Transcript Pre-Service Modules - University of Huddersfield

UNIVERSITY OF HUDDERSFIELD
SUPPORTING PRE-SERVICE
TRAINEES ON PLACEMENT
LIZ DIXON
Pre-service Mentor Training 2013-14
Overview of the session
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Introductions
Provide an outline of the Pre-service course
Discuss requirements for a trainee placement
 General
issues
 Teaching practice
 Role of the mentor
 Observations and assessment
 Documentation
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The voices of trainees
Case studies and questions
The Pre-service team
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Head of department : Dr Roy Fisher
Course Leader : Dr Martyn Walker
Personal Tutors
 Gwyneth
Allatt
 Liz
Dixon
 Judith Kidder
 John McNichol / Sarah Williamson
 Alison Ryan
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Admin support – Geraldine Allport and Linda Bedford
Information about the Pre-service
course
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The Pre-service course is a one year, full time
course in initial teacher training at the University
of Huddersfield, leading to the award of
 Post-Graduate
Certificate in Education (PGCE)
 Professional Graduate Certificate in Education (PGCE)
 Certificate in Education (Cert Ed) for Lifelong Learning
 Post Graduate Diploma in Education (PGDip)
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Different routes to the award depend on the level
of study of the modules undertaken on the course
(level 4-7).
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Information about the Pre-service
course
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Due to the changes over the last few years in the Lifelong
Learning Sector, it is now a requirement for teachers across
the sector to have a teaching qualification. As part of the
qualification it is also a requirement that each trainee have a
subject specialist mentor.
The course maintains a Mentor database which is used to
support our mentors, send them information and comply
with the requirements for Ofsted.
Our trainees
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Typically are well-qualified in their specialist
subject area
Often have relevant experience of working in their
specialist field
Usually have limited experience of teaching
Our expectations of trainees
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Show a professional attitude
Develop their awareness and understanding of the working
practices of the organisation and of the teachers with whom
they work
Participate in an active teaching role
Fulfil the other duties and responsibilities associated with their
teaching role
Seek out and be receptive to feedback and support from their
mentor and other specialist staff
Prepare, maintain and evaluate schemes of work, lesson plans
and assessment records for all of their teaching
Demonstrate a commitment to reflect, evaluate and develop
their own performance.
Aims of the teaching practice placement
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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.
Role of the mentor (1)
The mentor would normally be:
 a suitably qualified and experienced teacher who
understands the requirements of teaching/training
in the subject area
 a critical friend in the trainee's placement who is
able to provide advice, guidance and constructive
feedback
 available to meet the trainee regularly to discuss
their progress and development needs
Role of the mentor (2)
The mentor can assist the trainee in the following areas:
 Induction within the specialist department
 Planning and Curriculum:
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Teaching observations:
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including constructive feedback, especially relating to subject specialist
pedagogy.
Progress reviews:
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Supervise trainee’s planning at the lesson and course level.
Provide access to module/unit specifications and resources
Development of the trainee’s teaching and their general progress in
the placement .
The extent to which the trainee is working towards the grading criteria.
Support and identification of any problems and where appropriate,
liaison with the trainee’s personal tutor
Liaison with University – completing relevant documentation and
contact with University tutors / admin team
Teaching practice modules
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Trainees complete 4 modules in total on the course
2 of these modules relate directly to their teaching
practice
 Personal and Professional Development
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(DFD7130 / DMD7130)
 November
 Teaching
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– February, 2/3 days a week
a Specialist Subject
(DID 7230 / DHD7230 / DMD7230)
 February –
April, full time 6 week block placement
Standard requirements for assessment of
teaching practice
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A minimum of 100 hours of teaching practice
 50
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8 teaching observations
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hours for each module
observations for each module
A teaching file
 Evidence
of planning, resources and reflection relating
to teaching in each of the two teaching practice
modules
Placement overview
Early in the placement:
 Trainees settle in and familiarise themselves with key
people, places and procedures in the placement
(department and the wider institution).
 Induction – including relevant health and safety issues
 Trainees have an Induction Checklist which they need to
complete.
 It will help trainees to settle in if they could be allocated a
space where they can work / leave belongings.
 Trainees have a first meeting with their named mentor
 Trainees shadow and observe staff to help them to see a
range of different student groups, courses and approaches
to teaching and learning.
 Trainees agree a timetable with their mentor/ a manager.
Teaching practice
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Teaching hours can include teaching whole classes,
team teaching, small groups and one to one
Where possible trainees should be phased in, taking
on increasing responsibility for planning and delivery
Experience of a range of groups, courses, settings
Opportunities to observe other teachers
Timetable
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Agree with individual trainees
Block 1 – attend part-time November - February
Trainees are available for placement 3 days
 Monday
/ Thursday / Friday
 Wednesday / Thursday / Friday
 Days will depend on their University timetable
 Typically 6-8 hours teaching over two or three days.
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Block 2 – full-time Feb – Easter (6 weeks)
Typically 10-12 hours teaching per week.
Teaching file for each module
The trainee’s file should include:
 An on-going log of teaching hours
 Teaching observation reports
 Records of discussions with mentors, including
subject specialist issues
 Full documentation evidencing lessons which the
trainee has planned and taught
 Personal Development Plan records
 Placement report form completed by the mentor
First phase of teaching practice
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Personal and Professional Development
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2 or 3 days attendance at placement (negotiated)
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Minimum of 50 hours teaching
A minimum of 4 satisfactory observations
Generic and subject specialist observations
Typically carried out by:
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1 subject specialist (usually the mentor)
2 generic (teacher trainers or specialists in the department)
1 university tutor
Completed by mid February
Teaching practice block 1
During this phase the trainee should shadow and observe teaching and, as appropriate, take on
increasing responsibility for preparing and delivering part or all of a session. For this module, the
trainee needs to complete :
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50 hours teaching practice – this can include team teaching, small groups, one to
one and whole classes
Receive 4 satisfactory teaching observations with written feedback.
Trainees should be completing a log of all their teaching hours and building a
teaching file. This file should include relevant schemes of work, lesson plans,
resources, records of student assessment and feedback and trainees’ reflections
on their teaching.
Trainees should have discussions with their mentors and any other staff they are
working with. Discussions could focus on:
 their lesson planning
 the content of their teaching files
 observations and action planning
 progress and how they are working towards grading criteria
 Form PDP6 should be completed and signed as a record of discussions.
Second phase of teaching practice
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Teaching a Specialist Subject
6 weeks full time attendance at placement
 75 hours teaching
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A minimum of 4 satisfactory observations
Generic and subject specialist observations
Typically carried out by
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1 subject specialist (usually the mentor)
2 generic (teacher trainers or specialists in the department)
1 university tutor
Completed by Easter
May extend beyond 6 weeks to complete hours
Teaching practice: 6 week full time block
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In this second part of their teaching practice the
trainees should be developing their range of
experience of teaching and their understanding of the
wider teacher role.
Trainees should be encouraged to observe other staff.
They should also, where possible, attend relevant
meetings and events in the department and the wider
institution.
Trainees will be expected to focus on particular aspects
of their teaching to improve their skills and extend
their use of more advanced techniques.
Teaching practice 6 week full time block
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The trainee should be continuing to log all teaching hours and
building a second teaching file which includes observations,
relevant schemes of work, lesson plans, resources, records of
student assessment and the trainee’s reflections on his/her
teaching.
This file should demonstrate the trainee’s increasing engagement
with more varied and challenging teaching situations.
Trainees need to continue to discuss their teaching, planning and
the content of their teaching files regularly with their mentors
and any other staff they are working with.
 They should also discuss observations and action planning,
general progress and how they are working towards grading
criteria
Observations of trainees
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Observations and feedback should be constructive and
developmental and take account of the stage the trainee has
reached in their training
Joint observations – with University tutors, other mentors, teacher
trainers
Individual observations are not graded
Assessment of trainees does include a grade which is indicative of
progress and achievement for that particular module
Grades are determined through a trainee’s self assessment and
their University personal tutor. Mentor feedback given to the
trainees will be an important consideration in that process.
Additional assessment and projects
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During the course trainees may be required to
complete a range of different assignment tasks relating
to teaching and learning
Projects might include :
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Assessment projects
Curriculum development
Creativity/ Innovation projects
Where projects link to placement, it is often helpful if
trainees are able to discuss their ideas and work in
progress with their mentor
Examples of projects trainees might
undertake
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Curriculum development
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Schemes of work
Development of new modules / units
Resource development to support a module
Creativity / Innovation
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Use of technology to support teaching and learning
Resource packs
Displays of student work
Materials for college intranets / VLEs
Use of games
Resources for interactive whiteboards
In addition trainees should be encouraged
to ……..
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Become involved with the department
Discuss their progress with their mentor
Identify points for development following observations
Attend events such as course team meetings, staff
development as appropriate
Documentation : Placement Report Form
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This form is designed for you, and other staff in the
department, to provide feedback and comments on the
trainee’s overall progress and development during their
placement.
The form should be completed once towards the end of block
1 of the teaching practice and again on completion of the
placement. Trainees are required to return the completed
forms to their personal tutor.
The comments on the form can provide trainees with some of
the evidence required for their grading.
Documentation: Personal Development Plan
(PDP)
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Trainees keep a record of their progress and
development within their PDP. Of particular note
for mentors:
 PDP2 – log of teaching hours and other placement
activities. Should be countersigned by trainee’s
mentor
 PDP6 – record of meetings with mentors
 PDP7 – grading documentation
Grading process
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Trainees self-assess and agree a grade with their
personal tutor, documented in PDP 7
Mentors can play a significant part in the process
Includes grading criteria used by Ofsted to grade
trainee teachers
4 areas within the grading:
Trainee’s personal characteristics as a trainee teacher
 The quality of the trainee’s practical teaching
 The quality of the trainee’s teaching files
 The quality of trainee’s explanations, as demonstrated for
example in observation documentation, teaching files and
reflective journal
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Summary of the mentor role
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Providing opportunities for the trainee to learn more about the setting and organisation
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Acting as a gateway to other people and sources of knowledge in the institution
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Helping the trainee to evaluate their own teaching in relation to increasing their insight into
the wider role of the teacher
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Challenging the trainee to face up to opportunities and problems and to recognise personal
strengths and weaknesses
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Discussing with the trainee strategies and issues appropriate to maintaining and managing
an effective learning environment relevant to their particular subject or discipline
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Observing the trainee teach and using this as a basis for providing constructive feedback, so
facilitating the development of their teaching effectiveness
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Enabling the trainee, when appropriate opportunities arise, to broaden their outlook and
experience e.g. attend certain meetings, observe more experienced colleagues, become
involved in projects and other developments
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Encouraging the trainee and helping them to develop the skills necessary to evaluate their
own performance in the teaching role and to explore the resultant issues
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Providing the challenge for the trainee to take the next step in their professional
development and growth
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OFSTED Inspections of Initial Teacher
Training
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Short notice inspections
Significant focus on mentors and trainees in
placements
Visits and observations
Talking to mentors and trainees
Progress and attainment of trainees
Documentation
Quality assurance
Partnerships with the University
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Documentation and resources
Open access for mentors and other staff who support our trainees is available
online: http://consortium.hud.ac.uk/
The voice of the trainees
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Case studies
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Consider some of the given case studies
What issues do they raise for you in your role as
mentors?
Questions ?
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And finally ....
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Please ensure you maintain close links with the
University.
Make known any concerns you have about a
trainee.
Let us know of any changes during the placement –
mentor, contact details etc
Joint observations, especially new providers /
mentors
Thank you for attending and for the ways in which
you support our trainees.