Embed Size (px)
Citation preview
Professional Studies Handbook Contents 2014-2015 Page
introduction 2
Your Subject Study Co-ordinator 2
Key contact details 2
Expectations 3
Module outlines 3
Portia: Moodle 3
What will I learn? 4
Structure and content of Module 1 5 - 7
Structure and content of Module 2 7 - 8
Assessment
What do I have to do? What will my assessors be looking for?
9
Summative Assessment 9
Chart showing how Professional Studies summative assessment
fits into the PGCE programme
9
Interim requirements for progression to Module 2 10
Details of Assignment 2 11 - 13
Formative Assessment 14
Summary of components of formative assessment 14
Details of directed tasks 14
Pro Formas for Link Logs, SEN Task, EAL Task, Anti-Racism
Task, Audio Tasks
15 - 21
Who will support me? 22
How will I learn? 22
Evaluation 22
Subject Co-ordinator’s summary of module evaluation 2013 - 2014 23 - 25
Bibliography 26 - 28
2
Introduction Professional Studies is a 90 hour course in two modules. Sessions begin at 9.30 am and normally end by 3.45 pm. Sessions take place at the Bognor Regis Campus of the University for students from all subject routes. Our normal practice is to meet as a whole cohort in the ICT Lecture Theatre and then divide into Professional Studies groups for discussion and seminar activities. Your Professional Studies Co-ordinator is Antony Bignell. He is supported by a team of 4 Professional Studies tutors, each of whom leads a Professional Studies Group. Their contact details are listed below. Julia O’Kelly, Head of Secondary PGCE, is also part of the Professional Studies team. Useful contacts are: Julia O’Kelly
Head of Programme and Professional Studies Tutor
01243 812160
Antony Bignell
Professional Studies Co-ordinator
01243 812024
Ruth Mantin
Professional Studies Tutor
01243 812070
Katharine Milcoy
Professional Studies Tutor
01243 812166
Debbie Hickman
Professional Studies Tutor
01243 812049
Melanie Hopkins
Programme Administrator
01243 812043
Gail Graffham
Learning Resources
01243 812094
SIZ Helpdesk
Student Information and Access to Services
01243 816222
Melanie Hopkins can be found in the Programme office which is in St Michael’s F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.
3
Expectations You are expected to demonstrate the professional attributes of a teacher in your approach to your Subject Study and your Professional Studies. You are expected to:
Attend every session
Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University’s published policies as detailed in the Programme Handbook
Use Portia regularly for communication and information
Bring your Professional Studies handbook to every session
Complete all pre- and post-session tasks as directed
Attend all tutorials arranged with your Professional Studies tutor
Be pro-active in addressing the targets set for you in conjunction with your tutor
Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place (e.g. Programme Office)
In the event of ANY absence please follow the procedures detailed in the Programme Handbook Module outlines for your Professional Studies modules can be found in Appendix B. of the Programme Handbook. Moodle: Information about your subject study, including this handbook and session notes will be posted on the university’s Moodle, which can be accessed from https://moodle.chi.ac.uk. You will also use the Moodle for communication with other student teachers on your subject route.
4
What Will I Learn?
The two Professional Studies modules are designed to complement your Subject Study Modules by introducing you to the over-arching knowledge, understanding and skills necessary to become an effective secondary school teacher, irrespective of your specialist subject. They are designed to help you to relate the Teachers’ Standards to your subject teaching and the broader role of teacher and tutor, to understand your role as a member of the whole-school community, and will include preparation for the Induction Year. The structure of the course is based on the understanding that theory informs practice and practice informs theory. You will, therefore, be able to draw on elements of your Subject Study and your School Experience to support your Professional Studies work. You will:
Identify policies and practice in schools and demonstrate a critical awareness of their implementation in the context of current educational policy
Demonstrate a critical awareness of the application and working of national directives as they relate to your subject specialism and to your role as a teacher and tutor
Know a range of theories of learning and evaluate their impact on school practice
Offer critical commentary of the links between professional studies, school experience and subject study
Demonstrate commitment through satisfactory attendance and compliance with University policies
Demonstrate a professional attitude to learning and development, including collaborative working
Demonstrate a readiness to accommodate new principles and understandings
Identify and comment reflectively upon the values which underpin secondary education
Reflect on and improve your practice and take responsibility for identifying and meeting your developing professional needs
This M-Level course will address the Teachers’ Standards as set out in ‘Teachers’ Standards’ (2012). The sharpest focus will be on Part One: Teaching, whilst Part Two will underpin everything you do and you will be expected to demonstrate consistently high standards of personal and professional conduct during your school placements. Learning Outcomes are set out in full in the module outlines to be found in your Programme Handbook.
5
2014 – 2015 Secondary PGCE Professional Studies for Module/Semester One
Monday 8 September 2014
Introductions/welcome from University and programme personnel Handbooks, The Standards, PS work, PS groups Meet subject tutors Meet PS groups
ICT Lecture Theatre Seminar rooms Seminar rooms
9.30 - 12.30 1.30 - 2.30 2.30 - 3.30
Tuesday 9 September 2014
The Partnership Office and School Experience (Jane Evans) IT Services Resilience PS groups - Qualities of a good teacher. Resilience. Discussion of pre course tasks Carousel involving PS Groups, Learning Resources Centre, Registration
ICT Lecture Theatre Seminar rooms Seminar rooms
9.30 - 10.30 10.30 - 12.00 12.00 - 4.00
Monday 15 September 2014
Introduction to online resources MA work - framing questions, and referencing PS Inclusion presentation groups and task
ICT Lecture Theatre Seminar rooms LRC IT study rooms
9.30 - 11.00 11.00 - 12.00 12.00 - 3.30
Tuesday 16 September 2014
Inclusion presentations Ways of learning Link logs submitted to PS tutor
Seminar rooms
9.30 - 3.30
Monday 22 September 2014
SEN Code of Practice The Role of the SENCO Action Learning Sets SEN Task Present SEN Task (continued over the page)
ICT Lecture Theatre LRC study rooms Seminar Rooms
9.30 - 10.15 10.15 - 10.45 11.15 - 12.30 1.30 - 2.15
6
Review of today’s sessions. Action Learning Sets to review ideas noted in your link log from 16.09.14. Link logs feedback and arranging tutorials as required
2.15 - 3.30
Tuesday 23 September 2014
Child Protection PS groups: the role of the form tutor and pastoral care. Numeracy across the curriculum School experience and professionalism Meet your link tutor
ICT Lecture Theatre Seminar rooms ICT Lecture theatre Seminar rooms
9.30 - 11.00 11.00 - 12.30 1.15 - 3.00 3.00 - 3.30
Wednesday 24 September 2014
Writing assignment 2 and completing an ethics form Effective assignment writing and school based research PS groups: review of link logs Voluntary workshop on assignment writing skills Visit Teaching Union Stalls, individual tutorials about link logs as required, methodology task, considering the tutorial checklist for assignment 2, considering your ethics form for assignment 2
ICT Lecture Theatre Seminar rooms Seminar rooms LRC IT study rooms
9.30 - 10.45 11.15 - 12.00 1.30 - 2.30
12.00 - 3.30
Thursday 2 October 2014
Positive Behaviour Management (Mark Wilson) Programme Board Representatives meet Julia O’Kelly Literacy across the Curriculum Sign up for tutorials next week, discussion points from this morning’s sessions, feedback from link logs, collect in link log from 24.09.14, feedback from methodology task from 24.09.14, feedback from SEN Task
ICT Lecture Theatre Seminar room ICT Lecture Theatre Seminar rooms
9.30 - 12.30 12.30 - 1.15 1.15 - 2.00 2.00 - 3.30
7
Thursday 9 October 2014
Voice and communication workshop (Ulrika Schulte-Baukloh) Tutorials for Assignment 2, Ethics Forms to be reviewed and signed, feedback and issues from link logs
Dome 001 Seminar rooms
9.30 - 4.00 9.00 - 4.00
Friday 31 October 2014
Careers Fair All day
2014 – 2015 Module/Semester 2
Monday 12 January 2015
Types of schools Applying for your first teaching post – a Headteacher’s view PS groups: interview questions PS groups: School Experience review and evaluation Accessing resources: voluntary session
ICT Lecture Theatre Seminar rooms LRC IT study room
9.30 - 11.00 11.30 - 3.00 3.00
Tuesday 13 January 2015
PS groups: PSHE group task and presentations
Seminar rooms LRC IT study rooms
9.30 - 3.30 11.00 - 1.30
Monday 19 January 2015
Closing the Gap Otherness - gender issues and homophobia – speaker from Stonewall PS groups: Assignment 2 Preparation Task
ICT Lecture Theatre LRC IT study rooms
9.30 - 2.15 2.15 - 3.30
Tuesday 20 January 2015
Special Education – A View from Lord Wilson BESD School Post 16 provision Assignment 2 Presentations
ICT Lecture Theatre Seminar rooms
9.30 - 12.30 1.00 - 3.30
Wednesday 21 January 2015
Teaching pupils for whom English is an Additional Language - EAL (Anwen Foy) Anti-Racism (continued over the page) Voluntary assignment writing workshop
ICT Lecture Theatre ICT Lecture Theatre Seminar room
9.30 - 10.45 11.15 - 12.30 12.30 - 1.30
8
Review of the week’s topics Briefing for School B and meet your link tutor
Seminar rooms ICT Lecture Theatre
1.30 - 2.30 2.30 - 3.30
Thursday 29 January 2015
Emotional Intelligence, Rapport and Behaviour Motivation, Rewards and Praise Reading Task: Motivation, Rewards, and Praise Programme Board Representatives meet Julia O’Kelly Discussion and activities on findings about Motivation, Rewards and Praise Review of Audio tape task school A
ICT Lecture Theatre LRC IT study rooms Seminar room Seminar rooms
9.30 - 12.00 12.00 - 1.30 12.00 - 1.00 1.30 - 3.15
Tuesday 17 February 2015
Hand in Assignment 2
Monday 15 June 2015
Review of current issues Review of School B Review of Audio Tape B Module evaluations Individual tutorials for submission of PS directed tasks
ICT Lecture Theatre Seminar rooms
9.30 - 10.30 10.30 - 3.30
Tuesday 16 June 2015
Individual tutorials Seminar rooms 9.30 - 3.30
Friday 19 June 2015
Your NQT induction year The Teachers’ Pension Scheme Celebratory drinks
ICT Lecture Theatre On the lawn
9.30 - 12.00
12.00 - 1.30
9
Assessment
A definition of summative and formative assessment is included in the Programme Handbook.
Summative Assessment What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your Professional Studies summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:
Subject Study – Module 1
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimum pass
20 M level credits
Professional Studies - Module 1
Reflective logs highlighting the links between professional studies and subject application; Satisfactory attendance and active participation in sessions and tasks.
School Experience ‘A’ Joint Summative Report from School A on which you are graded as having achieved the Standards at a Minimal level or above
Professional Studies - Module 2
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimum pass
20 M level credits
Subject Study – Module 2
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimum pass
20 M level credits
School Experience ‘B’ Joint Summative Report from School B on which you are graded as having achieved the Standards at a Minimal level or above Completion of Standards Tracking Document
10
Module 1 At the end of Module 1, your professional studies tutor will assess whether you have met the interim requirements for progression to Module 2 as described in the Programme Handbook. The interim requirements for progression from Module 1 to Module 2 are:
completion of your daily reflective Link Log which highlights the links between professional studies and subject application
Satisfactory attendance and active participation in sessions and tasks
Completion of the directed tasks linking this module with school experience The specific assessment criteria are:
Your Link Logs demonstrate a developing ability to analyse and apply course content
Your contribution to professional studies group discussion and tasks has demonstrated sensitivity and professionalism in line with the University’s policies
All absence procedures have been followed correctly
Deadlines associated with school A have been met and your School A audio tape task has been satisfactorily completed.
11
Module 2 Assignment 2 (4,000 words) Submission Date: Tuesday 17 February 2015 at 12.00 noon
This assignment is based on an investigation into a whole school issue. It requires you to relate theory and practice, consider the relevance of particular Standards, and the implications for you as a subject teacher. Before you begin this assignment, you will need to consider the ethics of your research and complete the following procedure:
Complete the University of Chichester Ethics Form
Bring it to your tutorial with your professional studies tutor on 9th October. It will be checked and signed by her/him
Complete the Consent Form for Secondary PGCE Professional Studies Assignment by adding your name, subject route, specific question and research method
Take that form into school and ask your Professional Tutor to sign it. When she/he has signed, you may begin your research
Hand in a copy of the form to Melanie Hopkins in the office on Oasis Day, 14th November or scan and email to [email protected] before Oasis Day
The ethics form and the consent form for Secondary PGCE Professional Studies Assignment can be downloaded from the Professional Studies Moodle
The title of your assignment is: ‘How does your school promote positive pupil behaviour? In the light of current research, analyse one aspect of behaviour management in your school.’ These are some possible aspects you could choose from:
The pastoral system
Mentoring
Involvement of and communication with parents/carers
Through the curriculum e.g. nurture groups, 14 – 19 vocational options etc.
SEAL or PLTS
Promotion of emotional intelligence
Teacher persona
Use of praise
School behaviour policy Having chosen your aspect, you need to make your sub-title into a question, which leads you into a debate rather than into a description. For example: How far does X contribute to positive behaviour in School A………? To what extent does X contribute to positive behaviour in School A …….? Does X…….?
12
In what ways might X…….? Throughout your assignment you must make overt and analytical connections with relevant Standards - as you have been practising in your link logs. One way of structuring your essay is as follows: (a) Introduction You are setting the scene for your enquiry. This will be a brief statement of the
background to your question (approximately 250 words). (b) Literature review This section must demonstrate that you have read around your question. You
will discuss, critique, and reflect on the various viewpoints that you have researched (approximately 1500 words).
(c) Comparison of theory with practice through research in your school placement. Research could take the form of:
Observation of practice in your school
Examination of policy documents and how they are put into practice
Questionnaires to pupils or staff
Interviews with relevant staff
Case studies
Focus groups You will need to:
Explain your research methodology with reference to relevant reading
Justify your choice of research method(s) – e.g. questionnaires, interviews
State your findings
Analyse your findings
Critique your research method(s), including a discussion of its limitations (approximately 1500 words) (d) Conclusion Relate/compare theory and practice. Your literature review establishes the
theory - how does this contrast with the practice you have investigated in your school and what are the implications for you as a subject teacher? (approximately 750 words)
Suggested number of words per section is a guideline only; you may need to adjust according to the nature of your topic and research. Another way of structuring your essay is to inter-weave sections b) and c).
13
Specific Assessment Criteria In addition to the general assessment criteria in the Programme Handbook, you will be assessed against the following specific criteria:
Engagement with and critical analysis of a wide range of relevant literature
Selection and justification of an appropriate research methodology
Critical analysis and evaluation of research findings
Explicit reference within the text to the ways in which your work on this assignment has helped you to meet the Teachers’ Standards
Appropriate academic writing style, Standard English, and Harvard referencing (see also assignment writing guidelines in appendix A of the Programme Handbook)
14
Formative Assessment In addition, there are several forms of formative assessment during your professional studies modules:
Professional Studies Link Logs A pro forma for your link log follows. You are required to complete one of these after each University Professional Studies day. Instructions are on the pro forma which may be downloaded and completed electronically from Portia: Moodle.
Tutorials Tutorials with your professional studies tutor will be arranged:
In week 3, following review of your link logs, in order to consider any areas for development identified to help you improve your assignment writing
For all students, in week 5, to discuss your proposed Assignment 2 title, the nature of the research you will carry out and completion of your ethics form before you begin your school based research
By request, during week 18, if you feel that you would like advice on writing Assignment 2
For all students, during week 37, to check that you have completed your Professional Studies directed tasks
Professional Studies in School When you are in school, your school’s Professional Tutor is responsible for organising a programme of Professional Studies for you. This may be delivered in a variety of ways and may build on areas where you have had some University input, as well as introducing you to new topics. You need to keep a copy of your school’s Professional Studies Programme in your Personal Development Profile.
Directed Tasks The following tasks must be completed during your school experience. They are designed to provide you with evidence towards meeting specific standards.
1. SEN Personalised Learning Task Report (School B) 2. EAL Report 3. Anti-Racism Report 4. Analysis of Audio Tape of Lesson in School A 5. Analysis of Audio Tape of Lesson in School B
Details of these are on the following pages.
15
PROFESSIONAL STUDIES / SUBJECT / STANDARDS LINKS LOG
The PS/Subject/Standards Links Log is designed to encourage evaluative, reflective, and analytical practice, and to serve as an additional source of evidence for use in tutorials and for the completion of the Standards at the end of the Programme.
NAME:
DATE:
SESSION TOPICS:
Identify the links between today’s PS session, your work as a subject teacher, and the Standards, exploring how today’s topics exemplify particular Standards, and, where possible, referencing your work to relevant literature.
Lecture Theatre partner’s name and subject area:
Row:
Discussion point or question arising from the lecture:
Please have Links Logs ready to review/hand in on: Tuesday 16 September 2014
Wednesday 24 September 2014 Thursday 2 October 2014
16
SEN Personalised Learning Task Report (School B) Standards: S5 The pro forma for this report follows and is provided for you as a Word document on your memory stick. You should not write more than 1000 words. To complete the first section (Background information about the pupil) you will need to:
Select (with the advice of the SENCO and/or class teacher) a pupil with a Special Educational Need. This should be a pupil whom you will be teaching.
Look at her/his provision map and Individual Learning Plan (if appropriate)
Discuss her/his background/context/needs with the SENCO or LSA
Observe the pupil being taught by other teachers To complete the second section (How did you plan for and work with the pupil?) you will need to:
Consider your own planning for and working with the pupil
Evaluate the impact of your work with the pupil Please hand to your PS tutor Monday 15 June 2015
17
SEN Personalised Learning Task Report
Trainee name: Date:
Your subject:
School name:
Background information about the pupil: (gathered from pupil and school documentation, discussion with SENCO/class/subject teacher/LSA, observations)
Age: Gender: Relevant past information (e.g. school attendance, previous specialist reports): Strengths and difficulties (in the subject): Current provision made to support this pupil: Current barriers to learning: Current ILP targets (if appropriate) and relevant progress: How were the recorded targets, approaches etc on the pupil’s ILP being used? Was the pupil making progress towards these targets? What was the relevance of the setting to the pupil’s progress in learning? e.g. where, when, with whom, teaching strategies used, resources used?
How did you plan for and work with the pupil? Did you support learning broadly along the lines of the ILP targets or did you examine how the pupil’s targets might be reviewed? What did you do? What setting? How often? What teaching approaches/strategies did you use? From where did you gain your ideas for teaching? (e.g. SEN website, other websites, school materials, discussion with SENCO, reading) How did you monitor the pupil’s progress? What records did you keep?
Evaluate the impact of the strategies you used on the pupil’s progress against the target(s) set: Discuss any difficulties you encountered in teaching and learning and the reasons for these.
Conclusions: What recommendations do you suggest for the next steps in teaching this pupil in this subject or age phase in the future? Give reasons for these.
What have you learned from the task – knowledge, understanding, skills, attitudes?
18
EAL Task
This task will provide evidence towards achieving Teachers’ Standard 5 From your research, observation and learning about how schools address issues of EAL, please write a brief (750 words maximum) paper which addresses the following: Offer some insights into the EAL policies and approaches adopted by your
placement schools What challenges and opportunities are raised by pupils with EAL in your
classroom, and how might you plan/have you planned for them so that their learning is maximised?
Please indicate references and research used. Please hand to your PS tutor Monday 15 June 2015
19
Anti-Racism Report From your research, observation and learning about how schools address issues of Anti-Racism, please write a brief (750 words maximum) paper which addresses the following: Offer some insights into the Anti-Racism policies and approaches adopted by
your placement schools Look carefully at all the Teachers’ Standards and consider how you
incorporate and promote Anti-Racism in your teaching in its widest sense.
Please hand to your PS tutor Monday 15 June 2015
20
Analysis of audio tape of lesson in School A
STANDARDS: You will need to investigate which Teachers’ Standards you are addressing and which skills you will need to develop. Reference to these Standards must be explicit in your text. Please audiotape one of your lessons in School A and use the prompts below to analyse the effectiveness of the language you are using (in no more than 500 words). 1. Does your use of language create a positive learning environment? Are you polite, using ‘please and thank you’ to pupils? Do you use names? How do you correct errors and misconceptions? Do you insist that pupils are polite to each other? Do you have any speech mannerisms or habits, which are not ‘inclusive’ and need modifying? 2. The use of Questions and Answers:
Do you plan key questions into your lesson plans? How many questions were open or closed? How many questions were directed towards girls and boys? Do you involve the same pupils in answering questions? Do you track how many pupils answer questions? Do you require pupils to answer questions or can a pupil ‘pass’ on a question? Do you re-frame pupils’ answers to develop learning for the whole class? Do you tie pupil answers into the lesson objectives and learning outcomes? Do you ‘connect the learning’ by referring to the ‘big picture’ using real life examples, or eliciting these from pupils, or by projecting back to previous lessons and projecting forward to where the SoW is headed in future lessons?
Do you take opportunities to develop subject specific vocabulary and the development of language across the curriculum? Is there evidence of deep thinking? Do you recognise this and credit pupils for their answers? 3. Teaching: How clear are your instructions e.g. how frequently did you need to repeat instructions? How positive and assertive are you in the way that you motivate and maintain pace and direction during the lesson? How effectively do you correct and re-direct pupil behaviour? Do you allow a minority of pupils to deflect you?
4. Please complete this Task by commenting on: What have you learnt from your analysis of the lesson? What targets will you give yourself as a result of the task? Prioritise them and indicate how you will plan them into future lessons. The analysis needs to be discussed with and signed by your mentor at one of your weekly meetings. This task needs to be completed in School A and brought to the PS session on Thursday 29 January 2015.
21
Analysis of audio tape of lesson in School B
STANDARDS: You will need to investigate which Teachers’ Standards you are addressing and which skills you will need to develop. Reference to these Standards must be explicit in your text. Please audiotape one of your lessons in School B and use the prompts below to analyse the effectiveness of the language you are using (in no more than 500 words). 1. Does your use of language create a positive learning environment?
Are you polite, using ‘please and thank you’ to pupils? Do you use names? how do you correct errors and misconceptions? Do you insist that pupils are polite to each other? do you have any speech mannerisms or habits, which are not ‘inclusive’ and need modifying?
2. The use of Questions and Answers:
Do you plan key questions into your lesson plans? How many questions were open or closed? How many questions were directed towards girls and boys? Do you involve the same pupils in answering questions? Do you track how many pupils answer questions? Do you require pupils to answer questions or can a pupil ‘pass’ on a question?
Do you re-frame pupils’ answers to develop learning for the whole class? Do you tie pupil answers into the lesson objectives and learning outcomes? Do you ‘connect the learning’ by referring to the ‘big picture’ using real life examples, or eliciting these from pupils, or by projecting back to previous lessons and projecting forward to where the SoW is headed in future lessons?
Do you take opportunities to develop subject specific vocabulary and the development of language across the curriculum? Is there evidence of deep thinking? Do you recognise this and credit pupils for their answers?
3. Teaching:
How clear are your instructions e.g. how frequently did you need to repeat instructions? How positive and assertive are you in the way that you motivate and maintain pace and direction during the lesson. How effectively do you correct and re-direct pupil behaviour? Do you allow a minority of pupils to deflect you?
4. Please complete this Task by commenting on:
What have you learnt from your analysis of the lesson? What changes have there been in your performance since completing this task in school A? What targets for the future will you give yourself as a result of the task? Prioritise them and indicate how you will plan them into future lessons. The analysis needs to be discussed with and signed by your mentor at one of your weekly meetings.
The task needs to be completed in School B and handed to your PS tutor on Monday 15 June 2015.
22
Who will support me? Your professional studies tutor will advise and support you in all aspects of your Professional Studies at university. For the full range of Academic and Personal Support available to you during your PGCE see the Programme Handbook.
How will I learn? You will be involved in a range of learning activities which, above all, will encourage participation, and collaborative and independent learning. See the Programme Handbook for a full description.
Evaluation
Details of the evaluation of the Secondary PGCE programme can be found in the Programme Handbook. As part of this process, the Professional Studies modules are evaluated. The summary of student evaluation of the 2013 – 2014 programme follows.
23
Secondary PGCE 2013 - 2014 Module Evaluation – Professional Studies Number of trainees in cohort: 80 Number of evaluations returned: 78
Module Title Professional Studies
Course tutor Antony Bignell Please complete this evaluation form to enable us to review and develop our programme. Your responses are included in the Annual Review process which operates in the University. From this process, areas for improvement are identified and implemented.
1. By the end of this module have you made progress in terms of the following learning outcomes?
Yes No
Identify and comment reflectively upon the values which underpin secondary education
77 98.5%
1 1.5%
Reflect on and improve your practice, and take responsibility for identifying and meeting your developing professional needs
78 100%
Identify priorities for your early professional development in the context of NQT induction
78 100%
Draw on and evaluate critically a range of relevant and current literature 78 100%
Conduct and evaluate practitioner research, including an evaluation of your selected methodology
78 100%
2. Were you motivated by the learning and teaching approach?
Comment
Yes 68 88%
No Partially 5 5 6% 6%
The PS sessions were always engaging and insightful. The mix of lectures and group discussions worked well. I found the PS programme helped me a lot to develop as a professional. Having mixed subjects in the PS groups was effective.
24
3 Was all the information you needed to complete this module available through the handbook? For the following 2 sections, please use the 1-4 scale as indicated:
1 very good 2 good 3 satisfactory 4 poor
4. Please evaluate the resources available.
1 2 3 4
Rooms 36 46%
25 32%
15 19%
2 3%
Learning Resources Centre 45 58%
25 32%
7 8.5%
1 1.5%
Electronic Resources 28 36%
30 38%
15 19.5%
5 6.5%
5. Please evaluate your own contribution to the module
1 2 3 4
Attendance 74 95%
4 5%
Preparation for and follow-up to sessions 48 62.5%
29 37%
1 1.5%
Active participation in sessions 44 56.5%
29 37%
5 6.5%
6. Did this school experience module contribute to your knowledge and understanding of current DfE National Priorities?
Yes No Comment
SEND 75.5 97%
2.5 3%
Diversity 77 98.5%
1 1.5%
Behaviour for learning 76 97.5%
2 2.5%
Pupil Premium/ Closing the Gap/ Unseen Children
78 100%
Yes 77 98.5%
No 1 1.5%
25
7. Any further comments including particular strengths of the Professional Studies programme?
- Good to encourage trainees to mix to gain more ideas – I like the idea of having a PS group which acts as a mini-staffroom
- I enjoyed the discussions and the sharing of ideas - Accessibility of the staff - Wide range of subjects covered - Good input from speakers - Assignment 2 helped me become a reflective practitioner. I learnt a lot by
researching the SEN and EAL task. - ICT Lecture Theatre can become uncomfortable
8. Subject Coordinator's Action Points: The programme is reviewed rigorously every year in the light of evaluations from trainees and staff to ensure that it remains current, purposeful, developmental and sharply focused.
26
Professional Studies Bibliography The library always maintains a good stock of the books listed on Programme Bibliographies, but there may be times when there is great pressure on the availability of books. Please do not hesitate to contact the Librarian, Gail Graffham: [email protected] if you feel she might be able to help with alternative material for your study throughout the year.
Books about Learning to Teach in Secondary Schools: Armitage, A., Donovan, G., Flanagan, K. & Poma, S. (2011) Developing Professional Practice 14 – 19, Harlow: Pearson Longman Bell, B. (2011) Theorising Teaching in Secondary Classrooms, Abingdon: Routledge Brooks, V., Abbott, I. & Bills, L. (2012) Preparing to Teach in Secondary Schools, Maidenhead: Open University Press Bryan, H., Carpenter, C. & Hoult, S. (2010) Learning and Teaching at M Level: a guide for student teachers, London: Sage Capel, S., Leask, M. & Turner, T. (2013, 6th Edition) Learning to Teach in the Secondary School, Oxford: Routledge Capel, S., Leask, M. & Turner, T. (2010) Readings for Learning to Teach in the Secondary School, Abingdon: Routledge Cohen, L., Mannion, L., Morrison, K. & Wyse, D. (Revised 5th Edition 2010) A Guide to Teaching Practice, Bury St. Edmunds: Routledge Falmer Cole, M. (Ed) (2012, 3rd Edition) Education, Equality and Human Rights, Abingdon: Routledge Ellis, V. (Ed) (2012) Learning and Teaching in Secondary Schools 4th ed, Exeter: Learning Matters Savage, J. & Fautley, M. (2011) Secondary Education Reflective Reader, Exeter, Learning Matters Fleming, P. (2013, 2nd Edition) Becoming a Secondary School Teacher, London: Routledge Haydn, T. (2012, 2nd Edition) Managing Pupil Behaviour, Abingdon: Routledge Hayes, D. (2011) The Guided Reader to Teaching and Learning, Abingdon: Routledge Hramiak, A. & Hudson, T. (2011) Understanding Learning and Teaching in Secondary Schools, Harlow: Pearson Longman
27
Kidd, W. & Czerniawski, G. (2010) Successful Teaching 14 - 19, London: Sage Lawson, T. (2012) Reflective Teaching and Learning, London: Sage Mercier, C., Philpott, C. & Scott, H. (Eds.) (2013) Professional Issues in Secondary Teaching, London: Sage Purdy, N. (Ed.) (2013) Pastoral Care 11 - 16, London: Bloomsbury Robins, G. (2012) Praise, Motivation and the Child, Abingdon: Routledge Rogers, B. (Ed.) (2009 2nd Edition) How to Manage Children’s Challenging Behaviour, London: Sage Savage, J. (2011) Cross-Curricular Teaching and Learning in the Secondary School, Abingdon: Routledge Shilvock, K. & Pope, M. (2008) Successful Teaching Placements in Secondary Schools, Exeter: Learning Matters Starkey, L. (2012) Teaching and Learning in the Digital Age, Abingdon: Routledge Ward, S. (Ed.) (2013, 3rd Edition) A Student’s Guide to Education Studies, Abingdon: Routledge Wright, T. (2008) How to be a Brilliant Trainee Teacher, Abingdon: Routledge Books about Research at Masters Level: Judge, B., Jones, P. & McCreery, E. (2009) Critical Thinking Skills for Education Students, Exeter: Learning Matters McNiff, J. (2013, 3rd Edition) Action Research, Abingdon: Routledge Savin-Baden, M. & Howell Major, C. (2013) Qualitative Research, Abingdon: Routledge Sewell, K. (Ed.) (2012, 2nd Edition) Doing your PGCE at M Level – a Guide for Students, London: Sage Sharp, J. (2012, 2nd Edition) Success with your Education Research Project, Exeter: Learning Matters Taber, K. (2013, 2nd Edition) Classroom-Based Research and Evidence-Based Research, London: Sage Wilson, E. (2012, 2nd Edition) School-Based Research - a Guide for Education Students, London: Sage
28
Useful websites: www.education.gov.uk DfE guidance and support National Curriculum NCTL www.ofsted.gov.uk Ofsted www.tes.co.uk/teacherstv Video clips for teachers www.behaviour2learn.co.uk Behaviour Strategies www.teachers.guardian.co.uk Resources for lessons
![2014 Mg Aboriginal Studies[1]](https://img.pdfslide.us/doc/110x75/55cf8677550346484b97e08a/2014-mg-aboriginal-studies1.jpg)
