Tudor Grange SCITT prospectus 2014 entry

Tudor Grange Academy

Intial Teacher Training2014-15

Contents

Introduction to programme

Aims and expected programme outcomes

Core Staff & Structure of course

Facilities and recources

Professional studies course at TGAS

Assessment of trainees

Roles and responsibilities of trainees

Observing lessons

Mentor sessions

Coaching at TGAS

Lesson planning

Course outline

Introduction to the Tudor Grange Alliance Initial Teacher Training programme

Welcome to the Tudor Grange Academy Initial Teacher Training programme. Tudor Grange Academy Solihull was designated one of the first National Teaching Schools in September 2011. Being a National Teaching School means that we are recognised as having the skills and expertise to support and develop others across the education landscape. As such we lead a teaching school alliance consisting of Primary & Secondary schools within the Midlands. We also work in partnership with a growing number of Secondary schools for our Initial Teacher Training (ITT) programme and we have a learning partnership with University of Cumbria.

For an academic year you will be based at either Tudor Grange Academy Solihull or a partner school. This is generally confirmed in the July before you start the programme. During the first 2 weeks of the programme, you will be integrated within your subject department, being seen as key personnel and treated as such. At the beginning of the programme, you will attend professional studies sessions on a Monday where you will start to understand the key aspects of what makes an outstanding lesson as well as exploring many different facets of school life. Each week you will complete a coaching and mentoring cycle that reflects on subject based learning allowing you to constantly evaluate and develop your skills as a teacher. During your course you will work towards qualified teacher status (QTS) as well as embarking on the first 60 credits of a Masters degree in Education, accredited by the University of Cumbria.

During the programme, you will visit other alliance schools so that you can experience educational practice in different contexts as well as remaining highly focused. The basic premise on which the course has been structured is that teachers need to develop a clear understanding of what an outstanding lesson looks like in different contexts. The programme will allow you to learn about the key aspects of what outstanding teaching looks like in professional sessions so ideas can be applied to a subject specific context in sessions before being operationalized in a lesson environment.

The art of teaching is not an easy one to master but by breaking down each component and offering concrete examples you will develop quickly into good and outstanding practitioners.

You will experience a full range of school activities and find that as well as teaching classes (traditionally approximately 30 pupils for 1 hour sessions) many other opportunities will be available to you. One of the key aims of this programme is that you impact positively on pupil progress and outcomes within partnership schools. You will find opportunities to engage in many of the following:

• Observations of whole classes, groups, individuals and yourself through video

feedback.

• Teaching whole classes, targeted groups, individuals, tutor groups and other

trainees

• Working with different groups in order to improve literacy and numeracy

skills.

• Identifying and working with gifted and talented, special educational needs

(SEN), underperforming, behaviourally challenging and english as an additional

language (EAL) groups

• Using data to help target intervention at small groups of pupils.

• Team teaching with other trainees as well as more experienced colleagues.

• Involvement in enrichment activities ranging from fitness to photography.

• Planning and delivering stand alone and sequences of lessons for revision

purposes.

• Working with Post 16 students.

• Observing and delivering lead lessons in key subject areas as part of a team.

Programme aims

The programme is intentionally intensive, intellectually stimulating, challenging and demanding. The aim is to produce professionally competent, highly effective newly qualified teachers who are at the forefront of the profession and will begin their teaching careers with confidence and vision. As a result of the course, it is intended that you will achieve the following:

• high quality levels of knowledge, skills and understanding in your specialist

subject

• an appreciation of how whole-school priorities such as literacy, numeracy,

functional skills, learning and thinking skills and social and emotional aspects

of learning & safeguarding issues impact upon your subject and wider pupil

development.

• understanding and expertise in aspects of assessment for learning and of

learning .

• the self-confidence to motivate and inspire pupils and set high expectations for

learning .

• a commitment to lifelong learning, a willingness to take responsibility for

your own professional development, and to keep up to date with research and

developments in pedagogy and the subjects you teach .

• development as reflective practitioners through ongoing critical analysis and

evaluation of pedagogical theory.

• the personal and professional skills and qualities needed to undertake effective

pastoral care.

• knowledge of how to teach well under the sustained supervision of successful

teachers in thriving departments.

• the ability to make meaningful and genuine connections between theory and

classroom practice in a local and national setting.

• an understanding of the professional values and practices, and knowledge about

the legal framework within which you will work.

• an understanding of the role schools have within their communities and their

contribution to pupil voice within schools.

• an appreciation of the diversity of approaches to teaching and learning and how

they feed into the personalised learning agenda.

• a repertoire of strategies for responding to pupils with special needs.

• an overview of the evolving curriculum in the 14-19 age group continuum.

• the ability to operate systematically and creatively in professional practice.

• an understanding of pedagogical work studied and critically appraised to a more

complex and conceptual level.

• an advancement of understanding through research into practice.

• the enthusiasm to progress to a full Masters degree.

Expected programme outcomes

The combined M level & QTS programme offers opportunities for you to achieve and demonstrate learning outcomes in the following areas:

• Knowledge and understanding

• Cognitive skills

• Professional skills and attributes

• Transferable & key skills

Core staff

The core staff for this programme are:

The Subject Leaders Staff who lead the deparment in your chosen subjectThe Subject mentors Staff within the department who will mentor you during the programmeThe Professional Tutor ITT staff who create and deliver Professional StudiesMasters mentors ITT staff who wil guide you through your M Level studiesProgramme Manager The person who oversees the entire programme

Structure of the Course

You will be based at either TGAS or a Tudor Grange partner school for almost all of your training year. After an intensive 2 week induction, you will spend Mondays completing the professional studies aspect of your QTS programme. The backbone of this part of the course will be the development of the ‘teacher’s toolkit’. The professional studies will allow you to internalise current research and practices linked to outstanding teaching. You will also cover many of the aspects of social and emotional development as well as the legal and moral responsibilities associated with being a teacher.

On Tuesdays you will work on developing the professional studies content within a subject environment before spending the remainder of the week in your department, engaging in many of the activities listed earlier. The rest of the week, you will be based in your Placement 1 school.

Throughout the course time has been allocated for you to complete your Masters component. This consists of a 30 credit critical enquiry module completed by Christmas and then an action research module (30 credits) to be completed between February and June.

During the Spring term you will complete Placement 2 where you will be able to develop further your understanding of outstanding provision in a different context. This placement will be full time for half a term.

After this placement you will return to the earlier format of Monday professional studies sessions followed by Tuesday subject sessions and 3 days in departments back at your Placement 1 school.

By the end of the spring term you will be ready to teach approximately 70% timetable, which will consist of key classes for which you will take responsibility but also work with smaller cohorts of target groups related to literacy and numeracy.

Facilities and Resources

For professional studies and some Placement 1 students, you will be based in the ‘Lodge’ - a purpose built adult learning environment, within the TGAS school campus. Kitted out with the latest equipment including wifi, interactive whiteboards, integrated projectors, and iDesks. There is also a library of main texts relating to all areas within the programme. All trainees will also have full access to the University of Cumbria online library.

The Teaching School Manager is based at Tudor Grange Solihull and the person to contact in relation to financial support and administrative services related to the programme. Trainees also have access to LISS (learning information and support services ) with the University of Cumbria for all aspects of Masters level work.

All subject knowledge sessions are hosted in teaching rooms within faculty areas. Most rooms have interactive whiteboards and all rooms have digital projectors. We do have laptops available for some students who may be unable to provide their own as well as a comprehensive IT support team to help to access all your resources.

Professional studies at TGAS

The TGAS Teacher’s Toolkit

The TG Teacher’s Toolkit course provides a framework for novice teachers to develop as professional educators by providing a broad perspective on educational processes, systems and issues that set the context for the teaching, learning and evaluation activities in the classroom.

Our programme is about how teachers teach, how children learn and what is happening in schools. The themes overlap and none can be seen in isolation from each other. Furthermore, subject mentors will link the themes and course units to show how each of them relates to teaching in their subject area.

The TG Teacher’s Toolkit course will encourage you to discuss educational issues with peers, with mentors and with other colleagues in school.

The course will be delivered on Mondays throughout the year. It is delivered by outstanding teachers who are still delivering outstanding lessons on a day-to-day basis. At each session you will be given a ‘Post-Sessional Challenge’ which will act as a bridging task to ensure that you apply your new pedagogical knowledge to your practice in your subject area. Wherever possible, sessions will involve observations, group discussion, and ‘Top Tips’ in that aspect of teaching and learning.

A brief outline of the TG Teacher’s Toolkit follows:

Session 1: Understanding Learning

Session 2: Planning for Learning Session 3: Promoting Behaviour for Learning

Session 4: How can assessment be used to promote pupil learning?

Session 5: How can teaching be differentiated to meet individual needs?

Session 6: Literacy and Numeracy across the curriculum and the transition from KS2-3

Session 7: The Use of ICT to enhance pupils learning and creativity in lessons

Session 8: The Big Picture – planning sequences of lessons

Session 9: How can the tutor impact on pupil learning?

Session 10: Applying for jobs

Session 11: Teaching post-16

Session 12: Pupil Voice, supporting key groups and dealing with serious incidents of behaviour

Session 13: Active Learning, Developing Independence, Revision and Learning outside school

Session 14: Sharing Good Practice and ‘What I wish I’d done in my ITT year’.

Trainee Assessment components

e-folio:

You will complete weekly updates to an e folio. The e folio is laid out in the following format;

• CV• Professional responsibilities• Subject and curriculum knowledge• Learning log• Developing teaching and learning• Planning for teaching and Learning

Within each section you must evidence where you have met aspects of the QTS standards. As well as the assessment element to this e-folio linked to QTS standards you are expected to develop your CV and letter of application from early on using the best examples of your practice to date.

Evidence can be uploaded in a variety of formats and might include lesson plans, observations, pictures, resources, schemes or video.

At TGAS we have grouped the 8 standards into 4 areas for assessment;

Developing Teaching and Learning

1. Set high expectations which inspire, motivate and challenge pupils2. Promote good progress and outcomes by pupils3. Demonstrate good subject and curriculum knowledge

Planning for Learning

4. Plan and teach well structured lessons5. Adapt teaching to respond to the strengths and needs of all pupils6. Make accurate and productive use of assessment

Professional responsibilities

7. Manage behaviour effectively to ensure a good and safe learning environment

Building relationships

8. Fulfil wider professional responsibilities

The e-folio will contain the bulk of the written evidence required to support the claim that the standards for QTS have been satisfied. Generally we expect at least three substantial pieces of evidence will be submitted for the majority of the standards; typically one from each Key Stage and one extra as ‘insurance’. The evidence should represent a professional competence that is both consistent and sustained. As you progress through the year, earlier evidence will be superseded as you improve as teachers. It will be an important instrument for ensuring a smooth changeover between periods of practice in different schools. It will also serve as a useful tool for carrying into the first year of teaching after qualification, and will incorporate your Career Entry Development Profile (CEDP). A full range of skills, tasks and topics will be covered to enable you to fulfil these standards repeatedly throughout the course. You will work closely with the subject mentor to target specific

areas and formulate an Personalised Development Plan. In addition your level of subject knowledge and ICT competence will be assessed via regular audits within departments, after which targets for development may be set.

Teaching Competence- formal observations

You will be assessed by formal lesson observations, each ½ term, undertaken by both subject and professional mentors from TGAS. Performance will be graded against the Standards for QTS.

Observation and lesson planning forms which will make specific references to the standards for QTS will be used for assessment of lessons by direct observation. The forms will also be used routinely as a part of planning and teaching by you and your mentors.

Your progress against the standards for QTS will be reviewed and recorded by subject teachers, subject mentors and the professional mentor.

Subject Knowledge Development

Each subject group will be asked to collect evidence to demonstrate that you have gained sufficient knowledge and understanding regarding your subject specialisms to be able to teach it convincingly across at least two key stages. This involves not only subject content but the pedagogy, skills and attitudes related to your subject. You will be able to make links to knowledge already gained during degree or post-degree study and subsequent employment, as well as from the completion of targets during this course. Evidence should be presented in e-folio where it will be studied by the final exam board.

Term 1 statements

These will consist of a school experience 1 statement as well as a general statement reflecting on the term (through to Christmas).

School experience statement- 300 words on e-folioTerm 1 general statement- no more than 600 words on e-folio Describe and evaluate what you have covered so far and what has had a particular impact upon you? Identify your strengths, weaknesses and targets for next term. Reflect upon particular QTS Standards that you have found most easy or difficult to meet. What did you learn from the different context in the school experience time. Pay particular attention to achievements and any extra-curricular activities undertaken as well as your developing understanding of your subject, literacy and numeracy. Compare this to the statement you made in August. How far do you think you have developed?

This statement can be used as a foundation for letters of application.

Term 2 statements

School experience statement- 300 words on e-folioTerm 2 general statement- no more than 600 words on e-folio

Term 2 statements follow the same format as above but will need to reflect the differences in the second school experience as well as your continuing development as a teacher through to Easter. The aim by Easter is that you will be operating as a competent teacher with approximately 70% teaching load.

Make note of any particular achievements and improvements since your last statement. You may already be able to identify some areas of interest which you would like to pursue as professional development during your NQT year.

You should now be guiding your own development.

Term 3- end of course. Career Entry Development statement You will be given a Career Entry Development Profile document around Easter time, along with guidance given in professional studies sessions about how to complete the first transition point statement which you will then take into your induction year. This CEDP statement is a crucial piece of evidence towards completing the Standard 8 as well as useful induction tool. Your previous statements and mentor reports can feed into this document, which must be checked and signed off by the professional mentor before you leave the course.

What you’re not making sufficient progress?We have a rigorous and robust recruitment process and aim to offer only candidates with the potential to become excellent teachers a place on the programme. However, training to teach is a complex and demanding process and we recognise the need to assess trainee progress regularly. If you aren’t making satisfactory progress or there are serious issues with the quality of your teaching the following process is followed. The aim of the process is to help you to improve performance to at least achieve a satisfactory level as quickly as possible:

1. Identification of issues through mentoring sessions, teacher feedback, trainee evaluation or professional mentor feedback. This will result in the issue of a ‘cause for concern’ letter to the trainee.2. Targets will be set and extra support implemented. For example, through mentor and coachingsessions or more formalised observations of other staff.3. Weekly meetings to monitor progress in relation to causes for concern.4. If after 2 weeks, progress has not been made then a formal warning will be issued to the trainee informing them that their place on the course will be withdrawn if progress is not made during the next 4 weeks.5. If suitable progress has not been made within half a term then the trainee will be withdrawn from the course.

If the setting of initial “targets” does not alleviate the situation, the Programme Manager will be informed and if deemed appropriate, special measures will be set up. These may include use of the Support Services Department for help with Literacy, Numeracy, planning, ICT; extra twilight sessions with ICT mentors; more observation and team teaching experience; experience in another partnership school, extension of teaching placement if supported by evidence. You are entitled to appeal.

We reserve the right to remove candidates from the course if there is evidence of unprofessional conduct; if the progress of pupils in your care is suffering or if the pupils are put in danger through poor health and safety practice. (Refer to your Learning Contract and the disciplinary /complaints procedure for further details.)

Roles and Responsibilities of TraineesFrom the moment you start the programme, you become an integral part of academy/school life. We encourage you to involve yourself in many areas of school life whilst building positive relationships with both staff and pupils.

Attendance and AbsenceSuccessful completion of the course requires a 95% attendance rate. You will be expected to be in school for the full school day during the year (exceptions include Masters level studies

on calendared days). You will need to attend meetings regularly as well as other after school commitments. If you know of absence in advance (if attending an interview for example) as much notice as possible should be given and where relevant, work organised and set well beforehand.

MeetingsYou will be expected to attend pre-school briefings, staff and faculty/departmental meetings during the school year. There are five school days set aside for professional development and in-service training (INSET). Pupils do not attend school on INSET days but you are expected to attend all INSET provision.

You should attend all relevant parents’ evenings where pupil progress is discussed. You might be present in an observational capacity but should contribute where appropriate.

Dress CodeYou are expected to wear formal business dress. Please refer to policy documents for specific details.

AdministrationAs you become more involved with teaching in the classroom you will need to register classes, keep records and mark books, as well as meeting the requirements for your e folio assessment. Assessment and operational procedures will need to be adhered to so that a continuous record of pupil progress and appropriate information is maintained. You should ensure that you meet relevant deadlines for completing planning, feedback, assignments and completion of the e-folio.

Professional RelationshipsYou will work with teachers who represent a wide range of expertise, attitudes and experience. It is essential that you are sensitive when recording observations in class and discussing experiences from schools and academies within the partnership. An objective approach is required and you will need to respect the views of others. You are expected to demonstrate support for the school in which you are based and respect the confidentiality of the information gained on pupils.

Extra-Curricular ActivitiesSchools offers a wealth of experiences for pupils beyond the school day. It is expected that you will involve yourselves fully in such experiences. There are also opportunities for developing professional relationships further in staff socials, sporting activities and residential trips.

Observing lessons A key part of developing as a teacher throughout the course is through effective lesson observations. Due to the myriad of interactions at work within a classroom environment it is essential that you have an understanding of what you are looking for! Observations might be focused on specific areas or more general interactions.

You will observe a range of staff from across the academy and partner schools. Early on in the programme, you will use the ‘trainees observing teachers’ observation form which has a range of prompts to help evaluate key aspects of good lesson planning and delivery.

General focus: Setting the climate for learning – key questions/points to note:

1. The degree of formality – informality between teacher and pupils (note age ranges). 2. How does the teacher deal with individuals/small groups/whole class? 3. The teacher’s voice – tone and language. 4. Use of names. 5. The degree of tolerance/flexibility – when does the teacher step in?’

6. When does the teacher choose to ignore certain behaviours? 7. Body language – note the space between teacher and pupil – how does this affect relationship? 8. The arrangement of the teaching/learning environment. 9. To what extent does the teacher anticipate certain difficulties? 10. The disruptive pupil – what effect does he/she have on the learning environment?

In what way has the teacher transformed his/her subject knowledge into something which is accessible to the pupils?

Key questions/points to note:

1. What are the aims/objectives of the teacher? 2. What is the content – the knowledge/concept skill – that is being taught? 3. What methods is the teacher employing?

• Worksheet • Group work• Information gathering• Practical demonstration • Private reading • Discussion • Writing • Question and answer • Use of ICT • Independent learning

4. How has the teacher modified his/her language to suit the understanding/ability of the pupils? 5. What has the teacher decided are to be the main areas of learning and what, therefore, has he/she decided to leave out? 6. What have the children learned? 7. How is their learning to be measured? 8. Is the class a mixed ability/setted group? To what extent has this affected the way the teacherhas approached the material to be taught?

Professional responsibility whilst observing othersWe encourage dialogue between observer and those being observed at all times. It is essential that all observations are reflective of the practice observed and that discussions are reflective and developmental. You are expected to identify areas of good or outstanding practice and to evidence what strategies are employed in their own teaching. However, it is also important that the teacher gets a chance to overview their thoughts to you so that the process of evaluation and reflection is modelled. The aim of staff observations is to act as a developmental tool rather than a judgemental episode.

Being a non-participant observer You may wish to observe and not participate, in order to be able to concentrate fully on the teacher and pupils: if this is so, you must explain to the teacher beforehand, so that you are not given any tasks.

Here are some guidelines: • Ask the teacher where you should place yourself in order to be unobtrusive.• Discuss how you wish to be introduced and how your presence can be explained. • Develop a body posture which is calm and still and do not make eye contact with pupils. • Focus your attention on the teacher. • Systematic observation schedules can be used, supplemented by ethnographic data collection.

Being a participant observer If you have decided to take part in the lesson as well as recording observations, you need to consider the following:

• Arrange with the teacher beforehand what the nature of your task in class should be and combine it with ethnographic data collection.

• When this involves working with a pupil or small group, position yourself so that you can see the teacher and look up at regular intervals to see what is going on in the lesson.

• When the teacher calls for the attention of the class, you should tell the pupil/group to focus on the teacher rather than on you. Clearly when the teacher is addressing the whole class, you and the class are listening.

• Finish writing your observation proforma as soon as possible after the lesson: you will be busy for much of the lesson and cannot keep up to date notes as you go along.

• Do not mark books or work: establish with the teacher whether you may correct spellings or give specific advice.

Mentor meetingsThese allow for a constructive dialogue related to progress and the setting of new targets. As well as the weekly mentoring sessions you will have a session with a coach in the academy to help promote the cycle of evaluative practice expected at TGAS.Mentor meetings are likely to focus the following areas of subject pedagogy

What are you going to teach? • Order of subject ideas • Its place in the scheme of work / programme of study • What are the teaching objectives; the intended learning outcomes? • Intended progression of learning / subject development • Hard, easy, extreme or peculiar features of the topic • Connections to related ideas and topics, other subjects • Have you identified safety implications and areas of concern?

How are you going to teach it? • Key questions? Acceptable answers? • What are the challenges? What are the easy bits? • How are you going to model and demonstrate the main ideas? • Have you practised it beforehand? • How are you going to make it interesting to the pupils? • Representations • Important experiences • Important examples • Connections to other ideas & topics • Wider context of the subject • How will you make support staff / TAs aware of their role? • How will you assess what the pupils have learned?

How will the pupils perceive the subject? • What will inspire the pupils about this topic? • How will they be able to use what they already know? • What will they see, hear, explore and do? • What patterns, generalisations, conceptions and misconceptions are they likely to develop? • What questions will they have? • How will they know they have learned?

What assumptions and expectations are being made? • About learning? • About the subject? • About the pupils? • About pupils’ prior knowledge? • About pupils’ behaviour? • About the time each activity will take? • About resources available? • About the role / presence of support staff / teaching assistants? • About where you are going to teach? • How are these assumptions and expectations affecting your tailored approach to meeting

individual needs (differentiation)?

What purpose do the proposed tasks and teaching methods have? How do the proposed tasks contribute to the learning? Are the tasks motivating and relevant to the pupils? Do the tasks match your aims and objectives? How will the pupils’ experiences of the task contribute to their learning? How have you organised the tasks to ensure that pupils have time to think, as well as complete? Are the tasks differentiated and varied to meet pupils needs? What other effects might the tasks have? (for example: which will stir, which settle the class?)

How coherent are the plans? Is the overall shape of the lesson or tasks in a logical sequence for the learners? Is it explicit in terms of subject knowledge (i.e. scientifically; mathematically etc) Are there a sufficient number of small steps to make learning achievable?

Is there enough variation – or too much variation? In examples and exercises – so pupils can consolidate learning and transfer skills? In task-type – to engage all learners cognitively? In question-type – to look at the topic from several perspectives? In representation – to consolidate images? In presentation – to include all learners? In ways of working – to allow for whole-class, group and individual experiences including Assessment for Learning?

How do the pupils develop autonomy in this subject? Why are they going to be interested in this task / topic / lesson / subject and why do they really need to know about it? How dependent will they be on the teacher? How are their understandings identified, included and developed in the plan? How much opportunity is there to explore their own ideas? How are they aware of their progress? How are they to express their understanding? Who is going to do most of the talking – about what? How will you use homework to develop autonomy?

Coaching during the course

Meetings between you and your coach will take place approximately every three weeks, or twice every half term. This will allow sufficient time for real reflection and development to take place. There will therefore be ten coaching meetings over the duration of the course.

The relationship between you and your coach must sit separately from the relationship between the you and the mentor. In order to achieve the key purpose of developing reflective practice the emphasis will be on ‘Non-directive coaching’. In a general sense a ‘Co-Active Coaching’ model will be used. The key fundamental principles of this are:

• You are naturally resourceful and capable of finding the answers to your challenges• The agenda comes from you and is the key focus of the relationship• The coaching addresses you as a whole person• The coaching relationship is a ‘designed alliance’ for promoting action and learning in which

you and not the coach is ultimately in control• (Whitworth, L. et al (1998), Co-Active Coaching: New Skills for Coaching People Towards Success

in Work and Life, Davies-Black Publishing)

Because the coaching is dealing with you as practitioners who are in the process of learning the basics of your craft, it is expected that the role of the coach within the relationship will be dynamic over time. Indeed, as progress is made the coaching role will change from ‘Expert Coach’ to ‘Facilitator Coach’ as you develop your skills.

Lesson planning

Each department area will have very detailed schemes of learning. These outline lesson by lesson sequences with suggested activities and assessment ideas. The schemes will not constitute a formal lesson plan but allow for detailed plans to be formulated in a reasonable time. You are expected to follow the schemes of learning closely but are also encouraged to try out different strategies or resources with pupils. It might be that those resources are then added to the scheme.

You are expected to use the TGAS lesson plan format and to have them checked by subject teachers at least 48hrs in advance of the lesson. If the plan is not detailed enough or does not allow for pupil learning then you will have chance to modify your planning. The subject teacher has the right to teach the lesson if he/she feels that there is inadequate planning in place. This would constitute a cause for concern.

Whilst planning lessons it is important to address prior learning and present ability. Once done this allows for the main sequence of the lesson where learning or development activities are planned. It is important to maintain pace but not at the expense of understanding. You may find this difficult to start with but as confidence grows then the ability to link activities and demonstrate pupil progression improves.

Many lessons will have a distinct phase at the end where the teacher assesses progress made against the lesson objectives. Some teachers prefer to employ a series on ‘mini’ assessments throughout the lesson. In reality you will develop an understanding of where different strategies work.

It cannot be stressed enough that effective planning and the ability to engage pupils in their learning help immensely in reducing the potential for pupils to go off task or to disrupt a lesson. These strategies combined with the ability to build positive relationships are at the heart of what many outstanding practitioners do daily.

Date Monday Tuesday Wednesday Thursday Friday

Sept Wk 1 Induction Day - course outline, key people, tour, aims, responsibilities, internet safety and registrationMeet mentors, overview processesSchool systems

Subject and curriculum, teaching schools, standards and QTS. Literacy, Numeracy, admin and ICT requirements. Your professional developmentSchool systems

Equal opps, diversity, inclusion, concerns, codes of conduct, what is teaching? SafeguardingHow to observe?OFSTEDSchool systems

Classical learning theories linked to contemporary practice. M level work- module outlines. Coaching and mentoring principles. TASK- theories of learning presentation

Induction to department areas.Initial observations and group feedback. How to focus observations and record.

Sept Wk 2 What makes an outstanding teacher/lesson? Ward rounds. Feedback.Breaking apart lessons. Intro to diff, challenge, questioning planning, pace, activity.

2 observations of key staff to identify aspects of outstanding practice. How do we break this down?Preparation for Primary visit- expectations

Primary Primary Primary

Sept Wk 3 Presentations of primary experience- pro-gress, activity, differentiation, assessment.Teacher toolkit- Questioning- individual work with transition pupils based on developing key theme from KS2 (Blooms).

Pupil shadow- follow a year 7 pupil for 3 lessons- obs sheets with a different focus in each lesson + general feedbackOutline plan a session for following day in pairs.

Teach sessions to trainee group.Evaluate self, peer, challenges planning process picked apart.Paired observations in departments looking at activities.

DEPTTargets questioning

Obs with questioning focus

TWILIGHT M LEVEL

DEPT Use in a part of a team planned lesson. Evaluate

Sept Wk 4 Teacher toolkitPlanning, objectives, outcomes. Types of learner.Introduction to classroom management. Watch video of TGAS lesson together. Using your voice/ presence

SUBJECT Placement Placement Placement

Oct Wk 1 Planning for Learning Placement Placement Placement Placement

Oct Wk 2 M Level SessionPromoting Behaviour

SUBJECTDEPT PM 2 lessons delivered

DEPT DEPT DEPT

Oct Wk 3 Use of data, AfL SUBJECTDEPT PM 4 lessons delivered

DEPT DEPT DEPT

Oct Wk 4 Reading Week Reading Week Reading Week Reading Week Reading Week

Nov Wk 1 DifferentiationM Level Twilight Session

SUBJECTDEPT PM 6 lesson delivered

DEPT DEPT DEPT

Nov Wk 2 Planning sequences of lessonsTiming, pace, challengePM Twilight M Level session

SUBJECTMEET Placement 2 Mentors

DEPT DEPT DEPT

Nov Wk 3 Tutor impact on learning SUBJECTDEPT PM

DEPT DEPT DEPT

Nov Wk 4 Behaviour Management SUBJECTDEPT PM

DEPT DEPT DEPT

Dec Wk 1 Revision Strategies SUBJECTDEPT PM 8 lessons delivered

DEPT DEPT DEPT

Dec Wk 2 Applying for jobsIdentifying pupil needs

SUBJECTDEPT

DEPTM level interim submission deadline

DEPT DEPT

Dec Wk 3 Teaching Post 16 SUBJECT/DEPT DEPT DEPT DEPT

Generic course outline


Sept Wk 1 Induction Day - course outline, key people, tour, aims, responsibilities, internet safety and registrationMeet mentors, overview processesSchool systems

Subject and curriculum, teaching schools, standards and QTS. Literacy, Numeracy, admin and ICT requirements. Your professional developmentSchool systems

Equal opps, diversity, inclusion, concerns, codes of conduct, what is teaching? SafeguardingHow to observe?OFSTEDSchool systems

Classical learning theories linked to contemporary practice. M level work- module outlines. Coaching and mentoring principles. TASK- theories of learning presentation

Induction to department areas.Initial observations and group feedback. How to focus observations and record.

Sept Wk 2 What makes an outstanding teacher/lesson? Ward rounds. Feedback.Breaking apart lessons. Intro to diff, challenge, questioning planning, pace, activity.

2 observations of key staff to identify aspects of outstanding practice. How do we break this down?Preparation for Primary visit- expectations

Primary Primary Primary

Sept Wk 3 Presentations of primary experience- pro-gress, activity, differentiation, assessment.Teacher toolkit- Questioning- individual work with transition pupils based on developing key theme from KS2 (Blooms).

Pupil shadow- follow a year 7 pupil for 3 lessons- obs sheets with a different focus in each lesson + general feedbackOutline plan a session for following day in pairs.

Teach sessions to trainee group.Evaluate self, peer, challenges planning process picked apart.Paired observations in departments looking at activities.

DEPTTargets questioning

Obs with questioning focus

TWILIGHT M LEVEL

DEPT Use in a part of a team planned lesson. Evaluate

Sept Wk 4 Teacher toolkitPlanning, objectives, outcomes. Types of learner.Introduction to classroom management. Watch video of TGAS lesson together. Using your voice/ presence

SUBJECT Placement Placement Placement

Oct Wk 1 Planning for Learning Placement Placement Placement Placement

Oct Wk 2 M Level SessionPromoting Behaviour

SUBJECTDEPT PM 2 lessons delivered

DEPT DEPT DEPT

Oct Wk 3 Use of data, AfL SUBJECTDEPT PM 4 lessons delivered

DEPT DEPT DEPT

Oct Wk 4 Reading Week Reading Week Reading Week Reading Week Reading Week

Nov Wk 1 DifferentiationM Level Twilight Session

SUBJECTDEPT PM 6 lesson delivered

DEPT DEPT DEPT

Nov Wk 2 Planning sequences of lessonsTiming, pace, challengePM Twilight M Level session

SUBJECTMEET Placement 2 Mentors

DEPT DEPT DEPT

Nov Wk 3 Tutor impact on learning SUBJECTDEPT PM

DEPT DEPT DEPT

Nov Wk 4 Behaviour Management SUBJECTDEPT PM

DEPT DEPT DEPT

Dec Wk 1 Revision Strategies SUBJECTDEPT PM 8 lessons delivered

DEPT DEPT DEPT

Dec Wk 2 Applying for jobsIdentifying pupil needs

SUBJECTDEPT

DEPTM level interim submission deadline

DEPT DEPT

Dec Wk 3 Teaching Post 16 SUBJECT/DEPT DEPT DEPT DEPT


Jan Wk 1 Placement 2 School Placement 2 School Placement 2 School Placement 2 School Placement 2 School



Mar Wk 1 Neuroscientific approaches to teaching M Level Tutorial

SUBJECT DEPT

DEPT DEPT DEPT

Mar Wk 2 DEPT DEPT DEPT DEPT DEPT


Mar Wk 4 DEPT 15 lessons delivered

DEPT DEPT DEPT DEPT

Mar Wk 5 DEPT Twilight M Level session

DEPT DEPT DEPT DEPT

Apr Wk 1 DEPT DEPT DEPT DEPT DEPT

Apr Wk 2 Break

Apr Wk 3 Break

May Wk 1 DEPT DEPT DEPT DEPT DEPT

May Wk 2 DEPT Twilight M Level session

DEPT DEPT DEPT DEPT


May Wk 4 Reading Week Reading Week Reading Week Reading Week Reading Week

June Wk 1 DEPT Finalising efolio

DEPT DEPT DEPT DEPT

June Wk 2 DEPT DEPT DEPT DEPT DEPT

June Wk 3 DEPT DEPT Completion of Programme

June Wk 4 Graduation





Mar Wk 1 Neuroscientific approaches to teaching M Level Tutorial

SUBJECT DEPT

DEPT DEPT DEPT



Mar Wk 4 DEPT 15 lessons delivered

DEPT DEPT DEPT DEPT

Mar Wk 5 DEPT Twilight M Level session

DEPT DEPT DEPT DEPT

Apr Wk 1 DEPT DEPT DEPT DEPT DEPT

Apr Wk 2 Break

Apr Wk 3 Break


May Wk 2 DEPT Twilight M Level session

DEPT DEPT DEPT DEPT


May Wk 4 Reading Week Reading Week Reading Week Reading Week Reading Week

June Wk 1 DEPT Finalising efolio

DEPT DEPT DEPT DEPT

June Wk 2 DEPT DEPT DEPT DEPT DEPT

June Wk 3 DEPT DEPT Completion of Programme

June Wk 4 Graduation

Tudor Grange AcademyDingle Lane, Solihull, West Midlands, B91 3PD 0121 705 5100

[email protected] www.teachingschool.tgacademy.org.uk

Documents

Tudor Grange SCITT prospectus 2014 entry