school of education - university of brighton · 2017. 7. 10. · school of education inspiring...
TRANSCRIPT
School of Education Inspiring learners, enriching communities
Troops to Teachers: Welcome Guidelines
Cohort 5: September 2017
Key Contacts:
Lis Bundock (Programme Leader) [email protected] +44 (0) 1273 641398
Susie Negus (Contract Officer) [email protected] +44 (0) 1273 643430
Claire Watson (Senior Programme Officer) [email protected] +44 (0) 1273 643598
Contents Page
Welcome ........................................................................................................................... 1 1. Key Features of the Programme ....................................................................................... 2
1.1 TtT Principles .............................................................................................................. 2 1.2 Employment-Based Requirements ............................................................................. 2 1.3 DBS and Occupational Health Requirements ............................................................ 2
2. Programme Structure ........................................................................................................ 3 3. Professional Activities to be undertaken in the Delivery School ....................................... 4 4. Professional Development Support ................................................................................ 11 5. The (Delivery School) Mentor ......................................................................................... 11
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Welcome
We are delighted that you have become a Delivery School and will employ a trainee who has gained a
place on the Troops to Teachers (TtT) Initial Teacher Training (ITT) Programme.
The information that follows is designed to provide a brief overview of the key requirements of the
Programme. A more detailed handbook will be available from the beginning of September.
The TtT Programme is unique in being the only two-year undergraduate employment-based QTS
programme nationally. Funded by the DfE, the Programme is delivered collaboratively by a group of
Higher Education Institutions (HEIs) known as Home Universities and Delivery schools. The University
of Brighton (UoB) oversees the leadership and management of the Programme. A brief overview of the
key responsibilities is detailed below:
University of Brighton The lead member of the TtT consortium, responsible for
the overall delivery and quality of the Programme
Home University One of the TtT HEIs where trainees will be linked for the
duration of the Programme
Home University Course Manager A member of staff who co-ordinates and manages their
HEIs contribution to the Programme and who oversees
the academic progress of the trainee
University tutor A member of university staff who has expertise in the
trainee’s subject specialism and who supports the
development of the trainee’s subject specialist knowledge
as well as their progress towards meeting the Teachers’
Standards
Delivery school Schools that employ the TtT trainees and who oversee
the employment based experiences
(Delivery school) mentor A member of the Delivery school staff who has expertise
in the trainee’s subject specialism and who supports the
development of the trainee’s subject specialist knowledge
as well as their progress towards meeting the Teachers’
Standards
Trainee At all times, the trainee must show proper and
professional regard for the ethos, policies and practices of
the delivery school. They must respond to / act upon
advice and communicate positively, in a timely manner to
all stakeholders
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1. Key Features of the Programme 1.1 TtT Principles
The Programme draws on the following key principles so that:
trainees can take advantage of being immersed in a school environment with a strong school-led and practice based focus;
there is a strong focus on transition and the specific needs of career changers;
trainees are encouraged to achieve their full potential by building on their existing skills;
trainees experience a cumulative learning experience, where each phase lays strong foundations for the next.
1.2 Employment-Based Requirements
The Delivery school employs the trainee as an unqualified member of its teaching staff on a 2 year 0.8 FTE contract. The UoB pays a salary grant (monthly through BACS) directly to the Delivery school to subsidise the salary costs. NB: The maximum amount of the salary grant will equate to 80% of point 1 of the unqualified teachers’ pay range, as published in the current School teachers’ pay and conditions statutory guidance on the DfE website (https://www.gov.uk/government/collections/statutory-guidance-schools#staff-employment-and-teachers-pay). In addition to the salary grant, the UoB will also make a contribution to the Delivery school’s mentoring costs associated with the Programme. In Year 1 of the Programme, Delivery schools will receive £1,200 per TtT trainee, paid out termly at the rate of £400 per term. In Year 2 of the Programme they will receive a smaller sum of £400 per TtT trainee, paying £200 in term one and £100 in each of the remaining two terms. This lower contribution in Year 2 reflects the trainee’s growing value as an employee. 1.3 DBS and Occupational Health Requirements
NB: As the Delivery school employs the trainee, it is their responsibility to undertake all relevant vetting and suitability checks. In accordance with the statutory requirements, the university does not ask for access to the trainee’s DBS certificate but employers are required to confirm to the university that all of the above checks have been completed and cleared prior to the start of the training.
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2. Programme Structure Over the first year of the Programme, trainees will engage in:
Key requirements in the second year of the Programme, include:
Three intensive Delivery periods in October, February and July.
Completion of a 6 week ‘Alternative Placement’ beginning in January 2019, that takes place in a contrasting setting. This is a DfE requirement, designed to ensure that all trainee teachers are able to demonstrate that they can teach effectively in more than one school. The Alternative Placement is arranged by the Delivery school.
A teaching commitment that builds to 75% of the four days in school by Easter of 2019, and be maintained at 75% for the duration of the summer term.
What? When?
Activity Autumn Term
2017
Spring Term
2018
Summer Term
2018
Intensive Delivery Period
(Residential events focusing on
academic progress, Programme
expectations and requirements)
11th-15th
September
26th Feb – 2nd
March
4th – 8th June
Friday Study Days
(Directed academic study led by
HEIs and delivered via webinars)
weekly
weekly
weekly
Employment-Based Activities
(Supporting professional practice
so that judgements can be made
about achievement against the
Teachers’ Standards)
weekly
weekly
weekly
Mentor Meetings
(Focusing on professional and
subject specialist school-based
tasks that alternate on a weekly
basis)
weekly weekly weekly
Teaching Commitment Rising to 50% of
the four days in
school
Rising to 50% of
the four days in
school
50% of the four
days in school
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3. Professional Activities to be undertaken in the Delivery School
The following themes and activities have been designed to support trainees during the first term of the Programme. They are required to engage in guided activities that focus on professional and subject school-based tasks (alternated on a weekly basis). These themes will continue throughout the Spring and Summer terms. Further details, including specific guidance for mentors, will be found on the TtT Mentor blog: http://blogs.brighton.ac.uk/ttt5mentors
Date School Based Focus University Based Focus Forms Additional Resources
WEEK 1 4.9.17 Professional Reflection Theme: Induction
Mentor Review handbook, video guides and podcasts in preparation for working with trainee. Trainee Developing Professional Practice Focus: Behaviour and Safeguarding
Complete the school’s Safeguarding Induction. (Teachers’ Standards Part 2)
Become familiar with school policies for safeguarding and behaviour (and reflect key issues in reflection theme). (TS8/Part 2)
Observe an experienced teacher’s strategies and techniques for ‘behaviour for learning’. (TS7)
Write up mentor meeting on TtTH form keep safe for use next week at the ‘Intensive Delivery Week’.
Trainee and Mentor
Discuss the induction week and highlight key learning points.
Trainee to write a reflection on the induction week using the ‘What, so what, now what?’ format.
Webinar Welcome briefing
(TtTH) Screencast: Preparing for your first mentor meeting Screencast: Structure of first mentor meeting Screencast: Record of Mentor meeting Part & Part 2 Guidance on completing a ‘What, so what, now what’ reflection. Document: Teachers’ Standards TtT Handbook
11.9.17 - 15.9.17 INTENSIVE DELIVERY PERIOD - CREWE
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Date School Based Focus University Based Focus Forms Additional Resources
WEEK 2 18.9.17 Subject
Trainee
Following the IDP and work with your Subject Tutor, return to school with your ‘Subject Knowledge Audit’.
Share with your mentor and discuss strengths and areas for development.
Write up mentor meeting on TtTH and upload to PebblePad. Trainee and Mentor
Select TS3 of the Teachers’ Standards and agree key targets and related actions and set review dates.
Add to PebblePad TS3 Action Plan.
Plan TS3 training programme for next month.
Webinar EV512 Understanding Learners and Learning 1 (Learning Theory) Self Study Task: E*50* Subject Audit Development
(TtTH) Guidance on setting SMART targets and actions. Document: Teachers’ Standards TtT Handbook
WEEK 3 25.9.17 Professional Reflection Theme: SEND
Trainee Tag a SEND pupil for the day across all departments.
o Identify and define the intervention strategies that this pupil experiences. In what ways do these strategies impact on the pupil’s learning / progress? How do you know?
o Collate and read available data on the selected pupil. o How are support staff being used? o Read the school SEND / inclusion policy o How does the policy translate into practice in your
department?
Write up mentor meeting on TtTH and upload to PebblePad.
Complete SEND reflection on PebblePad.
Trainee and Mentor
Discuss the experience of tagging a child with SEND.
Discuss how the school SEND policy translates into practice in the classroom.
Select one of the Teachers’ Standards and agree key targets and related actions and set review dates.
Add to PebblePad Action Plan.
Webinar ET510 Developing Professional Practice Self Study Task: EV609 Leading Learning 1
(TtTH) Document: Teachers’ Standards TtT Handbook
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Date School Based Focus University Based Focus Forms Additional Resources
WEEK 4 2.10.17 Subject
Trainee and Mentor
Familiarise trainee with subject curriculum coverage and content.
Understand the homework procedures and expectations.
Talk with mentor about the school’s approaches to GCSE and public examinations.
Trainee
Write up mentor meeting on TtTH and upload to PebblePad.
Webinar E*50* Subject Audit Development Self Study Task: EV512 Understanding Learners and Learning 1
(TtTH)
WEEK 5 9.10.17 Professional Reflection Theme: BEHAVIOUR
Trainee
Become familiarised with the school behaviour for learning policy.
Carry out 2 x behaviour management observations using the Troops focussed observations forms. Upload to PebblePad.
Carry out reflection on behaviour using the ‘What, so what, now what?’ format.
Write up mentor meeting on TtTH and upload to PebblePad. Trainee & Mentor
Discuss and evaluate behaviour observations.
What have you learnt?
What can you apply to your own practice?
What are your key takeaways?
Webinar EV512 Understanding Learners and Learning 1 Self Study Task: E*50* Subject Audit Development
(TtTH) Focussed observations booklet
16.10.17 HALF TERM
23.10.17 HALF TERM
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Date School Based Focus University Based Focus Forms Additional Resources
WEEK 6 30.10.17 Subject
Trainee
Undertake the most recent GCSE for your subject. Try to do this under exam conditions.
Reflect on the outcome and bring highlights and three areas for development to the mentor meeting to discuss with your mentor.
Review TS3 actions and targets on PebblePad.
Write up mentor meeting on TtTH and upload to PebblePad. Trainee & Mentor
Discuss new TS3 targets with related actions and add to action plan.
Plan TS3 training programme for next month.
Discuss outcomes of GCSE paper focussing on highlights and three areas for development to the mentor meeting to discuss with your mentor. Use this to help identify new TS3 targets and actions.
Webinar EV609 Leading Learning 1 Self Study Task: E*50* Subject Audit Development
(TtTH)
WEEK 7 6.11.17 Professional Reflection Theme: ASSESSMENT
Trainee
Explore ways in which the school uses data to track pupil progress.
Find out how this is used to inform planning and the assessment of pupil progress within and across lessons.
Carry out reflection on assessment using the ‘What, so what, now what?’ format.
Write up mentor meeting on TtTH and upload to PebblePad. Mentor
Discuss school’s approach to assessment and share examples of pupil’s work.
Webinar ET510 Developing Professional Practice Self Study Task: Use this time to update PebblePad and review targets and actions.
(TtTH)
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Date School Based Focus University Based Focus Forms Additional Resources
WEEK 8 13.11.17 Subject
Trainee
Carry out joint marking and assessment with an experienced teacher.
Read and understand school marking policy.
Write up mentor meeting on TtTH and upload to PebblePad. Trainee & Mentor
Discuss school’s approach to marking.
Mentor to share examples and discuss with trainee.
Webinar E*50* Subject Audit Development Self Study Task EV512 Understanding Learners and Learning 1
(TtTH)
WEEK 9 20.11.17 Professional Reflection Theme: PLANNING
Trainee
Plan to teach a lesson or episode collaboratively with an experienced teacher or your mentor.
Deliver the lesson collaboratively and evaluate lesson together.
Carry out reflection on planning using the ‘What, so what, now what?’ format.
Write up mentor meeting on TtTH and upload to PebblePad. Trainee & Mentor
Reflect on planning, delivery and feedback relating to the teaching episode taught.
Together identify a target and actions relating to TS4. Add this to PebblePad with an appropriate review date.
Webinar EV509 Contemporary Issues in Education Self Study Task: EV609 Leading Learning 1
(TtTH) UoB Lesson Plan
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Date School Based Focus University Based Focus Forms Additional Resources
WEEK 10 Subject
Trainee and Mentor
Identify a teaching episode or lesson that you will take responsibility for and deliver.
Mentor to support trainee in planning the lesson using UoB lesson plan.
Upload plan to PebblePad.
Write up mentor meeting on TtTH and upload to PebblePad.
Webinar E*50* Subject Audit Development Self Study Task: EV512 Understanding Learners & Learning 1
(TtTH) UoB Lesson Plan
WEEK 11 4.12.17 Professional Reflection Theme: EFFECTIVE PRACTICE
Trainee
Plan and teach a lesson or episode that will be observed by your mentor.
Upload TtTA form to PebblePad by 8.12.17.
Carry out reflection on planning using the ‘What, so what, now what?’ format.
Write up mentor meeting on TtTH and upload to PebblePad. Trainee & Mentor
Undertake a learning walk led by a practitioner / your mentor.
Discuss who / what impresses you and consider why.
Discuss lesson feedback and add targets to PebblePad.
Use this time to update PebblePad, improve Subject Knowledge and plan.
Video: Completing the TtTA progress reports Exemplar TtTA Form
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Date School Based Focus University Based Focus Forms Additional Resources
WEEK 12 11.12.17 Subject Consolidation & Review
Trainee and Mentor
Together review all current targets and actions on PebblePad.
Plan TS3 training programme for next half term.
Identify 3 Teachers’ Standards and set new targets with related actions this must relate to feedback on the TtTA form.
Webinar EV609 Leading Learning 1 SST: Self Study Task: EV509 Contemporary Issues in Education
18.12.17 Christmas Break
25.12.17 Christmas Break
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4. Professional Development Support Trainees’ progress should be reviewed with the (Delivery school) mentor on a weekly basis. This review will enable the mentor and trainee, normally following an observation of practice, to:
consider the effectiveness of the trainee’s teaching, their impact on pupil progress etc;
discuss the outcomes of any professional activities undertaken by the trainee;
identify evidence of progress and agree targets and actions designed to secure further progress;
confirm that the trainee’s experiences, learning, targets and action planning is captured in the e-Portfolio (PebblePad).
As detailed in paragraph 2, the trainees’ progress is supported by both the HEI and the Delivery school. Full details of these roles and responsibilities will be published in the handbook. The responsibilities of the (Delivery school) mentor are provided below. 5. The (Delivery School) Mentor The Delivery school mentor will have expertise in the trainee’s subject specialism. Their teaching should be deemed to be either good or outstanding and all mentors should become familiar with the requirements for the Programme. The mentor will:
Guide and support the trainee during the course of the Programme;
Arrange mentor meetings with the trainee to discuss progress, offer guidance and ensure well-being. The outcomes of these meetings will be recorded by either the trainee or the mentor on the appropriate document;
Induct the trainee into relevant procedures, resources and curriculum plans. This must include providing the trainee with all relevant information about the pupils that they teach;
With reference to the Programme requirements and in discussion with the trainee, implement a purposeful, structured, individualised and progressive school-based learning experience. This will include providing opportunities for the trainee to deepen subject knowledge and engage with best practice throughout the institution;
Facilitate the professional development of trainees through supporting the development of subject knowledge, lesson planning and formative lesson observations;
Oversee the assessment, recording and tracking of pupil progress undertaken by the trainee, including implementation of the enhanced support process if needed;
Monitor the use of the trainee’s e-Portfolio (PebblePad) and Action Plan;
Provide regular written and oral feedback to the trainee and observe the trainee formally, recording the observation on the appropriate TtT proformas (available from the beginning of September);
Complete all TtT proformas.