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.
6
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.
For Subject Mentors
Mentoring: Some thoughts
• Mentoring is a structured and trusted relationship that
matches new professionals with more accomplished
ones with the goal of guiding, supporting, and
encouraging the development of the mentee.
• Mentoring is a structured, sustained process for
supporting professional learners through significant
career transitions
Attributes of a good mentor
• Discuss
What a trainee might expect you to
be;
•
•
•
•
•
•
•
•
•
•
•
critical – but constructively
identifies strengths
identifies/sets targets
acts as a ‘role model’
supports the student’s professional development
acts as a guide
provides feedback – written/verbal, formal/informal
suggests appropriate ‘techniques’
helps the student to meet the standards
doesn’t provide all the answers – instead, ‘leads’ to a solution
provides encouragement
Mentoring: Building your trainee’s
confidence
22
Mentoring: getting the balance right:
Support
Challenge
Joanne
23
Aspects of your role (see Handbook) 1/2
•
•
•
•
Induction to department
Organising the training experience
Class induction.
Planning to support the trainee's individual needs and
teaching experiences
• Planning the timetable
• Collaborative planning
Aspects of your role 2/2
• Enabling observation of other practitioners
• Supporting lesson planning and teaching
• Supporting their role in the department (supporting host
teachers)
• Helping them make progress; C4C
• Completing Interim and Summative reports
• Working with Professional Mentors
• Linking with the University Staff
Collaborative planning:
suggestions
•
•
•
•
•
•
•
Mentor and trainee planning the lessons together
Mentor checking the planning of the lesson planned by the trainee
Mentor planning an aspect of the lesson but the trainee actually taking that part of the
lesson e.g. starter activity
Trainee planning the lesson and this being taught by the mentor (particularly useful if the
trainee teacher struggles with planning clear activities);
Trainee working with an identified individual/small group for part/all the lesson, e.g.
taking a group of more/less able pupils, working ‘one to one' with identified pupils in
need of support,
Trainee taking the beginning or end of a lesson, introducing a significant element of
subject knowledge to the group;
Trainee leading the lesson with the class teacher taking the role of teaching assistant or vice versa.
26
Support
• Checklist for placement 1
Observations by you 1/2
• Need to ensure that there is a minimum of one formally
observed lesson per week by you or the host teachers.
• This lesson does not necessarily need to be graded.
Observations by you 2/2
• We are asking that you jointly observe with your
Professional Mentor at least once this term
• This lesson to be graded
• University Tutors will also you jointly observe with you or
host teacher and grade the lesson
Lesson feedback
• Link to pupil learning/ impact on learning
• Link to standards
• Trainee reflection and evaluation
• Remember to be constructive.
Becoming reflective practitioners:
Reviewing and reflecting
Short term: Reflecting
Their evaluation of lessons
Medium term: Reviewing
Weekly review of progress (ROP)
Long term: Reflecting
Summative Placement Reports
31
Medium term: Reviewing
Review of Progress meetings
- Pivotal central plank in the training process
- Where the development of trainee from learner to
teacher takes place …
- Under the mentor’s guidance …
32
What is offered in the Review of Progress
meeting?
Encouragement
Guidance
Coaching &
Development
Mentor
Honesty
Support
Critical friend
Motivation
The Review of Progress meeting
must be:
• A designated weekly time slot
• Private
• Professional
• SMART - targets set and discussed with all
Teachers’ Standards covered
• Documented during meeting
n
How...formal?
• Avoids (moaning) high dependency culture.
• Develops Professional Understanding and
Professional Dialogue.
• Encourages Professional Evaluation.
• Leads to trainee’s having a more active role in their
learning and development as a teacher.
Additional focus for RoP
meetings- suggestions
•
•
•
•
•
•
Planning learning objectives and outcomes including differentiation
Preparing for involvement in parents' evenings;
Understanding national frameworks and initiatives;
Inclusion and diversity issues;
Assessing, monitoring, reporting and recording and analysing data and
report writing;
Behaviour, classroom, resource and time management;
36
If the trainee is struggling
• Cause for concern can be used; talk to Professional
mentors and do talk to us.
Enhancing the progress of trainees who are
experiencing difficulties in their teaching
• Support can include:
• Reducing the teaching time but gradually increasing the trainee's
teaching load when it is appropriate to do so and slowly taking away
the support as their confidence increases
• Collaborative planning, teaching and evaluation, gradually
increasing the trainee’s responsibilities as their confidence develops
• Modelling teaching (though it is important trainees develop their
individuality and do not mimic their mentors)
• Directing the trainee to undertake lesson observations with a
specific focus so as to help them improve areas for development.
38
Supporting trainees' individual
needs:
• Emphasise the need for continual and rigorous self reflection,
evaluation and self development, as a basis for continuing
development for all teachers, including the most experienced and
capable
• Focus increasingly on higher order teaching skills and subject
pedagogy and they should be encouraged to undertake wider
research and to reflect upon this in terms of their own practice
• Involve self-audit of, and reflection on subject knowledge, taking
their understanding beyond the immediate needs of the placement
• Ensure that targets set are substantive and challenging
• Encourage such trainees to take risks and move beyond their
comfort zone.
39
Interim Review
• Due in Wednesday 15 October 2014
• Flagging up concerns early for intervention.
Induction Summative Report
• See new grading for this placement
• Could these be emailed to Janine Downs by the 5
January 2015
• Can be competed by you/Professional 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/
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
44
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.
45
Partnership Manager
• Appointment for January.
Ofsted priorities
–
–
–
–
–
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
47
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
48
All documentation...
• University of Huddersfield PGCE Secondary Website:
http://www.hud.ac.uk/edu/resources/secondarypgce
49
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!