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ITT Co-ordinators’/Link Tutors’/Method Tutors’ meetings PowerPoint PPT Presentation

School of Education FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW ITT Co-ordinators’/Link Tutors’/Method Tutors’ meetings 11 October 2007 – Blackley Centre – Elland 12 October 2007 - Leeds School of Education FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

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ITT Co-ordinators’/Link Tutors’/Method Tutors’ meetings

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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

ITT Co-ordinators’/Link Tutors’/Method Tutors’ meetings

11 October 2007 – Blackley Centre – Elland

12 October 2007 - Leeds


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Programme1.30 pm registration and coffee Welcome and Introduction- Course revisions and their implications for schools/colleges - The penultimate week of the course- Feedback from Placements – students’ perspectives- Issues arising from First Placement – thus far- Partnership Development Schools – Yorkshire & Humber Phase 3-OfSted and Secondary PGCE Action Plan- School satisfaction and Link Tutor feedback - Electronic Profiling – first meeting -New Standards training – and roll out – feedback from schools- Partnership Committee - AOB 3.15 CLOSE


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Course revisions and their implications for schools/colleges

New Documentation – Profile, Mentor records and observation forms

See PGCE Handbook Notes


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  • - Professional Attributes - Relationships with children and young people (Q1, Q2) - Rationale

  • Education is part of the process through which people acquire values and learn to apply those values in the attitudes they adopt and the ways they behave. Teachers recognise the role they play in this process, and demonstrate appropriate values, including a professional commitment to raising the educational achievement of all learners. Children and young people are more likely to thrive if they feel that they are valued and are confident that their teachers and their peers will support them. They are more likely to behave in a positive and constructive manner, and adopt appropriate values and attitudes, when they encounter such behaviours, values and attitudes in their teachers.


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APPENDIX H PROFESSIONAL TEACHING STANDARDS AND SOURCES OF EVIDENCE

Professional Attributes


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Weekly Mentoring Record (example - condensed)

THE LEEDS UNIVERSITY- SECONDARY SCHOOLS PGCE PARTNERSHIP

WEEKLY MENTORING RECORD

Name of Student Teacher____________________________Date__________________________

Name of subject Mentor___________________________School________________________

Date and time of meeting________________


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LESSON OBSERVATION PROFORMA (SECONDARY) (condensed)

Name of Trainee ___________________________________________

Date__________________Time__________School________________________________________________

Year / Class / Set _____________________Subject and Topic________________________

Observer__________________Focus/foci of observation____________________Number of Pupils _________

SUMMARY OF CLASSROOM OBSERVATION

This summary should be completed as soon as practicable following the relevant lesson and should be used to summarise

the main issues arising from each observation. These notes will then serve as a useful basis for the weekly tutorial discussion.

One copy of these sheets and the lesson observation report is to be kept by the mentor/subject school based tutor and one by the trainee in his/her teaching file.


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

New Assessment – EPS Two

The assignment is designed to provide you with opportunities to pursue, in some depth, an area which is of interest to you through a small scale research project. The nature of the research will be decided by you in conjunction with school-based colleagues and your Link Tutor.

Students are required to write a 3,000 word Research Report.

The report will focus on an issue of professional interest to you and, perhaps, your placement school, for example, pupils with special needs, pupils’ socio-cultural backgrounds and achievement, teaching and learning styles.

It will be based on planned observation of schools and classrooms and draw on the professional and research literature.

The report will evidence understanding of policy and practice and the underlying theory related to the chosen area.

Findings will be evaluated and form the basis for reflection and the identification of professional development needs

You will define your own title for the report and describe the subject of the report in your own words in an abstract.


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Title and Abstract : (FOR EXAMPLE ONLY) Title: ‘A Report on the Education of Children with Learning Difficulties – a critical review of policies and practices in (subject)’. Abstract: This report focuses on the ways in which (subject) teachers can meet the needs of children with learning difficulties in accessing the (subject) curriculum. In particular it focuses on the teaching of (XXXX) in KS3. It reports on current research and literature in this area, relating it to observations and experiences in school, and to learning theories, particularly those related to children with learning difficulties. The report provides examples of the ways in which lesson content and pedagogy can be modified to meet these children’s needs, and gives practical examples of and reflections on the ways in which I have attempted to do this. It also identifies the areas on which I, as a beginning teacher, will need to focus in future in order to develop my skills, knowledge and understanding in this area


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

The penultimate week of the course – what choices do student teachers and schools have?w/c 16 June SEN/EAL/BME/TRANSITION/CONTEXTS OTHER THAN SCHOOLS/OUT OF SCHOOL ACTIVITIES STUDENTS NEGOCIATE WITH SCHOOL IN ADVANCE AND PLAN OWN INDIVIDUAL NEEDS - BASED PROGRAMMES - SUBMIT COPY TO UNIVERSITY TUTORS FOR APPROVAL


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Placements Survey – Feedback from Student teachers 2006-7


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

  • Overall Rating of School Placement

  • 2006-7

  • Trainees were asked to rate the overall quality of their school based experience

  • Overall, 87% of trainees rated their placement experiences as excellent or good.


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

  • Overall Rating of School Placement

  • The responses to the placement questionnaires are compared to previous years to monitor trends over time.

  • The following table shows the overall rating of the placements over a four year period


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,

School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

  • Overall Rating of Subject Mentoring 2006-7

  • Trainees were asked to rate the overall quality of the subject mentoring.

  • Overall, 81% of trainees rated the subject mentoring as excellent or good.


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

  • Overall Rating of Subject Mentoring


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

  • Information the trainees received in school

  • Did you receive information regarding individual pupils in the classes you were to teach?

  • If yes, how useful was it?

  • Very useful, Adequate or Too General.


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School of something

FACULTY OF OTHER

School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

  • Observations in school

  • Were your lessons formally observed during block practice:

    • less than three times a week on average?

    • three times a week on average?

    • more than three times a week on average?


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  • Observations in school

  • Did you receive regular, written feedback on your teaching:

    • less than three times a week on average?

    • three times a week on average?

    • more than three times a week on average?


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  • Observations in school

  • How helpful did you find the advice and guidance?

    • Very helpful

    • Helpful

    • Not very helpful

    • Did not receive any written feedback


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  • The ITT Coordinator

  • Did the ITT Co-ordinator meet you to discuss your work?


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  • The ITT Coordinator

  • How many times did the ITT Coordinator observe your teaching?

  • Of those students who were observed by the ITT co-ordinator,

  • 89% received written feedback


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

FIRST PLACEMENT 2007-8

Issues arising thus far ………………..


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Partnership Development Schools – Phase 3

Invites to schools will go out shortly – including information on selection

criteria, responsibilities and requirements of the project schools.

Schools may get multiple nomination forms as they work with several

providers – only one need be returned – but list ALL providers you work with.

Providers will select applicants on the basis of the criteria for selection and

pass these to the RMG for final selection there will be four secondary clusters

of five schools to work on the following priorities :

Maths placement capacity

Science placement capacity

ITT & CPD and Performance Management

Schools facing challenging circumstances

There will be an additional cluster working on evidence for the relationship between ITT and school improvement


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

OFSted – Secondary Action Plan

Establishing systematic procedures for auditing and developing trainees’ subject knowledge:

(a ) Develop procedures to ensure the systematic monitoring and tracking of students’ subject knowledge audits by tutors to facilitate improved subject knowledge development (Para 7)

(b) Introduce systems to ensure that all subject mentors are aware of the subject knowledge audits so that they can use these to support trainees’ development of subject knowledge (Para 7).

Ensure consistency in detail and target setting in written lesson observation feedback (Para 6)

Developing greater consistency in the quality assurance role of the link tutor (Point for Consideration)

Ensure that Link Tutors provide feedback to schools on the quality of training and support provided for students by Student Co-ordinators, Mentors and host teachers (Para 15).

Revise/Develop systems for providing documentary records of Link Tutor feedback to support action by programme managers (Para 15).


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

School satisfaction and Link Tutor feedback

In response to some schools’ requests and OfSTED comments it is our intention to:

conduct a ‘school satisfaction’ survey at the end of the academic year

Provide schools with ‘summative feedback’ from their Link Tutor and Teaching Placements Supervisors


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Electronic Profiling – first meeting of Working Group

22 November G03a Hillary Place School of Education – 2pm An invite will be circulated to schools shortly. Places on the working group will be limited.


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

New Standards Training (summer 2007)

Roll out in schools …. Progress, feedback, issues …..?????


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School of Education

FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW

Partnership Committee Matters

Partnership Development schools

Electronic Profiling Pilot – initial meeting

Programme review – and action plan

Partnership development priorities


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