Partnership Training

Partnership Training

New Senior Professional Tutor and Subject Mentor Training

October 1st 2014

Helen Diles

Secondary Partnership Manager

Andrew Evans

Associate Head of Department

Programme

1.00 – 2.00 New Senior Professional Tutors and Subject Mentors

2.00 – 3.30 All SPTs and Subject Mentor Groups

3.30 – 4.00 Tea and coffee

4.00 – 6.00 Twilight session: coaching, mentoring and monitoring

Aims:By the end of this session you will :

Be familiar with the UWE paperwork and procedures for the PGCE programme

Understand the partnership roles across the programme

Experience

• What were and are your experiences of Initial Teacher Education? – for you?– for trainees?

UWE Partnership Documents

https://www.google.co.uk/

https://www.google.co.uk/

Structure

Four modules: • Professional Development PD• Subject Knowledge for teaching SKfT• Knowledge for Teaching: Classroom

Based Enquiry KfT:CBE• Professional Practice PP

Handbooks

• Section 1: Key dates

• Section 2: Training Programme

• Section 3: Assessment

PGCE Secondary 2014 – 2015UWE based PGCE Trainees

Sept 8 – Oct 10 UWE based training (25 days)

October 13 - 24 Placement A Induction weeks. (10 days)

October 27 – 31 UWE based training Preparation for Placement A

(5 days) PD Assignment 1 Thursday 30 October

Nov 3 –December 19

Placement A Sustained teaching experience

(35 days)

Christmas vacation

5 January 2015 Training Review Day (1 day)

6– 16 January UWE based training ( 9 days)

19 – 23 January Immersion/ComplementaryTraining Programme

(5 days)

January 26 – 30 UWE based training (5 days) SKfT Assignment 29 January 2015

February 2 – 13 Placement B Induction week. (10 days)

February 16 – 20 UWE based training (5 days)

February 23 – March 25 2015 Placement B Sustained teaching experience

(23 days)

KfT: CBE Assignment Proposal Submission to SPT : between 2 – 13 March

March 26 and 27 Training Review Days (2 days)

Easter vacation

April 13 – 21 May Placement B Sustained teaching experience

(28 days)

11 - 20 May Submission of PP Module file to SPT

22 May Training Review Day (1 day)

May 25 – 29 Self supported study week (5 days) KfT: CBE Submission 28 May

June 1 UWE Immersion/Complementary Training Preparation (1 day)

June 2 – 12 Immersion/Complementary Training Programme UWE/TSA/CLF based (9 days)

June 15 - 19 UWE based training (final week of PGCE) (5 days) PD Assignment 2 presentations15 - 16 June S

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Who’s who?

• Group Tutor• Personal Tutor• Subject Mentors• Senior Professional Tutors

The UWE programme1. Professional Development Portfolio

Trainee Progress Tracker

Review Points

Subject Mentor Meeting Logs

Enhanced Subject Mentor Meeting Log

Lesson Observation forms

Reports

Assignment feedback forms

Subject Knowledge Profile

2. Teaching file

The Trainee Progress Tracker

An Introduction

IntroductionWhat is the Trainee Progress Tracker (TPT)?

• A key element of the Professional Development Portfolio (PDP)

• A document used by trainees to

– identify and annotate the Teachers’ Standards they have met, and

– the level they have achieved for those TS using the statements

– reflect on their practice recording the date and location of the

evidence, and

– use those reflections to plan for further development of their

practice

ReflectionOpinionThought

ViewBelief

FeelingIdea

ImpressionConclusionAssessment

CommentObservation

RemarkIndication

DisplayDemonstrationManifestation

ExpressionEvidence

ConsiderationContemplation

DeliberationPonderingMeditationCogitation

Feedback from Trainees (2013-14)• ‘It made me reflect on the Teachers’ Standards and

articulate clearly what I am learning’• ‘The ‘selling’ of it would have been far more effective had it

included a modelling session on how and when it should be used’

• ‘I feel confident about using the trackers and used it to monitor my own development as a teacher. It was an extremely useful working document that allowed for a clear form of guidance when looking at areas that need to be developed’

• ‘I did not see the TPT as a support for my development but rather a commentary of achievements’


ViewBelief

FeelingIdea


CommentObservation

RemarkIndication


ExpressionEvidence



Feedback from Trainees (2013-14)• ‘Following the TPT made me aware of the full expectations

of teaching’• ‘I would have preferred a reflective journal, giving us ‘buzz

questions’ to think about’• ‘The critical analysis section was hard to use as information

on how to critically reflect on our practice was minimal’• ‘It felt like more of a box-ticking activity than a way of

supporting my development… it wasn’t clear from the start how the TPT should be completed and evidenced’

• ‘Seeing the difference between the beginning and end of my placements has been beneficial’


ViewBelief

FeelingIdea


CommentObservation

RemarkIndication


ExpressionEvidence



Feedback from Trainees (2013-14)

• ‘I have enjoyed reflecting and think it is an honest account of my progress’

• ‘We were not trained enough on how to use it’• ‘I felt that, although time consuming, it has helped me to

reflect upon successes and failures, and challenged me to rethink my practice’

• It was good to track the things that I had to improve and to record my improvements’


ViewBelief

FeelingIdea


CommentObservation

RemarkIndication


ExpressionEvidence



The Trainees said…

…so we…

• Streamlined the document significantly

• Reemphasised the focus on self-reflection

• Restructured it to promote a discursive narrative

• Encouraged trainees to follow a three-week cycle of review

• Provided a model completed section, to get trainees started


ViewBelief

FeelingIdea


CommentObservation

RemarkIndication


ExpressionEvidence



Roles and responsibilitiesReflection

OpinionThought

ViewBelief

FeelingIdea


CommentObservation

RemarkIndication


ExpressionEvidence



The trainee has ownership of the document and adds to it

regularly

The Subject Mentor reviews the document

with the trainee, every three weeks

The Senior Professional Tutor signs it

off at the end of Placement B

The UWE tutors sign it off on behalf of the

University

DocumentationReflection

OpinionThought

ViewBelief

FeelingIdea


CommentObservation

RemarkIndication


ExpressionEvidence



TPT

SMML

ESMML

Lesson Obs

Resources

Other Stuff

PDP

Writing a Critical Reflection

Critical reflection on Teachers’ Standard 1Date Reflective commentary Location of

Evidence, date/Key Stage/Year Group

1/11/14 I believe that my use of a range of questioning strategies allowed me to engage all of the pupils during group discussion. Further, I was able to establish high expectations, largely thanks to my management of pupil behaviour (see Subject Mentor feedback).

LO1, 31/10/14Y8, KS3

4/12/14 Building on the use of questioning strategies, I attempted to use a range of ‘random’ questioning techniques, with mixed success! I think the use of numbered books was seen as intrusive by some pupils, but the ‘names on lollypop sticks’ was seen as a better way of encouraging pupils to answer all questions. In future, I will make further use of the lollipop sticks strategy, so that more pupils are engaged. I will also look more closely at the theory behind untargeted questioning.

LO4, 1/12/14Y8, KS3

The UWE programme1. Professional Development Portfolio

Trainee Progress Tracker

Review Points

Subject Mentor Meeting Logs

Enhanced Subject Mentor Meeting Log

Lesson Observation forms

Assignment feedback forms

Reports

Subject Knowledge Profile

Immersion and Complementary training records

Exemplification of grade by UCET

Teachers’ Standard

Aims:By the end of this session you will :

Be familiar with the UWE paperwork and procedures for the PGCE programme

Understand the partnership roles across the programme

Partnership Training

Documents

Transcript of Partnership Training