve?
TRAINEE SUPPORT PLAN
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The Trainee Support Plan is for trainees who need a
little extra support to make expected progress
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The intention is to be supportive and to help the
trainee to get back on track
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If there are a significant number of targets, or if it is
anticipated that it will take more than two weeks to
meet them, then a Cause for Concern letter should
be used instead of the TSP
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Inspection involves two visits – summer term to
observe trainees near end of training, and then
autumn term to observe as NQTs
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Maintained focus on judging teaching by
impact on learning
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Requirement for RI/Challenging Socioeconomic
circumstances school experience
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Stronger focus on behaviour management,
discipline, professional conduct
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‘Unseen Children’/Closing the gap - impact on trainees’
classroom practice
Offering and supporting trainees in contrasting placements
Preparing trainees to teach BME/EAL pupils
Preparing trainees to record, report and use data on pupils’
progress, and to communicate with parents
Preparing trainees to access, critically analyse and use
educational research in their practice
BME/Male/Over-25 trainee achievement and completion
Preparation for employment and support during Induction –
working with NQTs
Our trainees would appreciate more support in how they
can assess learning and use data in their teaching.
• In your subject, how are you approaching assessment
post-levels?
• How can PSTs support trainees with this aspect of
learning to teach?
• How can we prepare trainees in the autumn term?
A Case Study exploring an issue relevant to the trainee’s own
professional practice in the context of English teaching.
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The case could be an individual: such as a disaffected girl, or
a child who talks too much in group work;
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The case could be a group such as Pupil Premium children,
boys, or exceptionally able writers;
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The case could be a bigger group, such as a particular class,
or a particular year group, or a particular school;
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The quality of a Case Study is in its depth, not its breadth: the
richness of the analysis, the insight of the understanding.
Research problems identified by PSTs last year:
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Developing Literacy across the Curriculum
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Developing inference skills in reading in low-attaining
students
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Motivating a culture of reading for pleasure
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Measuring progress in learning within a lesson
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Generating high-quality talk for learning
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Embedding grammar in the teaching of reading and/or
writing
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How can your departments support and make
use of this assignment?
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How can you model research-inspired teaching?
External Examiner’s advice for moving forward:
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Develop the knowledge of subject pedagogy, subject thinking
and curricular thinking of the PSTs, so that PSTs know exactly
what happens in university subject sessions and are able to
continue it and extend it in school. Focusing on the Standards
can detract from this.
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Model ways of driving trainee's subject-specific pedagogic
thinking (e.g. on assessment or planning) for them more directly.
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How do PSTs currently model pedagogic thinking and what ideas
can the panel share to improve this? What can University tutors
do to help?
http://www.youtube.com/watch?v=74_zNi9bkPw
Raise trainee’s awareness of the Unseen Children report and
provide opportunities for them to consider how this report might
impact on their classroom practice and their ability to:
• challenge and motivate pupils and learners in settings where
attainment is low
• use effective strategies to support learning and progress of
pupils and learners from underperforming groups
• use effective strategies to support the learning and progress
of pupils eligible for the pupil premium
• develop strategies to promote and manage good behaviour
and tackle bullying
Discuss in your Area Network meetings.
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How does this align with what you think trainees
require?
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Is anything missing?
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Are there any subject and pedagogical knowledge
development opportunities for individual PSTs
here?
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What should be the priorities to address?
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What tasks or questions should you aim to cover?