PR0006 PGCE Secondaryfacultyhub.weebly.com/uploads/4/9/1/1/4911205/pr... · Codsall Community High School Mrs M. E. Tunnicliffe Ms Claire Reynolds 01902 434200 Connah's Quay High

Faculty of Education and Children’s Services

PR0006 PGCE Secondary

2012-2013

2

Section Contents of Section Page Number

1.

Programme 1.1 Acknowledgements 1.2 Programme Introduction

4

2. University Contact Information 2.1 University Tutor Contact Details 2.2 University Administration Staff 2.3 University Link Tutors

4-7

3. Programme Details 3.1 Overview of Programme and Modules 3.2 Programme Assessment

8-9

4. Module Outline – School Based Learning PR0006 4.1 Introduction to the Module 4.2 Overview of the School Based Learning Module 4.3 Module Dates: Placement 2 4.4 Learning and Teaching 4.5 Module Aims 4.6 Module Integration 4.7 Learning Outcomes 4.8 Module Content 4.9 Assessment 4.10 Re-assessment 4.11 Submission Procedure 4.12 Core Reading for PR0006 4.13 Websites

9-14

5. School Based Learning Calendar

15-19

6. Guidance Information for Associate Teachers 6.1 The Role and Expectations of Associate Teachers

20-21

7. Guidance Information for Mentors 7.1 The Role of the Professional Mentor 7.2 The Role of the Subject Mentor 7.3 The Role of the University Tutor 7.4 University Tutor Visits to Schools 7.5 Forms (Individual Training Plan, Weekly Review, Lesson Observation, Weekly Target Setting) 7.6 Dealing with Problems and Issues 7.7 Forms (Early Alert, Cause for Concern flow chart, Action Plan)

22-50

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This document is available in alternative formats upon request. Please contact the Programme Administrator on 01244 513444 or email [email protected]

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PROGRAMME

1.1 Acknowledgements

We would like to thank the Secondary Team and Programme Management Group for their

contribution in reviewing this Handbook (PR0006). In addition we would like to thank School-

based colleagues for their guidance with the section related to School-based Learning.

1.2 Programme Introduction

This guide is intended to support PGCE Secondary Associate Teachers and all who are

working with them during their School-based Learning. It relates to Placement 2 (Monday

25th February 2013 – Friday 7th June 2013). This guide details the requirements of the

module, Associate Teachers’ responsibilities as adult learners and the support they can

expect from mentors.

This guide needs to be used alongside the subject specific handbooks (PR7782) and with

reference to the Faculty of Education and Children’s Services Policies and Procedures

for School-based Training 2012-2013. If you do not have either of these documents or you

have queries relating to this guide, please contact: Ann Mills, Secondary Partnership

Administrator, telephone: 01244 511006, [email protected]

The professional practice module is written to encompass the Teachers’ Standards (2012).

In all of the University’s Initial Teacher Education Programmes there is a commitment to a

creative approach and to Global Perspectives.

Associate Teachers are encouraged to make full use of the Portal, and mentors to make full

use of the Faculty Hub. All Programme documents can be found on Portal and the Faculty

Hub http://facultyhub.weebly.com/partnership.html

2. UNIVERSITY CONTACT INFORMATION 2.1 University Administration Staff

Name Title Contact Details

Zoe Garratt Programme Administrator

[email protected] Tel: 01244 513444 Fax 01244 511694 Riverside 137

Ann Mills Partnership Administrator

[email protected] Tel: 01244 511006 Fax 01244 511694 Riverside 137

mailto:[email protected]

http://facultyhub.weebly.com/partnership.html



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2.2 University Tutor Contact Details

Name Title and Subject Contact Details

Dr Shaine Bushell

Mathematics University Tutor [email protected] Tel: 01244 1786 Riverside 225

Dr Ann Cook Mathematics University Tutor [email protected] Tel: 01244 511016 Riverside 220

Dr James Holt

RE Subject Leader [email protected] Tel: 01244 511604 Riverside 228

Sally Hughes Mathematics Subject Leader [email protected] Tel: 01244 511016 Riverside 221

Bethan Hulse MFL Subject Leader [email protected] Tel: 01244 511104 Riverside 219

Luke Jones PE Subject Leader [email protected] Tel: 01244 511577 Riverside 218

Dawn Kennedy

Drama University Tutor (Visiting Lecturer) [email protected]

Gaynor Nelder

Physics University Tutor [email protected] Tel: 01244 511588 Riverside 114

Prof. Allan Owens

Drama University Tutor [email protected] Tel: 01244 513133 Riverside 002

Jennifer Simmonds

Programme Leader and Drama Subject Leader [email protected] Tel: 01244 513022 Riverside 227

Richard Speed

Science Subject Leader [email protected] Tel: 01244 511599 Riverside 226

John Storrar Chemistry University Tutor [email protected] Tel: 01244 511588 Riverside 114

Steven Tones School Direct Leader [email protected] Tel: 01244 513433 Riverside 229




mailto:s.hughes@chester








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2.3 Partnership School’s Contact Details – Placement 2

School Headteacher Professional Mentor Telephone

Abraham Darby Academy Mr Steve Hawke Mr Chris Barcroft 01952 386000

Alsager School Mr Stephen Middlebrook

Ms Andrea O’Neill 01270 871100

Alun School Mr A Jones Ms Kay Davies 01352 750755

Archbishop Blanch School Miss Jane Griffiths Ms Anita Carson 0151 709 1452

Belvidere School Mr Peter Johnstone Ms Bethan Samuel 01743 235073

Birkenhead High School Academy Mrs Chris Mann Ms Beccy Davis 0151 6525777

Blacon High School Ms Sue Yates Mr Darren Halstead 01244 371475

Bridgewater High School Mr Tim Long Ms Jill Moules 01925 263919

Brine Leas County High School Mr Andrew Cliffe Ms Anita Harrison 01270 625663

Calday Grange Grammar School Mr Andrew Hall Mr Mike Twist 0151 625 2727

Carmel College Mr Rob Peacock Mr Ian Moran 01744 452200

Castell Alun High School Mr David Mountford Mr Paul Edwards 01978 760238

Chester Catholic High School Mr John Murray Ms Emma Stumpf 01244 981600

Chesterton Community Sports College

Mrs Lynn Jackson Ms Stella Booth 01782 296500

Christleton High School Mr Tony Lamberton Mr Barry MacDonnell 01244 335843

Codsall Community High School Mrs M. E. Tunnicliffe Ms Claire Reynolds 01902 434200

Connah's Quay High School Mr Gregory Dixon Ms Amanda Creevy 01244 813491

Eirias High School Mr Phil McTague Ms Hayley Blackwell 01492 532025

Elfed High School Mrs Rosemary Jones Mr Chris Woodman 01244 550217

Ellesmere Port Catholic High School Mr P Lee Ms Sheila Bullough 0151 355 2373/6511

Halewood Centre for Learning Ms A Behan Ms Tina Grimes 0151 477 8830

Hartford High School Mr M Holland Ms Julia Murray 01606 786000

Hawarden High School Mr R Davies Mr Gary Evans 01244 526400

Helsby High School Mr John Dawler Ms Emily Maxfield 01928 723551

Hilbre High School Miss Jan Levenson Miss Katie Pearce 0151 625 5996/6132

Hulme Grammar School Dr Paul G Neeson Mr John Dalziel 0161 624 4497

John Summers High School Mr M A Rashud Ms Kate Jones 01244 831575

Maghull High School Mr Mark Anderson Mr Steve Lewis 0844 477 3438

Malbank School and Sixth Form Centre

Mrs Jeanette E Walker Mrs Lorraine Mellish 01270 611009

Middlewich High School Mr Martin Forster Ms Natalie Beard 01606 833170

Neston High School Mr Steven Dool Mrs Cherryl Thomas 0151 336 3902

Ormiston Bolingbroke Academy Mr John Rigby Ms Julie Richards 01928 711643

Penketh High School Mr Jeff Hughes Ms Jane Kennedy 01925 722298

Pensby High School for Boys Specialist Sports College

Mr Phil Sheridan Mr Jonathan Rice 0151 648 2111

Queen's Park High School Mr Stephen Casey Ms Andrea Watts 01244 981500

Ruskin Sports College Mrs Ella Brett Ms Linda Croxton 01270 560514

Sir Thomas Boteler C of E High School

Mr John Sharples Mrs Liz Carroll 01925 636414

South Wirral High School Mrs M C McCormack Ms Carol Preston 0151 327 3213

St David’s High School Mr Tony Davidson Mr Roy Smithson 01244 671583

Tarporley Community High School Ms Sarah Lee Ms Lucy Henderson 01829 732558

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School Headteacher Professional Mentor Telephone

The Bishops' Blue Coat Church of England High School

Mr Justin Blakebrough Mr Andrew Clarkson 01244 313806

The Corbet Technology College Mr Philip Adams Mr Gareth Simms 01939 260296

The Grange Comprehensive Mr David Stanley Mrs Paula Owen 01928 578115

The Maelor School Mr Eiddwyn Hall Mr Graham Reardon 01948 830291

The Marches School and Technology College

Ms Sarah Longville Mr Peter Jones 01691 664400

The Oldershaw Academy Mr Steven Peach Mrs Margaret Russell 0151 638 2800

The Whitby County High School Mrs M Hughes Ms Caroline Howard 0151 355 8445

University Academy Birkenhead Mr Steve McMahon Mr Paul Spence 0151 6521574

University Academy Northwich Mr Matthew Wood Ms April Harris 01606 42515

University Academy Warrington Mrs Alison Sherman Ms Una Meehan 01925 822632

University Church of England Academy (Ellesmere Port)

Mr Kevin McDermott Ms Leanne Eyre 0151 338 2400

Upton-by-Chester County High School

Mrs Jane Holland Mr John Arnull 01244 981240

Walton Le Dale Arts College Mr A Hill Ms Rose Holden 01772 335726

Weaverham High School Mr David Charlton Ms Chris Peak 01606 852120

Wirral Grammar School for Girls Mrs Elaine Cogan Ms Rebecca Mahony 0151 644 8282

Woodchurch High School Ms R Phillips Mrs Lorraine Duffy 0151 6775257

Ysgol Dinas Bran Mrs Alison Duffy Mr Mark Hatch 01978 860669

University of Chester Postgraduate Certificate in Secondary Education Faculty of Education and Children’s Services

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3. PROGRAMME DETAILS

3.1 Overview of the Programme and Modules

The PGCE Secondary Programme comprises School-based Learning over one academic

year and University-based modules PR7781, PR7782 and PR7783, PR0005 and PR0006

which should be seen as inter-related and inter-dependent.

PR7781 Pedagogy and Practice – Learning, teaching and assessment in Secondary

Schools

This module seeks to take an overview of learning, teaching and assessment in the

Secondary school. It is concerned with the wider picture of the Secondary school and its

societal context, as well as the nature of the curriculum and theories of teaching and

learning. This is a 20-credit module at Level M.

PR7782 Pedagogy and Practice – Learning, teaching and assessment in the specialist

subject

This module is intended to develop motivated, competent and enthusiastic practitioners who

have high expectations of themselves and other learners. The module introduces Associate

Teachers to: the theory and principles of learning in the specialist subject; the issues of

learning and teaching in specialist subjects today; the pedagogies of specialist subjects; the

principle of learning, teaching and assessment within their specialist subject. This is a 20-

credit module at Level M.

PR7783 Learning from teaching – reflective practice and the development of a

personal philosophy of education

This module aims to support and enhance reflexive practice. It aims to: develop a theoretical

framework for the analysis of professional practice; to develop Associate Teachers as

reflective and reflexive practitioners; to enable Associate Teachers to analyse their strengths

and identify areas for continuing professional development; to analyse the values of schools

and of educational systems. This is a 20-credit module at Level M.

PR0005 Professional Practice – Placement 1 is School-based and is formatively and

summatively assessed against the Teachers’ Standards.

PR0006 Professional Practice – Placement 2 is School-based and is formatively and

summatively assessed against the Teachers’ Standards.


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3.2 Programme Assessment

By the completion of the Programme, the Teachers’ Standards (2011) will need to be

evidenced by the Associate Teacher through successful completion of PR0005 and

PR0006.

4. MODULE OUTLINE – SCHOOL BASED LEARNING (PR0006) 4.1 Introduction to the Module

This section details the requirements of the module, Associate Teachers’ responsibilities as

adult learners and the support they can expect from tutors. Additionally Associate Teachers

will be able to benefit from the excellent learning resources available on campus, from the

module folder on the Portal Learning Engine for PR0006 and from the central Associate

Teachers’ support services. Full attendance is a requirement of this module. If Associate

Teachers have reason to be absent from school they must follow the procedures outlined in

the Partnership Policies and Procedures for School-based Learning. Failure to do so may

result in the Associate Teacher failing the module.

4.2 Overview of the School Based Learning Module

The full module descriptor can be viewed in the module Online Learning PR0006. The

module is set in the context of the study of education at Postgraduate level (M) and the

Teachers’ Standards and Requirements for Qualified Teacher Status (QTS).

4.3 Module dates: School Based Learning 2 (60 days)

Professional Placement 2 (a) 25th February – 28

th March

Professional Placement 2 (b) 17th April – 7

th June

Professional Placement 2 (c) 10th June – 14

th June

*Please follow the school dates for Easter and Half Term.

4.4 Learning and Teaching

Formal teaching is the main part of the time allocated to PR0006. Associate Teachers

should be aware of the time for Programme work preparation and private study. Associate

Teachers are expected to take charge of their own learning and this will involve planning,

researching, teaching and evaluating. Associate Teachers will be encouraged to develop as

independent learners and to develop the skills of collaborative and negotiated learning.


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Throughout PR0006 Associate Teachers will be encouraged to be: critically reflective; to

listen carefully to the views of others; to question values and opinions; to investigate

evidence and to draw their own conclusions.

Associate Teachers will be required to continue developing both their evidence and the

Standards Profile Log as a tool to show where the evidence of their professional

development is located, and how this evidence justifies that they are meeting the Teachers’

Standards.

During the 60 days of School Based Learning (Professional Placement 2), Associate

Teachers will be expected to build up to 70% of the timetable of a Newly Qualified Teacher

(NQT).

During this time Associate Teachers will receive support, regular monitoring and assessment

from school mentors and University staff. Target setting for Progression will be seen as a

key formative aspect of this element.

Activities undertaken by the Associate Teacher during the School-based Learning, will

include observation, teaching, discussion with School-based mentors and University staff as

well as self-evaluation and reflection. There will also be opportunities for small scale

investigations of pupil learning related to PR7782.

4.5 Module Aims

In conjunction with PR0005, PR0006 aims to enable Associate Teachers with support, to

meet the Teachers’ Standards.

The University of Chester PGCE aims to prepare Associate Teachers to enter the teaching

profession as a confident and competent professional with:

The skills of the reflective practitioner;

High expectations of all pupils and respect for their social, cultural, linguistic, religious

and ethnic backgrounds;

A high level of motivation and ability to take responsibility for own professional

development;

Enthusiasm and positive attitudes to change;

A theoretical understanding of educational practice;

A range of professional and managerial skills required in the schools of today and

tomorrow.


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4.6 Module Integration

It is important to understand that the components of the PGCE Secondary Programme are

inter-related and focus on the development of the Associate Teacher as a professional. The

components of each module are not seen as separate sections which are taught

independently. Instead, each module component draws on the others for part of its content

and its context. To be a teacher is to be more than someone who has good subject

knowledge, important though that is. It is knowing a subject, being able to teach it through

well developed planning and resourcing, understanding its place in the total experience of

the child, developing an understanding of the impact on pupil progress of what is taught and

how it is taught, as well as following a professional code of practice.

As a reflective professional teacher you will require:

A set of teaching, management and assessment skills which you can use appropriately;

A theoretical understanding of the process of education and what it means to be a teacher in a school and a national system.

This implies that you will:

Have relevant teaching and learning experiences;

Discuss your experiences with mentors (and other school staff as appropriate), other

trainees and University tutors;

Read on related issues;

Reflect on issues and experiences;

Make sense of these experiences by writing a personal response that requires

analysis and synthesis;

Plan personal learning taking these reflections into account.

4.7 Learning Outcomes

By the end of the module successful Associate Teachers will be able to demonstrate

evidence of achieving the Teachers’ Standards for QTS (2012)

4.8 Module Content

The practice of Associate Teachers in their placement schools will be underpinned by the

Teachers’ Standards (2012). Their practice will demonstrate an increasing understanding of


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and ability to practise within these Standards and will be further informed by the work

undertaken in the University.

Associate Teachers will undertake a range of activities in their school based learning over a

period of 60 days. This experience will:

Develop an understanding of professional values and standards;

Develop an understanding of the structure and organisation of the school and of the

subject department;

Plan appropriately for the learning of pupils making appropriate use of assessment;

Teach groups and parts of lessons building up to whole class teaching when deemed

appropriate by their mentor;

Gain and apply relevant subject knowledge;

Make use of relevant data to enhance the learning of individual pupils;

Identify and employ a range of teaching approaches;

Observe a range of teachers and their strategies for enhancing behaviour for

learning.

4.9 Assessment

Evidence of successfully meeting the learning outcomes in school and the Teachers’

standards (2012) should be evidenced by teaching and identified (Standards Profile Log)

and presented (Hard Copy Files and/or e-Portfolio)

4.10 Re-assessment

Failure to achieve a pass mark means you must re-sit the module assessment. Notification

regarding re-assessment will be provided by Registry or the Programme Leader.

4.11 Submission Procedure

Placement 2 Interim reports (Review Point 3) are to be submitted on 28th March 2013 and

Placement 2 Final report (Review Point 4) is to be submitted on 7th June 2013. Reports

should be forwarded to: [email protected] A copy should also be sent

to your Subject Tutor.



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4.12 Core Reading for PR0006

Arthur, J., Davidson, J. and Lewis, M. (2005). Professional values and practice. London, United Kingdom: Routledge Falmer.

Battersby, J., & Gordon, J. (2006). Preparing to teach. London, United Kingdom: Routledge.

Bubb, S. (2009). The insider’s guide for new teachers. (2nd ed.). London, United Kingdom: Routledge.

Capel, S., Leask, M., & Turner, T. (2009). Learning to teach in the secondary school (5th ed.). London, United Kingdom: Routledge.

Cohen, L., Manion, L., & Morrison, K. (2004). A guide to teaching practice. London, United Kingdom: Routledge Falmer.

Cullingford, C. (2009). The art of teaching. London, United Kingdom: Routledge.

Dewey, J. (1916). Democracy and education. London, United Kingdom: Macmillan.

DfES. (2004). Pedagogy and practice: teaching and learning in secondary schools. London, United Kingdom: DfES.

Ellis, V. (2011). Achieving QTS: learning and teaching in the secondary school (4th ed.). Exeter, United Kingdom: Learning Matters.

Fautley, M., & Savage, J. (2010). Secondary education; reflective reader. Exeter, United Kingdom: Learning Matters.

Holmes, E. (2008). The newly qualified teacher handbook. London, United Kingdom: Routledge.

James, M. (2007). Improving learning, how to learn. London, United Kingdom: Routledge.

Plato. (2003). The republic. (4th ed.). London, United Kingdom: Penguin Books.

Pring, R. (2009). Education for all. London, United Kingdom: Routledge.

Robinson, K. (2001). Out of our minds: learning to be creative. Oxford, United Kingdom: Capstone.

Savage, J. (ed). (2011). Cross-curricular teaching and learning in the secondary school. Oxon, United Kingdom: Routledge.

Shilvock, K., & Pope, M. (2008). Successful teaching placements in secondary schools: Exeter, United Kingdom: Learning Matters Ltd.

Training and Development Agency. (TDA). (2007). Qualifying to teach: professional standards for qualified teacher status. London, United Kingdom: TDA.


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Training and Development Agency. (TDA). (2008). Requirements for initial teacher training. London, United Kingdom: TDA (update www.tda.gov.uk).

Thompson, M. (2008). Supporting students with dyslexia in secondary schools. London, United Kingdom: Routledge.

Wellington, J. (2006). Secondary education: the key concepts. London, United Kingdom: Routledge.

Wright, T. (2008). How to be a brilliant teacher. London, United Kingdom: Routledge.

4.13 Websites The list that follows is a sample of the education resources and information available. It is correct at the time of printing. This list is not intended to be exhaustive, but will provide appropriate starting points.

www.education.gov.uk The Department for Education homepage. www.ofsted.gov.uk The OFSTED homepage. Contains up-to-date data and research on school performance. http://www.education.gov.uk/get-into-teaching - link to TA – Teaching Agency http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx The National Curriculum in Action. http://www.behaviour4learning.ac.uk/ Positive approaches to behaviour management (archive). http://www.bbc.co.uk/learning/ BBC Education. www.tes.co.uk Times Educational Supplement. Essential reading – not only for job vacancies! www.teachingtrends.com A source of exciting classroom resources!

http://www.education.gov.uk/

http://www.ofsted.gov.uk/

http://www.education.gov.uk/get-into-teaching

http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx

http://www.behaviour4learning.ac.uk/

http://www.bbc.co.uk/learning/

http://www.tes.co.uk/

http://www.teachingtrends.com/


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5. SCHOOL BASED LEARNING

BIG PICTURE TARGETS

To set targets which focus on how to move from the ‘Good’ to ‘Outstanding’ category;

To improve understanding and competence in assessing pupil progress and planning

for further progression;

To improve understanding of and competence in supporting:

Pupils with DSEN (Disability and Special Educational Needs);

Pupils with EAL (English as an Additional Language);

Pupils with BME backgrounds (British Minority Ethnic).

Pupils with Pupil Premium (Children of Armed Forces personnel, CLA (Child

Looked After), FSM (Free School Meals)

To understand, reflect on, critically analyse and be able to articulate the impact that

each teaching episode has had on the pupils’ taught.

1st DAY IN SCHOOL: ASSOCIATE TEACHERS

Arrive at school by appointed time with your CRB letter first page;

Please take a copy of both your End of Placement 1 Review and your Mid

Programme Review to your new school and be prepared for a discussion with your

mentor/s in school about your progress so far – and emerging TRAINING PLAN for

Placement 2;

Become familiar with school structure and policies, focusing quickly on Behaviour

Management Policy, Safeguarding/Child Protection and e-Safety.

Week 1: MENTORS (25th February-1st March)

Associate Teachers will work alongside several staff in order to orientate them to the

school.

Initial seminars will be conducted by Professional and Subject Mentors in which

emphasis will be placed on ways in which Associate Teachers are able to improve

their own teaching by learning from the effective practice of others.

Introduce Associate Teacher to whole school structures and policy including

safeguarding and e-safety; pastoral responsibilities.

Emphasis will be placed on the Associate Teachers’ ability to take increasing

responsibility for his or her own professional development.


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Week 1: ASSOCIATE TEACHERS (25th February-1st March)

Observe teaching and learning across the school by pupil tracking – pupil journey;

Observational activities…REVIEW OBSERVATION BOOKLET;

Meet mentors to review individual TRAINING PLAN;

Organise opportunities for extra-curricular participation;

As a directed task ensure that you complete literacy and early reading intervention

work…Literacy Co-ordinator;

Week 2: MENTORS (4th March-8th March)

Associate Teachers will work alongside several staff in order to orientate them to the

school.

Initial seminars will be conducted by Professional and Subject Mentors in which

emphasis will be placed on ways in which associate teachers are able to improve

their own teaching by learning from the effective practice of others.

Introduce associate teacher to department structures and policies including

safeguarding and e-safety; pastoral responsibilities.

Organise/review Associate Teachers timetable based on Associate Teacher’s needs

– please give Associate Teacher the opportunity to observe good practice outside

their specialist subject area.

Emphasis will be placed on the Associate Teacher’s ability to take increasing

responsibility for his or her own professional development.

Week 2: ASSOCIATE TEACHERS (4th March-8th March)

The intention of this week is to focus on the working of the Specialist department (this

may have been combined with the first week).

Please be prepared for a discussion with your subject mentor in school about your

progress so far – and emerging TRAINING PLAN for Placement 2 – particularly with

reference to the department curriculum timetable.

Again it would make sense and would be considered to be good practice to observe

teaching and learning across the department – taking particular assessment note of

pupils in classes you make be expected to teach.

Observational activities…REVIEW OBSERVATION BOOKLET.

Organise opportunities for extra-curricular participation.

As a directed task ensure you review literacy work in the department/faculty.


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Weeks 31-35; 38-45

25th February – 28th March; 17th April – 7th June

Weekly Professional Development Learning (facilitated by Professional Mentor) Suggestions which are no means comprehensive.

DSEN

Pupil Premiums

Behaviour Management

PSHE/Citizenship

EAL

Using local and national statistical information to evaluate teaching and learning

Raising Achievement

14-19 Developments and Diplomas

Racial Equality

Assessment/Report Writing

Parents’ Evening/Pupil Review Day

Literacy across the curriculum.

Numeracy across the curriculum

Safeguarding

Weeks 31-35, 38-45.

25th February – 28th March, 17th April – 7th June.

Associate Teacher

DIRECTED TASKS

Complete Weekly Reflective Journal;

Attend School-based Professional Learning Programme and annotate handouts;

Attend Subject Learning Programme, complete Weekly Review and Target Setting

Sheet with Subject Mentor;

Continue to update your STANDARDS PROFILE LOG and evidence prior to

mentor’s /tutor interim and final grading report.

SUGGESTED SPECIALIST SUBJECT DIRECTED TASK

Plan an opportunity for micro-teaching episode and use for reflection;

Work with an Associate Teacher in another subject area to share pedagogy ideas.

Weeks 31-35, 38-45.

25th February – 28th March, 17th April – 7th June.

Professional Mentor:

Facilitate Professional Programme in school;

Ensure Training Plan is functioning well and check that refinements are added as

appropriate;


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Read Associate Teacher’s files and complete a joint lesson observation (professional

mentor and subject mentor);

Complete Interim Report 28th March and send to university;

Complete Final Report 7th June and send to university.

Subject Mentor:

Observe Associate Teacher and complete weekly lesson observation form;

Complete joint observation with University Tutor;

Hold subject mentor weekly review meeting with Associate Teacher;

Ensure targets are set each week and that the Associate Teacher records these on

the Target Setting Sheet;

Ensure Associate Teacher is keeping relevant evidence and logging these on the

Standards Profile Log;

Complete a joint lesson observation (professional mentor and subject mentor).

Weeks 33-35; 38-45

11th March – 28th March; 17th April – 7th June

Teaching Time – up to 75% of the timetable of an NQT (normally this would be up to 12/13

x 1 hour lessons) – Best practice would suggest this includes:

Team teaching which involves sharing the planning, teaching and evaluation of a

lesson with another trainee or experienced teacher;

Supporting the subject mentor by working with smaller groups of pupils who may

have specific education needs;

Whole class teaching at KS3, KS4, KS5.

Directed and Protected Time – up to 25% - To include:

Observational tasks both within and outside the subject specialism;

Working with tutor group on PSHE activities;

Attending extra-curricular activities.

Non-contact protected time for Associate Teachers to plan, prepare, assess pupils,

evaluate their teaching and reflect on their professional learning.

Week 43: 20th – 25th May

Cross-Moderation Week

University Tutors and Professional Mentors will be visiting a selection of Associate

Teachers outside their normal subject group…as part of our QA system;

You and school will be notified prior to the visit;

The purpose is to validate our grading;

Please ensure that you have your Files in school.


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Week 44: 28th – 31st MAY

In UNIVERSITY

Monday 27th May - Bank Holiday

Tuesday 28th May - CEDP, Masters Programmes, NQT Forum (Professional

Education Day)

Wednesday 29th May – Subject Learning Sessions

Thursday 30th May - Small Group PATs to discuss CEDP

Friday 31st May - TBC

WEEK 45: 3rd - 6th JUNE External Examiners Week Purpose:

To Observe Associate Teacher teaching in school;

To Read Teaching Files;

To Talk to groups of Associate Teachers;

To Talk with School mentors;

To Read Assignments and Validate Marking and Marking Process.

OVERVIEW OF KEY DATES

Thursday 28th March: Interim Report Review Point 3

Monday 15th April: Submission date Assignment PR7782

20th – 24th May: Cross Moderation week

28th – 31st May: University Programme

Monday 3rd June: Submission date assignment PR7783

3rd – 6th June: External Examiners’ week

Friday 7th June: Final Report Review Point 4

10th – 14th June: Non-standard setting week

17th - 20th June: Exit Interviews (There is an understanding that all Associate

Teachers will be able to articulate their progress and share their evidence with

their tutor)


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6. GUIDANCE INFORMATION FOR ASSOCIATE TEACHERS

6.1 The Role and Expectations of Associate Teacher Teachers

In the course of their development as teachers, Associate Teachers will be required to:

1. Attend all sessions in the University and comply with the School-based Learning policy

on attendance and to keep an up-to-date record of attendances and activities.

(Attendance at all sessions of each component of the Secondary Postgraduate

Programme is compulsory. Failure to attend sessions in school or University without

satisfactory explanation may result in the Associate Teacher failing the Programme.

The required number of days of School-based Training must also be completed).

2. Take an active part in their own professional development.

3. Provide a reflective commentary providing evidence that they have engaged in personal

study and discussion in order to relate theory and practice and to foster the

development of a personal perspective as a reflective practitioner.

4. Share experiences as an Associate Teacher with peers, mentors and tutors.

5. Update and maintain the Standards Profile on a weekly basis thereby demonstrating

that they are acquiring the understanding and skills appropriate to each phase and

component of the Programme.

6. Plan, prepare, teach and evaluate lessons meeting the requirements of the National

Curriculum or school Programmes of Study and appropriate to each phase of the

Programme.

7. Planning should clearly identify:

Learning Objectives and Outcomes;

Demonstration of a wide range of Teaching and Learning Strategies including:

Relevant Pupil Learning from previous lesson/s;

Resources;

Health and Safety;

Key Concepts, Questions and Vocabulary;

Planning for Behaviour Management (BfL)

Planning for Differentiation

Planning for Inclusion;

Planning for Assessment (AfL);

Planned Contributions to and through:

ICT;

Literacy;

Numeracy;

Key Skills;

Planning for use of, and episodes for Pupil Voice.

8. The lesson plan should show stages of the lesson, the teacher activity, the pupil activity

and the reasoning behind and for each stage.


21

9. Lesson Evaluations should clearly identify and analyse the quality of:

Planning;

Pupil engagement;

Teaching;

Pupil Learning;

Subject Knowledge;

Class Management;

Pupil Behaviour;

Feedback to Pupils;

Pupil Voice;

AND The Impact of associate teaching on pupil learning

10. Maintain Teaching Files and other Professional Files of evidence (hard copy and e-

Portfolio), making these files available for monitoring and assessment (formative and

summative) purposes.

11. Make an appropriate contribution to the work of the school department and to the

University groups in which they are placed.

12. Contribute to the discussion leading to the completion of the Progress Reviews and

present evidence and be able to articulate progress against the continuum of progress

indicators in the Standards Profile Log.

13. Complete three assignments and prepare for and complete successfully the TA Skills

Tests in Literacy and Numeracy.

14. Evaluate the training received in University and school at specified points in the year.

15. Take responsibility for personal and professional development.

16. Dress professionally and adhere to the school’s dress codes.

17. Absence from school

If you are ill and unable to attend school you must:

1. Inform the school in which you are placed of your absence as early as possible and

certainly by 9 am (or the start of school if earlier) and indicate the likely period of

absence. It is inappropriate to contact any member of the school staff by text

message to notify them of your absence.

2. Inform the Secondary Administrator of the likely period of absence Tel. 01244

511006 or email [email protected]

On return to school, you must:

1. Provide the Professional Mentor with a medical certificate, where appropriate. Inform

the Secondary Administrator. Tel 01244 511006 or email

[email protected]

2. Provide the Programme Leader with a note of the dates of absence and reasons for

absence and a copy of any medical certificate.

If attending an interview for a teaching position this does not count as an absence.




22

7. GUIDANCE INFORMATION FOR MENTORS 7.1. The Role of the Professional Mentor is to:

1. Ensure that the Associate Teacher is in receipt of a School-based Training Plan.

2. Have overall responsibility for the Associate Teacher work in school.

3. Make early contact with the Associate Teacher and to be available to offer

continuing support and encouragement.

4. Assist the Associate Teacher in developing his/her ability to reflect on

professional experiences.

5. Create a positive and supportive climate.

6. Promote contact between the Associate Teacher and other staff in the school.

7. Induct the Associate Teacher in to school structure and procedures.

8. Organise School-based development and support activities for the Associate

Teacher on a range of topics, to enable them to develop professional values and

to understand and uphold the Professional Code of Conduct and Practice of the

General Teaching Council for England. These will include; tracking pupils,

observation of lessons in departments other than the subject specialist

department, visits to Primary schools to enable observation of teaching and

learning, meeting parents/carers and liaising with external agencies.

9. Share in the preparation of the Associate Teacher as a beginning teacher through

the teaching of the Professional Development strand of the Programme as set out

in the Programme documentation.

10. Ensure the provision of appropriate classroom-based experiences as outlined in

the Programme documentation and to monitor the quality of the experiences

provided.

11. Ensure the development and use of effective procedures for observation of the

Associate Teacher.

12. Prepare formative reports on the quality of the Associate Teacher against the

Teachers’ Standards as necessary and to prepare progress reports.

13. Observe other Associate Teachers teaching in other schools and provide

summative reports for assessment and monitoring purposes.

14. Liaise with mentors, the Programme Leader, University Tutors and other

Professional Mentors as necessary and to develop the partnership between

tutors, mentors and Associate Teachers.

15. Be a member of the PGCE (Secondary) Professional Mentors Group and attend

group meetings throughout the year.

16. Interview, as appropriate, prospective candidates for the PGCE together with

University tutors.


23

7.2. The Role of the Subject Mentor is to:

1. Make early contact with the Associate Teacher and to offer continuing professional

support and encouragement.

2. Prepare a School-based Training Plan based on the requirements of the Programme

and differentiated for each Associate Teacher.

3. Assist the Associate Teacher in developing his/her ability to reflect on professional

experiences which will involve providing regular opportunities for formal and informal

meetings related to the review of and preparation for lessons and schemes of work

where appropriate.

4. Share in the preparation of the Associate Teacher as a teacher through the teaching of

the subject specialist strand of the Programme as set out in the Programme

documentation and in so doing to enable him/her to develop professional values and

understand and uphold the professional Code of Conduct and Practice of the General

Teaching Council for England.

5. Promote contact between the Associate Teacher and other staff in the department or

faculty.

6. Induct the Associate Teacher into departmental procedures.

7. Organise classroom-based experiences for the Associate Teacher as outlined in the

Programme documentation.

8. Develop and apply effective procedures for classroom observation, to observe the

Associate Teacher teaching once a week in assessed periods of School-based Training

and to cross-moderate as appropriate.

9. Prepare formative reports for assessment purposes and to provide written feedback for

the Associate Teacher once a week during assessed periods of School-based Training

and as appropriate at other times.

10. Contribute to the progress reports at the end of each placement.

11. Assess the Associate Teacher’s Teaching and Professional Files and sign them off

weekly.

12. Create a positive and supportive climate.

13. Liaise with University tutors, to develop the partnership between tutors, mentors and

Associate Teachers and to share the responsibility of Programme development through

attending the subject mentor training and planning sessions.

14. Sign the weekly attendance and Record of School-based Training Meetings in the

Standards Profile Log.


24

7.3. The Role of the University Tutor is to:

1. Share in the preparation of Associate Teacher through the teaching of the Subject

Specialism and Professional Development strands of the Programme as set out in the

Programme documentation and in so doing to enable the Associate Teacher to develop

professional values as cited in Part 2 of the Teachers’ Standards (2012).

2. Observe the Associate Teacher teaching and work in sessions and to offer support and

encouragement.

3. Assist the Associate Teacher by supporting, challenging and developing his/her ability to

reflect on professional experiences.

4. Work with the school mentors to assess the Associate Teacher in their competence to

teach against the Standards.

5. Assess and moderate Standards of Associate Teachers’ performance across schools

and to offer advice.

6. Assess the Associate Teachers’ written assignments.

7. Maintain links with schools and to foster the partnership relationship between school and

Associate Teachers.

8. Support and advise mentors in schools on subject specific issues or on general issues

or as appropriate.

9. Visit the Associate Teachers normally on three occasions in the Programme to moderate

Standards with the Subject Mentor.

10. Liaise between Associate Teacher, school mentors and the Programme Leader for the

PGCE Programme and to develop the partnership between the Associate Teacher,

mentors and tutors.

11. Make the Associate Teacher aware of the range of training opportunities available

outside the remit of the Programme but relevant to individual needs and interests.

7.4. University Tutor Visits to Schools

University Tutors should follow the procedures outlined below.

Inform the school no later than the day before the visit is intended to take place.

Ensure that the visit is at a time convenient for the school.

Ask the Associate Teacher to inform the Professional and Subject Mentor of the visit

Arrive early.

Take their CRB documentation from the Dean of the Faculty.

Wear the University photo badge at all times whilst on the school premises.

Check in at Reception and wait there until invited to go to the classroom.

After observing the lesson and giving feedback the University Tutor should make

him/herself available for meetings with the Professional and Subject Mentor. Should the


25

tutor’s schedule not allow this immediately, alternative arrangements for example, a

telephone conversation should be arranged for the immediate future.

Check out at Reception.

Faculty of Education and Children’s Services PGCE/GTP Primary/Secondary Programmes (please highlight programme)

26

Individual Training Plan

What are the Teachers’ Standards for QTS?

The standards are a rigorous set of statements formally setting out what an associate teacher is expected to know, understand and be able to sustain, in order

to be awarded qualified teacher status and succeed as an effective teacher. Please complete this training plan for each phase of the training for each

associate teacher on placement in negotiation with the associate teacher, and after consultation concerning all associate teacher audits. As the training

progresses, associate teacher targets should also be included in the plan for the next phase. Please add extra pages as needed and treat this plan as a

working document which is annotated, discussed, and revised continually.

Associate teacher

Secondary Subject and Programme:

1st Placement School/Lead School

2nd Placement School/Placement B

Subject Mentor

Subject Mentor

Professional Mentor

Professional Mentor


27

Targets set for 2nd Placement School (Use Placement 1 Final Review and Mid-Programme Review) Teachers’ Standards


28

Expand boxes as required

Dates (e.g.

‘Weeks 1-3)

Wk beg

Please describe the proposed training activities that will take place

Autumn Term

Which QTS Teachers’

Standard(s) do the activities relate to?

How does this activity meet each of the Standards

listed?

How will evidence of each

activity be recorded?

Week 1

Week 2

Week 3

Week 4


29

Dates (e.g.

‘Weeks 1-3)

Wk beg

Please describe the proposed training activities that will take place

Autumn Term

Which QTS Teachers’

Standard(s) do the activities relate to?

How does this activity meet each of the Standards

listed?

How will evidence of each

activity be recorded?

Week 5

Week 6

Week 7

Week 8

Expand boxes and add additional weeks as required


30

WEEKLY REVIEW OF PROGRESS Completed electronically

Weekly Review

DATE:

Class Teacher/Subject Mentor:

Professional Mentor:

Associate Teacher:

This Associate Teacher is making satisfactory progress:

Yes/No

This Associate Teacher is a Cause for Concern – please activate the Cause for Concern Procedures:

Yes/No

Cause for Concern activated: Yes/No Date

Part 1 - Review and Update of the Individual Training Plan

To include:

How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other issues:

Standards Profile Log/Training Plan reviewed Yes/No

Any issues identified? (added to training plan)

Standards verified at this meeting: (added to Standards Profile Log)


31

Review of School Based training undertaken this week:

Part 2 - Discussion of reflection and review of Weekly Lesson Observation Reflection by Associate Teacher to be prepared and shared in advance of the Weekly Review

Focus of the Reflection discussed:

Record of discussion to include discussion resulting from Weekly Lesson Observation.

Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacts on pupil progress

Part 4 - Targets and Tasks

Weekly Target Setting related to the Standards to be reviewed and new targets identified(ensure any training activities appear on the ITP)

Signed Professional Mentor/Subject Mentor ............................................................. Associate Teacher ................................................. Date: .............................


32

LESSON OBSERVATION

Associate Teacher: Programme:

Associate Teachers should be observed formally and given

written feedback on a weekly basis, though it is recognised that

informal observation may be undertaken at any time. Please

note NOT all Standards will be or indeed need to be assessed

during each lesson observation. Please report on and grade

QTS Focus initially, then comment on other standards as and if

appropriate.

School: Lesson Topic:

Mentor/Teacher/Tutor: QTS Focus: Date: No in Group and Year Group:

S1. Set high expectations which inspire, motivate and challenge pupils: Grade 4a 4b 3 2 1

(S1a) Establish a safe and stimulating environment for pupils, rooted in mutual

respect;

(S1b) Set goals that stretch and challenge pupils of all backgrounds, abilities

and dispositions;

(S1c) Demonstrate consistently the positive attitudes, values and behaviour

which are expected of pupils.

S2. Promote good progress and outcomes by pupils 4a 4b 3 2 1 (Impact on Pupil Progress)

(S2a) Be accountable for pupils’ attainment, progress and outcomes;

(S2b) Be aware of pupil’s capabilities and their prior knowledge, and plan

teaching to build on these;

(S2c) Guide pupils to reflect on the progress they have made and their emerging

needs;

(S2d) Demonstrate knowledge and understanding of how pupils learn and how

this impacts on teaching;

(S2e) Encourage pupils to take a responsible and conscientious attitude to their

own work and study.

S3. Demonstrate good subject and curriculum knowledge 4a 4b 3 2 1

(S3a) Have a secure knowledge of the relevant subject(s) and curriculum areas,

foster and maintain pupils’ interest in the subject, and address

misunderstandings;

(S3b) Demonstrate a critical understanding of developments in the subject and

curriculum areas, and promote the value of scholarship;

(S3c) Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

(S3d) If teaching early reading, demonstrate a clear understanding of systematic

synthetic phonics;


33

(S3d) If teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies.

S4. Plan and teach well-structured lessons 4a 4b 3 2 1 (S4a) Impart knowledge and develop understanding through effective use of

lesson time;

(S4b) Promote a love of learning and children’s intellectual curiosity;

(S4c) Set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired;

(S4d) Reflect systematically on the effectiveness of lessons and approaches to

teaching;

(S4e) Contribute to the design and provision of an engaging curriculum within the

relevant subject area(s).

S5. Adapt teaching to respond to the strengths and needs of all pupils 4a 4b 3 2 1 (S5a) Know when and how to differentiate appropriately, using approaches which

enable pupils to be taught effectively;

(S5b) Have a secure understanding of how a range of factors can inhibit pupils’

ability to learn, and how best to overcome these;

(S5c) Demonstrate an awareness of the physical, social and intellectual

development of children, and know how to adapt teaching to support pupils’

education at different stages of development;

(S5d) Have a clear understanding of the needs of all pupils, including those with

special educational needs; those of high ability; those with English as an

additional language; those with disabilities; and be able to use and evaluate

distinctive teaching approaches to engage and support them.

S6. Make accurate and productive use of assessment 4a 4b 3 2 1

(S6a) Know and understand how to assess the relevant subject and curriculum

areas, including statutory assessment requirements;

(S6b) Make use of formative and summative assessment to secure pupils’

progress;

(S6c) Use relevant data to monitor progress, set targets, and plan subsequent

lessons;

(S6d) Give pupils regular feedback, both orally and through accurate marking,

and encourage pupils to respond to the feedback.

S7.Manage behaviour effectively to ensure a good and safe learning environment 4a 4b 3 2 1

(S7a) Have clear rules and routines for behaviour in classrooms, and take

responsibility for promoting good and courteous behaviour both in classrooms

and around the school, in accordance with the school’s behaviour policy;

(S7b) Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

(S7c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;


34

(S7d) Maintain good relationships with pupils, exercise appropriate authority, and

act decisively when necessary.

S8. Fulfill wider professional responsibilities 4a 4b 3 2

1 (S8a) Make a positive contribution to the wider life and ethos of the school;

(S8b) Develop effective professional relationships with colleagues, knowing how

and when to draw on advice and specialist support;

(S8c) Deploy support staff effectively;

(S8d) Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues;

(S8e) Communicate effectively with parents with regard to pupils’ achievements

and well-being.

Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Standards Profile Log

Dialogue arising out of this lesson. To be focused upon in weekly review meeting.

Mentor/Tutor: ____________________________________________________________________ Associate Teacher: ________________________________________________________________________


35

PART 4 : WEEKLY TARGET SETTING ( COLLABORATIVE REVIEW) (Update as appropriate from weekly discussions based on lesson observations and other critical incidents. Review at the next Weekly Meeting) Insert rows where needed

Insert relevant Standard number

Target (Objective) Reference to QTS standards wherever

applicable

Action to be taken (realistic)

Success Criteria/Outcome (specific, attainable)

Date to be reviewed

(time )

Tick when completed

S1: Set high expectations which inspire, motivate and challenge pupils

S2: Promote good progress and outcomes by pupils


36



applicable



Date to be reviewed

(time )

Tick when completed

S3: Demonstrate good subject and curriculum knowledge

S4: Plan and Teach well-structured Lesson


37



applicable



Date to be reviewed

(time )

Tick when completed

S5: Adapt teaching to respond to the strengths and needs of all pupils

S6: Make accurate and productive use of assessment


38



applicable



Date to be reviewed

(time )

Tick when completed

S7: Manage behaviour effectively to ensure a good and safe learning


39



applicable



Date to be reviewed

(time )

Tick when completed

S8: Fulfil Wider Professional Responsibilities


40

7.6 Dealing with Problems and Issues All Associate Teachers accepted on the Programme are required to uphold the standards of

professional conduct and practice within and outside the school setting. In addition, the Teachers’

Standards relating to professional conduct must be passed in order for the Associate Teacher to

progress to the next stage of their education programme. Should an Associate Teacher be

removed from or fail a period of School-based Learning because of professional misconduct, the

Teaching Agency will be informed.

The University has in place its own Professional Suitability Procedures. Any decision to invoke the

University’s Professional Suitability Procedures will be jointly taken by the relevant Programme

Leader, the Dean and other colleagues, including the Designated Safeguarding Officer, as

required.

In the event that an Associate Teacher experiences difficulties, it is important that all parties

follow the procedures outlined below. There are occasions when a Professional Mentor will

notify the Programme Leader of concerns regarding an Associate Teacher’s progress or lack of

commitment and professionalism. This may then trigger an additional visit. However, if the

Associate Teacher is formally identified through the Early Alert System, which details the

concern and sets Short Term Actions/Targets, and if these targets are not successfully met, the

Associate Teacher will then be listed as a formal Cause for Concern (see 7.15 for full procedure

and documentation). This procedure ensures that there is an audit trail which will be required in

the event of an appeal, all parties are kept informed, and this ensures that Associate Teachers

are treated equitably.

Cause for Concern

An Associate Teacher may be identified as being a Cause for Concern for any combination of the

following circumstances:

Progress of an Associate Teacher

Lack of progress towards meeting the required Teachers’ Standards;

Poor University Based Learning attendance;

A lack of professionalism and commitment on the part of the Associate Teacher;

Not meeting the targets which have been set;

Insufficient preparation and planning are leading to children/pupils under-achieving.


41

Associate Teacher Issues

The Associate Teacher expresses concern about his/her own progress;

The Associate Teacher expresses concern about the level of support being provided;

Personal reasons;

Medical reasons;

Other valid reasons.

University Tutor Concerns

The nature of the placement has changed;

The Associate Teacher is unable to meet the learning outcomes for the placement

because of personal or medical reasons.

Procedures for Associate Teachers who are Formally Identified as Cause for Concern

If an Associate Teacher is a Cause for Concern it is important that they are made aware of their

difficulties as soon as possible. Experience suggests that early intervention is more likely to

enable the Associate Teacher to remediate any difficulties and avoid failing to meet the

requirements of the placement.

If a problem has been identified:

The Professional Mentor should contact the ITE Administration Office by telephone, fax or

email;

The Administrator will alert the University tutor;

The University tutor will arrange to discuss the problem with the Associate Teacher and

the school;

The Professional Mentor and the Associate Teacher will draw up an Action Plan with the

support of the University tutor where appropriate. The Programme Leader will be kept

informed.

The University Tutor and Professional Mentor, as appropriate, will:

Monitor the Associate Teacher’s performance against the Action Plan;

Inform the Programme Leader if targets are not being met;

Facilitate arrangements for a second opinion visit.

Withdrawal of an Associate Teacher from the Placement

1. It should be noted that if the performance of the Associate Teacher is deemed to be

detrimental to the education or well-being of children/pupils or the school expresses concern


42

about the professional conduct of an Associate Teacher, the Associate Teacher must not

continue with teaching responsibilities and the Programme Leader must be informed

immediately, usually via the ITE Administration Office.

Action

Agreement must be reached by the Programme Leader and Professional Mentor/Head

Teacher that the placement is to be suspended;

The Associate Teacher will meet with the Professional Mentor/Head Teacher to be

informed of this decision;

The Associate Teacher, Programme Leader or Head of ITE will meet as soon as possible

to agree an appropriate course of action which will be discussed at the School Based

Learning Results Committee and ratified by the Subject Assessment Board;

2. In extreme circumstances the School Based Learning experience may be terminated, and an

Associate Teacher may be asked to leave the school and prevented from returning to school,

by the Programme Leader or nominee either by telephone or in person pending further

enquiries.

3. If an Associate Teacher fails to uphold the professional conduct principles contained in the

Part 2 of the Teachers’ Standards, the Programme Leader should be contacted immediately

via the ITE Administration Office.

4. If an Associate Teacher withdraws him/herself from a placement, (s)he will be deemed to

have failed the assessment requirements for the placement.

5. If a school asks for an Associate Teacher to be removed this will constitute an automatic

fail.

6. The University cannot guarantee an immediate alternative placement. Where a placement

has previously been terminated or failed in regard to a professional matter, the University

reserved the right not to provide a further period of School Based Learning, dependent on a

decision by the Awards Board and/or Professional Suitability Panel as appropriate.

Action

The Associate Teacher, Programme Leader or Head of ITE will meet as soon as possible

to agree an appropriate course of action which will be discussed at the School Based

Learning Results Committee and ratified by the Subject Assessment Board.


43

Second Opinions

The purpose of the Second Opinion visit is to provide an independent judgement by a neutral and

experienced colleague. A second opinion of an Associate Teacher’s progress will be sought once

an Associate Teacher has been identified formally as a Cause for Concern.

Action: preliminary

The Programme Leader selects a neutral and experienced University tutor or Professional

Mentor from another Partner School to provide a second opinion;

The Associate Teacher and Professional Mentor are informed of the second opinion visit

at least 24 hours beforehand;

The second opinion University tutor or nominee is informed of the context for the visit but

will not be briefed by the Programme Leader or University tutor involved;

It is not normally expected that the Associate Teacher will receive focused support from

School-based colleagues in order to prepare for the second opinion visit beyond what has

already been provided as intervention to support progress.

Action: visit

The University tutor or nominee observes the Associate Teacher teach, scrutinises files

and makes an independent judgement based exclusively on the evidence provided;

This is recorded on the Second Opinion form.

Action: at the end of the visit

The University tutor provides the Associate Teacher and Professional Mentor with an

ungraded Lesson Observation;

The University tutor completes a Second Opinion Form and returns it to the Programme

Leader.

The grades are provisional and not revealed to the Associate Teacher or

Professional Mentor or Head Teacher at this point.

Action: after the visit

A School Based Learning Results Committee held at the end of each period of School

Based Learning will consider the grades of all Associate Teachers using all available

evidence. The Committee arrives at a recommendation which is then brought to the

Subject Assessment Board;


44

The Associate Teacher, the University Tutor and the Professional Mentor are informed of

the recommendation;

The Subject Assessment Board considers the evidence, confirms the grades and a

recommendation is made to the Awards Assessment Board as to the progress of the

Associate Teacher;

The recommendation is ratified by the Awards Assessment Board;

The Associate Teacher, the University Tutor and the Professional Mentor are informed of

the decision.


45

The School Based Learning Results Committee

A School Based Learning Results Committee held at the end of each period of School Based

Learning will consider the grades of all Associate Teachers using all available evidence. The

Committee arrives at a recommendation which is then brought to the Subject Assessment Board;

The Committee will consider the following:

1. Associate Teachers with Mitigating Circumstances.

2. Associate Teachers who are deferring completion of whole or part of their period of School

Based Learning. (Deferral)

3. Associate Teachers who have failed to meet the required Teachers’ Standards or

assessment requirements for a placement. (Referral)

1. Mitigating Circumstances

In the event of Mitigating Circumstances which may need to be considered, the Associate

Teacher must forward to the Programme Leader in advance of the final assessment date:

A medical certificate or Doctor’s letter where relevant;

Any other evidence requested by the Programme Leader.

The circumstances will be considered by the Programme Leader and Head of ITE. The PAT will

be informed. Advice will be given to the Associate Teacher regarding the University’s Mitigating

Circumstances procedures.

2. Defer

An Associate Teacher may seek a deferment of the placement for a number of reasons. This is a

formal University process which must be undertaken with the Programme Leader and Head of

ITE. This usually means that no final summative assessment is possible before the Awards

Assessment Board or Subject Assessment Board. Evidence must be provided to support the

deferral of assessment.

3. Refer

In cases where, despite the support procedures, an Associate Teacher fails to meet the required

Teachers’ Standards or assessment requirements for a period of education (e.g. by non-

completion of a placement) the following procedures will apply:

The Associate Teacher will be counselled by the Programme Leader as to their future and

programme of study. This procedure will require written evidence of the feedback and

support given to the Associate Teacher. This will include:

– All lesson observation forms;

– Interim and Final assessment reports (where available);


46

– The observation schedule for the Associate Teacher.

Additional evidence might include (where relevant):

– Cause for Concern report(s) and Action Plan(s);

– Second Opinion report(s).

Recommendation from the School Based Learning Results Committee will be made to the

Subject Assessment Board in the usual manner regarding Pass, Defer and Refer. The Awards

Assessment Board will also receive recommendations for re-assessed placements and the length

of these. In light of this it should be remembered that once the time conditions of the placement

have been fulfilled no extensions to a placement can be granted. The protocol and guidelines for

re-assessment in School Based Learning can also be found in: Partnership Policies and

Procedures for School Based Learning.

Re-assessment Placements

If the School Based Learning Results Committee considers that the Associate Teacher would

benefit from a re-assessment placement/period of School Based Learning, this will be organised

by the Programme Leader pending a suitable placement being found. Re-assessments/School

Based Learning will incur a financial cost.


47

For Attention of the Programme Leader

Alert Form

Associate Teacher:

Associate Teacher’s Year Group/Programme:

School:

Part 1: Concern

(To be completed and returned to the Programme Leader via ITE Administration)

Part 2: Short Term Actions/Targets

We acknowledge that if these targets are not successfully met, this will result in a Second Opinion visit. Agreed: Associate Teacher: ………………………………. Professional Mentor: ………………………......... University Tutor: …………….………………………… Date:…………………........ Part 3: Review after three days. If insufficient progress has been made against the above targets the Early Alert becomes a full Cause for Concern. Formal Action Plan Documentation will need to be completed. All elements of the Cause for Concern are completed by the Professional Mentor in discussion with the Associate Teacher and in liaison with the University Tutor as appropriate. (This is signed off by the Programme Leader). Further action: ITE Administration Fax Number: 01244 511694


48

Professional Mentor informs Programme Leader via the ITE Administration Office of an Early Alert concerning the Associate Teachers progress

Programme Leader or nominee has conversation with Associate Teacher

Programme Leader has conversation with Mentor

University Tutor is informed and prepares for a visit

Concerns resolved: Situation monitored in school

Concerns not resolved: Associate Teacher officially becomes a Cause for Concern and Action Plan agreed

Second Opinion Visit undertaken. Conference to discuss Associate Teacher’s progress

Associate Teacher making good progress. Progress continues to be monitored but no further action taken

Associate Teacher not making progress. Associate Teacher fails placement


49

FACULTY OF EDUCATION AND CHILDREN’S SERVICES

ACTION PLAN FOR SCHOOL-BASED LEARNING (CAUSE FOR CONCERN) Associate Teacher:_________________________________ Year ____ School based Learning Placement ___________________________

Grade Summary of Areas of Concern Summary of feedback on previous targets during observations

S1

S2

S3

S4

S5

S6

S7

S8

Standard TARGET Actions Success Criteria Date to be reviewed

Reviewed By

Associate Teacher to authorise

I agree to addressing the targets identified in this Action Plan and understand that unless I do this successfully I am in danger of failing this placement. Where there are any professional issues this may result in me failing the programme. Associate Teacher signature: ………………………......………… Professional Mentor signature…………………………………………. Date:…….....………………. University Tutor signature……………………………………………….


50

Only complete this section if a re-assessment has been recommended by the SBL Results Committee B

A re-assessment period of SBL is required:

No of days for re-assessment:

Age phase required:

Personal considerations to be taken into account

Other information

Arrangements for next School-based Learning.

Age-phase required …………. Personal considerations to be taken into account Other information

PAT ………………………………….

Signatures

Plan agreed: ...................................................(Date) Associate Teacher: …………………………………......... Designated tutor for Action Plan: ……………………….....………........

Please forward this Action Plan to the Programme Leader for authorisation.

Programme Leader ....................................... Date ……….………..

Associate Teacher to authorise

I agree to take this Action Plan into the school where I will complete my re-assessment to clarify the areas for development, and share with my Mentor and University tutor. I understand that unless I successfully address these points I am in danger of failing the programme. Associate Teacher signature: ………………………......………… Date:…….....……………….


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Documents

PR0006 PGCE Secondaryfacultyhub.weebly.com/uploads/4/9/1/1/4911205/pr... · Codsall Community High School Mrs M. E. Tunnicliffe Ms Claire Reynolds 01902 434200 Connah's Quay High