New Standards Training and Initial Teacher Education Un iversity of Leeds, University of Huddersfield and Kirklees EBR 16 May 2007. This material was devised and produced on behalf of the Yorkshire and Humber ITT Partnership by:
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This material was devised and produced on behalf of the Yorkshire and Humber ITT Partnership by:
Judi Bainbridge (Bradford College) Jane Barber (Leeds Metropolitan University) Janet Blackburn (Minsthorpe Community College) Anne Bore (University of Hull), Paul Clarke (TDA); Liz Foster (TDA) Julia Morgan (Minsthorpe Community College); Dorothy Schofield (Kirklees LA) and Sarah Whitelaw (University of Leeds)
Q5: Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment.
Q18: Understand how children develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences
Q21: (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people
(b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support
“Put simply, personalising learning and teaching means taking a highly structured and responsive approach to each child’s and young person’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning”.
Personalised learning is...
(Gilbert – 2020 Vision Report)
Q10: have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential
Q13: Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment
Q19: Know how to make effective personalised provision for those they teach, including those for whom English is an additional language, and how to take practical account of diversity and promote equality and inclusion in their teaching.
“Workforce reform will usher in a new professionalism for teachers, in which career progression and financial rewards will go to those who are making the biggest contributions to improving pupil attainment, those who are continually developing their own expertise, and those who help to develop expertise in other teachers…” (Five Year Strategy)
Q7: (a) reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs
(b) Identify priorities for their early professional development in the context of induction
Q8: Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified
Q9: Act upon advice and feedback and be open to coaching and mentoring
Q14: Have a secure knowledge and understanding of their subjects / curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained
Q15: Know and understand the relevant statutory and non-statutory curricula, frameworks, including those provided through the national Strategies, for their subjects / curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained
Subject expectations e.g. Q14, Q15
ITT Requirements Review subjects / curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained
R2.7 That they prepare all trainee teachers to teach across two or more consecutive age ranges selected from the following:
Foundation stage (ages 3-5)
School years 1-2 (ages 5-7)
School years 3-4 (ages 7-9)
School years 5-6 (ages 9-11)
School years 7-9 (ages 11-14)
School years 10-11 (ages14-16)
School years 12-13 (ages 16-19)
and engage them with the expectations, curricula, strategies and teaching arrangements in the age phases immediately before and after the ones they are trained to teach.
All the standards are underpinned by the five key outcomes for children and young people identified in Every Child Matters and the six areas of the Common core of skills and knowledge for the children’s workforce. The work of practising teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the development and well-being of children and young people expressed in the Children Act 2004, the Disability Discrimination Acts 1995 and 2005 and relevant associated equality duty and guidance, the special educational needs provisions in the Education Act 1996 and the associated Special educational needs code of practice (DfES 2001), the Race Relations Act 1976 as amended by the Race Relations (Amendment) Act 2000, associated Race Equality Duty, and the guidance Safeguarding children in education (DfES 2004).
Some very specific strategies and teacher behaviours are mentioned
The TLA has 4 stages differentiated by depth of enquiry, analysis and reflection, and breadth of influence
The TLA has 6 Core Dimensions:
Engaging with the knowledge base
Coaching and mentoring
Planning your learning
Carrying out your plan
Sharing your learning and influencing practice
Evaluating your learning and influencing practice
Engage in a process of observations and feedback with colleagues to improve specific aspects of practice
Develop mentoring skills for ITT with local HEI
Develop coaching skills with a colleague using the CUREE framework
Engage in research using the LA model and link to a MA module
Develop subject pedagogy and share with colleagues
Use TLA processes as an approach to Performance Management targets
Use TLA processes as an approach to SIP working party targets.
we shall be collating all ideas from all training sessions for our training DVD
How working with trainees links to I.T.T. Co-ordinators’/Professional Mentors’/School Coordinators’ professional development
Some basic principles:-
professional knowledge & understanding
(well, we hope so!!)
I.T.T. Co-ordinators suggest that this role enables them to:-
- improved self esteem;
- The GTC’s Teacher & Learning Academy (TLA) recognition for teacher’s learning;
- The Regional Framework The Yorkshire and Humber Professional Development Framework for School-based Tutors;
- Links to Performance Management;
- Leading meetings/INSET/ workshops within their own school;
- Attendance at meetings, courses, workshops etc.
“Working as an I.T.T. Co-ordinator made me realise that as a teacher with 30 plus years of experience, I had a lot to offer trainees and other colleagues”.Quote from one I.T.T. Co-ordinator.