Independent SchoolsProfessional Development

Programme:Employment based

Post-Graduate Certificate in Education and Route to QTS

2017/18

Programme Handbook

CONTENTSWelcome 4

Key Contacts 4

Philosophy, Values and Aims of the Programme 5

Overview Calendars for Programme 7

Roles Within the Programme 9

Equality Statement 10

Code of Professional Conduct for Teachers on the Programme

11

Ethics and Confidentiality 13

Statement about Employment within the School 14

The Teacher Entitlement 14

Meeting the Requirements for QTS and Assessing against the Teachers’ Standards

15

Professional Skills Tests 16

Subject Knowledge 17

Second School setting 18

Year 1 ‘FULL’ Support Route Calendar 19

Year 2 ‘FULL’ Support and ‘FAST-TRACK’ Routes Calendar

22

The Programme in Detail - Initial Assessment 24

Professional Development Sessions 24

The Induction Phase 25

The Development Phase 27

The Assessment Phase 29

The Academic Programme 31

Role of Mentors in School 32

Lesson Observation Guidance 35

Using the Professional Standards 37

Lesson Observation Form 39

Guidance for Teachers on Observing Lessons 41

3

WELCOME TO THE PROGRAMME

We are delighted that you, your mentors and your school are engaged in this programme. It has been designed to support you in your development as a professional teacher, whether that be in the primary or secondary age phases. It will enable you to demonstrate that you can meet all of the Teachers’ Standards for Qualified Teacher Status, whilst gaining academic recognition for your work at Masters level.

Whilst the Faculty has been engaged in training teachers and providing development and learning opportunities to professionals in the education sector for over 50 years, this is only the second year of this bespoke programme for the Independent Schools sector. Therefore, we value your feedback and suggestions to help inform future developments.

We recognise the challenges of undertaking study and assessment whilst you are working as a teacher, and we know there will be times when you need more support and guidance. Your first points of contact are your mentors in school and your University Personal Tutor. If you have any questions and concerns please contact them straightaway.

We want to ensure that you have a positive experience and successful outcomes and we wish you well during your time on the programme.

KEY CONTACTS: MANCHESTER MET

Name Role E Mail Phone

Dr Val Butcher Head of School: School of Teacher Education and Professional Development

v.butcher@mmu.ac.uk 0161 247 2095

Dr Julie Scanlon Principal Lecturer j.scanlon@mmu.ac.uk 0161 247 5071

Pauline Mallison Senior Lecturer p.mallison@mmu.ac.uk 0161 247 5791

All course documentation can be found on ‘Independent Schools’ page of the ‘ITE Partnership’ website. See link below: http://www2.mmu.ac.uk/secondary/partnerships/independent-schools-resources/

4

PHILOSOPHY, VALUES AND AIMS OF THE PROGRAMME

This is an Employment based Professional Development programme. It has been developed within the independent schools sector, in partnership with Manchester Met. Although rooted within the independent school sector, the programme has been designed to be inclusive and it may be appropriate to teachers working in schools within the maintained sector. The Programme’s key stakeholders are the University, the Schools and the Teachers on programme. This relationship is illustrated in the diagram below.

The main principles, which underpin the Programme are:

1. Teaching is a profession . We recognise that teachers are entering a profession and that teachers need to develop their professional identity, with space to form their own teacher personality, the type of teacher they want to be and understanding of the ethos and values that underpin the sector and the school they are working in.

2. Learning how to be a teacher is an academic pursuit . We believe that learning how to be a teacher is also an academic pursuit and that teachers need the opportunity to explore the rich pedagogical literature and see how research can impact on their professional practice

3. Teaching is underpinned by the model of the reflective practitioner. This principle is based on the belief that teachers will not improve simply through more classroom experience. Experience needs to be allied with opportunities for teachers to reflect on their practice; evaluating their lessons and their students’ learning.

The hope is that teachers achieving on this Programme will take responsibility for their ongoing professional de -velopment across their careers.

Aims of the Programme

to provide a pathway for individuals employed as teachers who do not hold a recognised teaching quali-fication or professional status to follow an “in service” professional development programme to achieve Qualified Teacher Status (QTS) together with academic recognition of their professional role.

to work with schools to recruit and develop teachers without a recognised professional qualification and support their early career planning

to help each teacher to become confident and technically competent in their professional role to encourage each teacher to examine, in a critical and constructive way, current educational practice in

the context of the contemporary education system and their employment setting.5

to inspire the teacher, as colleagues and professionals, to become an enthusiastic, effective and analytical practitioner working with others in the profession and beyond to help all pupils come to terms, intellectu-ally, socially and morally, with their role in a complex and pluralist society,

to inspire the teacher to continue in the profession with a commitment to life-long learning and profes-sional development, and a willingness to think beyond day-to-day activities, contribute to educational de-bate, and engage in enquiry and research.

In order to achieve the aims of the programme there is a three way partnership between the Teacher, the School in which they are employed and the University. The University lead the academic strand and assess teachers against the Teachers’ Standards for award of Qualified Teacher Status as illustrated above.

Outline Programme

The Programme allows teachers to progress at a pace appropriate to their prior experience, targeting some aspects of development at different points in the programme.

The preparation for assessment against the Teachers’ Standards and the award of QTS is complemented by a tailored Post-Graduate award (60 credits) undertaken as part-time study by the teacher.

NCTL (awarder of QTS) requires teachers to have at least 2 years teaching experience in at least 2 settings before entering the Assessment Phase of the Programme (final 12 weeks). Therefore, if a teacher enters the Programme with little prior teaching experience, they will enter the FULL Programme route, which will take just over 2 years to complete.

Teachers with at least 2 years varied teaching experience may be eligible to enter the FAST-TRACK route and gain QTS and 60 M level credits within 1 year. The final decision as to the most appropriate route will be made by the Teacher, School Mentor and the Manchester Met tutor at the ‘Initial Assessment’ meeting.

The overview calendar for the both routes of the programme can be found over the page.

6

OVERVIEW CALENDAR FOR ‘FULL’ 2-YEAR PROGRAMME

2017 School UniversityJune Assessment of support needs & action

planningJuly2017/18September

Portfolio building for QTSTutor support

OctoberNovemberDecember

Professional Practice sessions across the yearJanuary

Second Placement if needed, QTS portfolio building, continued tutor

support

FebruaryMarchAprilMayJune

July2017/18

September

Portfolio building for QTSDecision on Entry to AO Assessment

PhaseInterview

Academic Study Unit 1 30 creditsOctober

November

December

January

Academic Study Unit 2 30 creditsFebruary

Transition depends on Teacher Experience (minimum 2 years)

Recommended for QTSNQT Year

MarchAprilMayJune Award of 60 creditsJuly2018/19SeptemberOctoberNovember Optional progression to MastersDecemberJanuaryFebruaryMarchAprilMayJune

OVERVIEW CALENDAR FOR ‘FAST-TRACK’ 1-YEAR PROGRAMME

7

Development Phase B

AssessmentPhase

Development Phase A

Induction Phase

2017 School University June Initial Assessment , action planning & start of

portfolio building for QTSJuly2017/18September

Portfolio building for QTSDecision on Entry to AO Assessment Phase

Interview

Academic Study Unit 1 30 creditsOctober

November

December

January

Academic Study Unit 2 30 credits

February

March

Assessment against the Teachers’ Standards and completion of portfolios

April

MayJune Recommended for QTS Award of 60 creditsJuly2017/18September

NQT Year Optional progression to Masters

OctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJune

ROLES WITHIN THE PROGRAMME

8

Induction Phase

Development Phase

Assessment Phase

The Teacher will engage with their role in school and fulfil all the responsibilities as set out in their contract of employment. In terms of the Programme they will participate in regular informal and formal mentoring sessions. They will need to collect evidence of planning, delivering, reviewing and evaluating teaching learning and assess-ment within their classrooms and to meet all the Teachers’ Standards for QTS. They will also participate fully in a Post-Graduate programme of study that underpins, supports and complements their role in school. The teacher should actively seek development opportunities and direct the programme of personal gradual development - it is their responsibility to meet the programme requirements and to complete training and academic activities set.

The School will support the new teacher employed in the school to achieve QTS and the Post-Graduate award by ensuring a reasonable allocation of time and resources to the teacher during engagement with the Programme.

Secondary Education - Subject Mentor is appointed by the school and will provide day-to-day and ongoing support for the new teacher in school. This will include formal observation, feedback and review sessions, assistance with planning, classroom management, teaching and assessment. Mentors will engage in regular informal and formal reviews with the new teacher.

Secondary Education - Professional Mentor is appointed by the school and they will provide general supervision of the teacher and will ensure that they have time in their timetable for planning, support and review, and to engage in opportunities for professional development. They will also ensure adequate and fair arrangements for a Second Placement if required. In addition, Professional Mentors will support their team of Subject Mentors.

Primary Education - Mentor is appointed by the school and will provide day-to-day and general supervision and support for the new teacher in school. This will include: ensuring that they have time in their timetable for planning, support and review, and to engage in opportunities for professional development. They will ensure adequate and fair arrangements for a Second Placement if required. In addition, they will undertake formal observation, feedback and review sessions, assistance with planning, classroom management, teaching and assessment. Mentors will engage in regular informal and formal reviews with the new teacher.

Manchester Met Personal Tutor will be allocated to the school/ teacher and have overall responsibility for ensuring that the Teacher has a coherent and supported programme to enable them to achieve both academically and in practice. They will have an overview of teacher progress in all aspects of the programme and they will provide clear advice, support and identify opportunities for meeting the teacher’s developmental needs.

Manchester Met Assessment Tutor This tutor will be involved in the Assessment Phase and undertake at least one formal lesson observation in their specialist subject area. They will work closely with the Personal Tutor.

The University Faculty of Education will provide an appropriate academic programme recognised at Masters Level (Level 7), that enables the teacher to engage in academic study to both support and enhance practical learning within their own workplace. The programme delivery will be based at the university campus and will consist of 2 x 30 credit units of study that are contextualised to the professional role of the Teachers on this Programme. In addition, the University Faculty has a quality assurance role and responsibility for assessing and recommending a teacher to NCTL for the award of Qualified Teacher Status.

9

EQUALITY STATEMENT

We live in a diverse society. We have a responsibility as an educational institution to help people to achieve their full potential in life, a responsibility we have to our staff and students alike. We also have a responsibility to create an organisation that recognises and values diversity as a source of strength and enrichment. Our equality policy is an expression of our intention to meet these responsibilities to the full.

The Faculty of Education Equality Policy can be read in full on the Manchester Met Partnership Website. Following Manchester Met policy, the Faculty of Education seeks to go beyond the minimum standards imposed by the law, and is committed to achieving best practice in the area of equality. All students and staff in the Faculty are entitled to equality of opportunity and treatment regardless of age; colour, race, ethnic origin or nationality; religion or belief; disability; sex or gender; sexual orientation; marital status; caring responsibilities; socio-economic status; employment status; or any other unjustifiable grounds.

CODE OF PROFESSIONAL CONDUCT FOR TEACHERS ON PROGRAMME

The following Code of Conduct is designed to convey the expectations that we have of teachers during their time on the Programme.

This code of professional conduct is informed by the following:

1. The Teachers’ Standards, May 2012, effective from 1 September 2012, including Part Two which comprises the standards for Professional and Personal Conduct. The Teachers’ Standards replace the standards for Qual-ified Teacher Status (QTS) and the Core Professional Standards previously published by the Training and De -velopment Agency for Schools (TDA), and the General Teaching Council for England's Code of Conduct and Practice for Registered Teachers.

2. Standards of behaviour of teachers which are governed by a number of DfE circulars, including DfEE Circular 11/95: Misconduct of teachers and workers with young people; Circular 4/99 Physical and Mental Fitness to Teach of Teachers and Entrants to Initial Teacher Training.

3. National legislation as it relates to Human Rights: Human Rights Act (1998); Equal Opportunities: Disability Discrimination Act (1995), Sex Discrimination Act 1975 (amended 1986), Race Relations Act (1976) as amended by the Race Relations (Amendment) Act 2000, The Children Act (2004) and the Equality Act 2010.

4. Manchester Metropolitan University Assessment Regulations for Postgraduate Taught Programmes of Study 2013-14, Appendix 7.

5. Faculty of Education BA (Hons) Secondary Education and PGCE Secondary Education Definitive Documents, re-vised June 2013, including minor modifications.

6. Faculty of Education BA (Hons) Secondary Education and PGCE Secondary Education Handbooks, revised June 2013 including Ethical procedures, annual updates up to 2014.

7. Faculty of Education BA (Hons) Primary Education and PGCE Primary Education Definitive Documents8. DBS and Independent Safeguarding Authority legislation (2012).

This Code of Professional Conduct reflects the reasonable behaviour expected of a teacher as a professional. Knowledge of, and adherence to, these requirements are part of the responsibilities undertaken by a teacher on a Programme at Manchester Metropolitan University. This Code does not constitute a legal contract, but it does provide evidence of the standards of behaviour and conduct expected of a teacher whilst registered on a Programme at the Faculty of Education.

At all times, the health, education, safety and welfare of pupils are the most important factors in any decisions relating to progression through the programme.

Teachers work within a framework of legislation, statutory guidance and school policies which place particular importance on promoting equality of opportunity, challenging stereo-types, opposing prejudice and respecting individuals regardless of age, gender, disability, race, ethnicity, class, religion, marital status or sexual orientation.

The statement above has been framed as a general statement, recognising that it is impossible to specify in precise terms everything that could be considered to be professional misconduct now and in the future.

10

EQUALITY STATEMENT

We live in a diverse society. We have a responsibility as an educational institution to help people to achieve their full potential in life, a responsibility we have to our staff and students alike. We also have a responsibility to create an organisation that recognises and values diversity as a source of strength and enrichment. Our equality policy is an expression of our intention to meet these responsibilities to the full.

The Faculty of Education Equality Policy can be read in full on the Manchester Met Partnership Website. Following Manchester Met policy, the Faculty of Education seeks to go beyond the minimum standards imposed by the law, and is committed to achieving best practice in the area of equality. All students and staff in the Faculty are entitled to equality of opportunity and treatment regardless of age; colour, race, ethnic origin or nationality; religion or belief; disability; sex or gender; sexual orientation; marital status; caring responsibilities; socio-economic status; employment status; or any other unjustifiable grounds.

Key Requirements:Through the Programme, professionalism is demonstrated by:1. Respect for others: including children, all school staff and staff from other agencies, parents and carers, other

teachers, in accordance with Manchester Met and school policies. These include disciplinary procedures, Equality , anti-discriminatory and anti-bullying policies;

2. Appropriate behaviour: towards all children and young people in relation to contacts in formal and informal settings;

3. Regular attendance: including adherence to the procedures for notifying absence from all training elements of the Programme.

4. Punctuality: as required by schools and by the demands of the programme of lectures, seminars, tutorials etc. for each Programme.

5. Appropriate use of internet facilities: as required by policies of employing school (for example, in relation to the appropriate use of social networking sites).

6. Ability to listen to and act upon feedback and advice: from mentors, class teachers and University tutors; the ability to work in professional teams and recognise that other professionals may have different perspectives.

7. Teachers taking responsibility for their own learning: both in relation to requirements as set out in specific documentation and in taking responsibility for addressing concerns relating to their experience on the Pro-gramme by discussing such concerns with appropriate mentors and University tutors;

8. Updating information honestly and accurately in relation to Enhanced Disclosure for the DBS and Health De-claration on an annual basis, or as soon as a change in circumstance or status requires.

9. Adherence to all aspects of contract of employment with the employing school.

The Manchester Metropolitan University Regulations for Undergraduate and Taught Postgraduate Programmes of Study: Section 21 Grounds for determining that a student is professionally unsuitable to remain on a Programme leading to a professional qualification or conferring practitioner status include, but are not limited to:

1. failure to meet or comply with the professional requirements related to the Programme;2. failure to adhere to the professional standards specified;3. failure to abide by specified codes of practice;4. unsuitability to undertake professional practice or placement;5. evidence of professional unsuitability;6. acquisition of a status (such as relevant criminal conviction) which renders continuation on the Programme or

award inappropriate.

Consequences of failure to follow the Code of Professional Conduct

Action to be taken by the school and University.If a teacher fails to follow the Code of Professional Conduct or if their professional or personal conduct gives rise for concern the matter should be managed in the first instance through the school’s own HR policies and procedures. The university should be informed if the procedures involved have an impact on the teacher’s ability to engage with the wider programme an impact on their ability to meet the Teachers’ Standards, in particular with respect to Part 2 Personal and Professional Conduct.

The issues will be investigated and the teacher and mentor may be required to attend a Progress Review. Appropriate targets will be set and recorded on the Progress Review form, which will be placed in the teacher’s file. A teacher may also be given an informal or formal warning.

In accordance with University Regulations (Procedure for the Expulsion and Exclusion of Students from Programmes on grounds of Professional Unsuitability) teachers will be required to sign a declaration in which they acknowledge this Code of Conduct and accept its procedures.

In the case of a serious breach of the Code of Professional Conduct, the Head of Secondary Programmes will invoke the Manchester Met Regulations. In these cases, the teacher will be considered by a Professional Suitability Panel.

11

ETHICS AND CONFIDENTIALITY

The confidentiality of all students and staff in schools and colleges must be respected at all times. Pupils’ written work may enter the public domain during the assessment period and so ethical considerations must be borne in mind in the construction of the portfolio and teaching Files. Teachers must not include confidential information or unprofessional comments in their portfolios. Photographs should not enable a pupil to be recognised. If the photographs are not essential, do not use them. Photographs of pupils’ work are wholly acceptable.

Academic ethical procedures

In its vision, the University aims to ‘behave professionally and ethically in all [its] activities.’ The University therefore requires that Teachers are mindful of the ethical implications of activities with which they engage and remain committed to discharging their responsibilities to the University in an ethical manner conforming to the highest professional standards of conduct. Issues of morality, safety and personal and institutional liability affect the University at many levels. The University must be seen to be acting with propriety and care for the welfare of its staff and the candidates and other teachers with which it engages.Put simply, all Teachers should be mindful that research, investigation, projects or any other interaction with pupils and teachers involves sensitive information. Child Protection and Children’s Rights should be paramount in this equation, but you should also be aware that the security of sensitive data applies to many issues, including matters such as age, colour, race, ethnicity, nationality, disability, religion, sex, gender, sexual orientation, personal medical records and political beliefs.You should always adopt a non-discriminatory writing style in your work, paying particular attention to avoiding privileging one particular gender, social, ethnic, religious, ability or sexual orientation group in keeping with the Faculty's Equal Opportunities Policy and the Faculty's Policy on Racial Equality.

12

STATEMENT ABOUT EMPLOYMENT IN THE SCHOOL

If a teacher ceases to be employed by their school then they may not be able to progress on the Programme under their current application and will need to formally withdraw from the Programme. However, if they take up further employment in a school who is prepared to support them in achieving QTS and to complete M level study then they may reapply to join the programme with the written support of their new school. Re-admission is not guaranteed and will be subject to interview as to suitability

THE TEACHER ENTITLEMENT

The Teacher is entitled to the support of the school based on the contract of employment and the development needs of the teacher.

The Entitlement, that the employing school must provide, includes as a minimum:

1. a teaching timetable which does not exceed 90% of normal teaching allocation in the school in which the teacher is employed *.

2. Progress Tutorials with mentors and Manchester Met tutor, as set out in the programme schedule, which supports subject knowledge development, classroom skills and professional values appropriate to the teacher’s stage of development.

3. the opportunity to observe examples of good practice in teaching and learning within and beyond their subject area.

4. fair and reasonable opportunity to gain relevant experience in Second School to be able to meet the re-quirements for award of QTS.

5. time to participate in negotiated professional development sessions in which they will work on generic themes alongside other teachers both within and beyond their home school.

*If a teacher is employed on a fractional contract, then the teaching timetable should not exceed 90% of contrac -ted hours.

13

MEETING THE REQUIREMENTS FOR QTS AND ASSESSING AGAINST THE TEACHERS’ STANDARDS

At the Initial Assessment Meeting the Manchester Met Tutor and School Mentor(s) will consider the teacher’s eligibility for the Programme and the requirements for gaining QTS.

Teachers must: hold a UK degree of 2:2 or higher, or equivalent qualification (Secondary candidates must hold a degree con-

taining at least 50% of the subject they wish to teach or considerable experience of teaching the subject in Key Stage 4)

have achieved a standard equivalent to a grade C (or above) in the GCSE examinations in English and mathem -atics, and that who intend to teach pupils aged 3 to 11 additionally have achieved a grade C in the GCSE exam -ination in a science subject.

have passed the professional skills tests prior to entry on the Programme be working within national frameworks (e.g. key stages, GCSE) have taught in at least two schools, early years and/or further education settings with full responsibility for

planning, teaching and assessment

Age PhasesAges 3-11 (primary)Ages 7-14 (middle)Ages 11-19 (secondary)

All candidates must have the knowledge and skills they need to be able to teach in one of the specified age phases. Typically, primary assessment will take place across the 3-7, 5-11, or 7-11 age ranges. For middle, as-sessment typically will take place across the 7-14 age range, and for secondary, assessment will typically take place across the 11-16 or 14-19 age ranges.

The settings in which applicants have taught must provide them with substantial and sustained experience of whole class planning, teaching, assessment and reporting to parents across the full age ranges of assessment, including use and evaluation of distinctive teaching approaches to engage and support all pupils.

Teachers will be expected to teach a minimum 50% timetable for the duration of the Assessment Phase. The timetable must be sustained for the entire period of assessment and must provide opportunities to work with pupils across the ability range; to work with other colleagues (TAs, SEN Assistants etc.); and to work in a pastoral role.

Applicants for the Secondary age range will normally be expected to teach a minimum 50% timetable across the 12 weeks of the Assessment Phase and that 80% of this timetable must focus on their specialist subject.

14

PROFESSIONAL SKILLS TESTS

All teachers must have passed the Professional Skills Tests prior to entry onto the Programme.

The skills tests are computerised tests designed to make sure all candidates for teacher training have a base profi-ciency level in both understanding and the application of numeracy and literacy. Teachers are required to take these tests as part-fulfilment of a teaching qualification even if they have a GCSE in Mathematics and English. The National College for Teaching and Leadership (NCTL) has uploaded, to the Department for Education (DfE) web-site, simple guides to help you to prepare for the skills tests. They have also provided online practice tests for you to familiarise yourself with the level and content of these tests.

You will need to register with the Department for Education - https://www.skillstestbooking.com/sta-web/registration?execution=e1s1

After you have completed your registration you will be able to book your Professional Skills Tests.

The computerised tests are co-ordinated by Pearson Learn Direct Centres. When you register to take your tests, you will be able to select the testing centre nearest to you.

You can take each skills test up to three times. The first attempt at each test is free of charge. However, a fee will be payable upon registration for any of the subsequent resits.*

More detailed information and guidance on the tests is provided at http://www2.mmu.ac.uk/secondary/train-to-teach/skills-tests/

Manchester Met also provide support sessions in preparation for these tests. Teachers will need to negotiate attendance with their school and the Manchester Met Tutor at the Initial Assessment Meeting.

*You will have 3 attempts to pass each test. If you fail to pass after 3 attempts, current regulations state that you will be barred from re-sitting the tests for 2 years.

15

SUBJECT KNOWLEDGE

The process of auditing the core primary curriculum areas, or main secondary subject knowledge, is a key part of the Programme and must be completed before entry onto the Assessed Phase.

We would also expect to find evidence that all teachers are aware of the curricula and teaching arrangements in the age phases both before and after the ones for which they are trained to teach.

Secondary Applicants Secondary applicants should carry out a self-audit*, an example can be provided by Manchester Met to identify at an early stage any gaps in the necessary subject knowledge and any training or support needed.

* This might take the form of a ‘RAG’ rating exercise against the National Curriculum frameworks for your subject as appropriate e.g. GCSE, AS/2 and BTEC, Diploma level specifications for your specialist area(s).

GRADE A (GREEN) – excellent working knowledge and understanding of the principles and concepts of topic- would be clear on teaching topic and would be able to identify and remediate pupils misconceptions and difficulties (you will have taught this topic)

GRADE B (AMBER) – good working knowledge and understanding of the principles and concepts. Given some time you could plan and prepare topic (you may have covered this issue in a previous school/university / A level/AVCE or further qualifications)

GRADE C (RED) - basic understanding of the principles and concepts (may have read up on the topic via books or websites or discussed this with colleaguesBased on this initial audit you will need to devise a plan as to how you will begin to develop those areas of knowledge.

Primary Applicants

Primary applicants need to confirm that subject knowledge in the core subjects of the National Curriculum is secure enough to teach the full ability range, including the most able. They should also investigate the breadth of subject matter to be taught to meet the requirements of the Teaching Standards. You should have sufficient understanding across the following range of subjects:

History and Geography – Computing/ICT - Performing Arts, Physical Education - Art or Design and Technology - Religious Education as well as the National Curriculum core subjects (English/literacy, Maths/numeracy, Sci-ence) and be able to teach them (or the Foundation Stage equivalencies) in Foundation, Key Stage 1 and/or 2.

16

SECOND SCHOOL SETTING

As part of the teachers’ professional development and in order to meet the requirements for QTS, teachers need to have had experience of teaching in at least one other school setting. Teachers need to have taught in at least two schools prior to entry onto the Assessed Phase of the Programme.

At the Initial Assessment Meeting the Manchester Met tutor will advise on the evidence provided to date and provide guidance on the nature and extent of a second placement. It is a joint responsibility between the teacher and the school to negotiate and facilitate this experience following this guidance.

The length of time spent teaching in a second setting is dependent on the extent of the teacher’s prior experience and their ability to be able to demonstrate meeting all the standards for QTS fully, particularly those relating to teaching the National Curriculum, examination arrangements and statutory duties. They need to demonstrate meeting the breadth and variety of experience, including teaching children from different backgrounds, across the ability range as well as gaining experience of different approaches to teaching and learning, behaviour management and to school organisation and management.

We would expect that the minimum experience in a second setting would be 30 school days or equivalent. The exact pattern of placement/ experience will be discussed with the teacher and the school and any previous experience, specialist subject and school setting will be taken into consideration.

The settings in which candidates have worked must provide sufficient and appropriate experience at a suitable level to enable them to demonstrate meeting all the standards for QTS without the need for further training or time in other settings.

Whilst settings vary significantly, it may be the case that some settings do not allow teachers to demonstrate meeting the standards across the full age ranges of assessment, and the use and evaluation of distinctive teaching approaches to engage and support all pupils, including those with special educational needs, those of high ability, those with English as an additional language and those with disabilities.

Extract from : NCTL Guidance AO criteria supporting advice March 16All AO providers must ensure all of the following prior to acceptance onto the route: A1.5 That all candidates have taught in at least two schools , early years and/or further education settings. Rationale The aim of this criterion is to ensure that candidates can demonstrate sufficient breadth and variety of experience by having taught in at least two schools, early years and/or further education settings prior to acceptance onto the route. Scope Candidates need breadth and variety of experience in schools or other settings to enable them to meet all the standards for QTS. They need to have taught children and young people from different backgrounds, across the ability range and in their chosen age ranges, as well as gaining experience of different approaches to teaching and learning and to school organisation and management. The criterion specifies that candidates must have taught in two schools prior to entry to the AO route. It is not sufficient for candidates only to have had experience of two schools. Providers will wish to consider whether a candidate’s prior experience of teaching in school provides enough evidence to allow the provider to confidently count those previous teaching experiences towards the two schools stipulated in this criterion. Providers will need to be clear about the nature and extent of the prior experience, whether it offered candidates the opportunity to teach children and young people and whether, taken together with other experiences, it prepared the candidates sufficiently to meet the standards for QTS. Candidates must show experience of teaching across their chosen age ranges and must be able to demonstrate that they have met all the standards for QTS for these age ranges. Typically, a candidate with fewer than 2 years of teaching experience in schools as an unqualified teacher would be unsuitable for the assessment only route. Practical teaching experience for the purposes of AO is not restricted to taking place wholly or mainly in England.

3 Section 4 of the Education Act 1996 defines a school as: “an educational institution which is outside the further education sector and the higher education sector and is an institution for providing (a) primary education, (b) secondary education or (c) both primary and secondary education”.

17

Professional Development Programme for Independent Schools

2017-18 Year 1 of ‘FULL’ SUPPORT ROUTE

KEY

In school with mentors/ tutor Teacher study/action

Professional Practice Sessions at Man Met Optional (O) At Man Met

Compulsory (C)

W/C Who / Loca-tion

C or O

11-Sep

Informal mentor meeting and check professional skills tests Subject Mentor C

Fri 15 Sept 1pm – 3.30 pm Lecture ‘Introduction to Professional Practice’ at Man Met O

18-SepComplete REAL (Reflection on Experience and Learning) entry C

Fri 22 Sept 1pm – 3.30 pm Lecture ‘Teaching and Learning’ at Man MetO

25-Sep

Mon 25 Sept Induction to Programme 4.30pm – 6pm at Man Met C

Observation of Teaching 1 Subject Mentor C

02-Oct

09-OctComplete REAL entry C

Fri 13 Oct 1pm – 3.30 pm Lecture ‘Understanding Classroom Behaviour’ at Man Met O

16-Oct Progress Tutorial 1 including review of REAL entries *

Subject Mentor & University

Tutor

C

23-Oct

30-Oct

06-Nov

Monday 6 November – Submission of written Initial Preparation Task – What Makes a Highly Effective Teacher? C

Fri 10 Nov 1pm – 3.30 pm Lecture ‘Inclusion with Focus on the Inclusive Classroom and Dyslexia’

at Man Met O

13-Nov Complete REAL entry C

20-Nov Fri 24 Nov 1pm – 3.30 pm Lecture ‘Literacy and Language’ at Man Met O

27-Nov Complete REAL entry C

18

Observation of Teaching 2 Professional Mentor C

04-Dec 4 December – Feedback on written task

11-Dec Progress Tutorial 2 including review of REAL entries Subject Mentor C

18-Dec

25-Dec

01-Jan

08-Jan Fri 12 Jan 1pm – 3.30 pm Lecture ‘The Pastoral Role of the Teacher’ at Man Met O

15-Jan Complete REAL entry C

22-Jan

29-Jan Observation of Teaching 3Professional or Subject

MentorC

05-Feb Complete REAL entry C

12-Feb

19-Feb

26-Feb 05-Mar

12-Mar Complete REAL entry C

19-Mar Observation of Teaching 4 and Progress Tutorial 4

Subject Mentor and University

Tutor

C

26-Mar

02-Apr

09-Apr

16-Apr Fri 20 April 1pm – 4pm Lecture ‘Assessment Data and Pupil Progress’ at Man MetO

23-Apr

30-Apr Complete REAL entry C

07-May Observation of Teaching 5 Professional or Subject

MentorC

14-May

21-May

28-May

19

04-Jun

11-Jun Observation of Teaching 6 and End of Year 1 tutorialProfessional Mentor/ Tu-

torC

18-Jun

20

2017-18 YEAR 2 of ‘FULL SUPPORT’ ROUTE & FAST-TRACK

KEY

In school with mentors/ tutor Teacher study/action

Professional Practice Sessions at Man Met Optional

(Please note that these sessions were offered on Full Support Programme

Year 1)

MA Taught Sessions at Man Met Com-

pulsoryAssessed Phase

W/C Who/ locationComp / Opt

04-Sep Deadline for submission for application for PG Certificate C

11-SepInformal mentor meeting and check professional skills tests Subject

Mentor C

Fri 15 Sept 1pm – 3.30 pm Lecture ‘Introduction to Professional Practice’ at Man Met O

18-SepComplete REAL (Reflection of Experience and Learning) entry C

Fri 22 Sept 1pm – 3.30 pm Lecture ‘Teaching and Learning’ at Man MetO

25-Sep

Mon 25 Sept 9.30am – 6pm University Teaching Day 1 – Induction and Mapping the Territory 1 at Man Met C

Observation of Teaching 1 Subject Mentor C

02-Oct Initial written task submission – Teacher Identity in the Independent School Sector C

09-Oct

Complete REAL entry C

Fri 13 Oct 1pm – 3.30 pm Lecture ‘Understanding Classroom Behaviour’ at Man Met O

16-OctProgress Tutorial 1 including review of REAL entries

Subject Mentor & University Tu-

torC

Thursday 19 Oct 9.30am – 6pm University Teaching Day 2 - Mapping the Territory 2 At Man Met C

23-Oct 30-Oct 30 Oct Feedback on written task C

06-NovObservation of Teaching 2

Subject Mentor C

Fri 10 Nov 1pm – 3.30 pm Lecture ‘Inclusion with focus on the Inclusive Classroom and Dyslexia’ at Man Met O

13-Nov Complete REAL entry C

20 Nov Fri 24 Nov 1pm – 3.30 pm Lecture ‘Literacy and Language’ at Man Met O

27-NovComplete REAL entry C

Observation of Teaching 3 Professional Mentor C

04-Dec Thurs 7 Dec 9.30am – 6pm University Teaching Day 3 – Mapping the Territory 3 at Man Met C

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11-Dec Progress Tutorial 2 including review of REAL entries Subject Mentor C

18-Dec 25-Dec 01-Jan

08-JanObservation of Teaching 4 Subject

Mentor C

Fri 12 Jan 1pm – 3.30 pm Lecture ‘The Pastoral Role of the Teacher’ at Man Met O

15-Jan Mon 15 Jan 9.30am – 6pm University Teaching Day 4 – Specialist Supported Project 1 at Man Met C

22-Jan Complete REAL entry C

29-Jan

Observation of Teaching 5 Mentor C

29 January Submission of Assignment 1 - Mapping the Territory C

Fri 2 Feb 9.30am – 6pm University Teaching Day 5 – Specialist Supported Project 2 at Man Met C

05-Feb Complete REAL entry C

12-Feb Progress Tutorial 3 including review of REAL entries, completion of Assessed Phase application form and preparation for Assessed Phase interview

University Tu-tor & Mentors C

19-Feb

26-Feb INTERVIEW WEEK for entry onto Assessed Phase and Submission of Record of Pro-fessional Development (RPD portfolio) at Man Met

C05-Mar Feedback on Assignment 1 via Moodle C

12-MarComplete REAL entry CThurs 15 Mar 9.30am – 6pm University Teaching Day 6 – Specialist Supported Project 3 at Man Met C

19-Mar Formal Observation of Teaching 1 & Interim Review Assessment

University Tu-tor in school

C

26-Mar 02-Apr 09-Apr

16-Apr Fri 20 April 1pm – 4pm Lecture ‘Assessment Data and Pupil Progress’ at Man MetO

23-Apr Formal Observation of Teaching 1 & Interim Review (if not completed before Easter)Assessment

University Tu-tor in school

C

30-Apr Complete REAL entry C

07-May 7 May Submission Assignment 2 Specialist (Supported) Project C

14-May Formal Observation of Teaching 2 & Final ReviewAssessment

University Tu-tor in school

C

21-MayCompletion of End of Programme Documentation and Forwarding to Man Met Mentors &

Teacher C

28-May

04-Jun Feedback on Assignment 2 via Moodle

C

11-Jun Exam Board – award of credit for PG Certificate

18-Jun Moderation of Assessment and recommendation to NCTL for QTS

THE PROGRAMME IN DETAIL

INITIAL ASSESSMENT AND ACTION PLANNING22

The purpose of this process is to ensure that the teacher fully understand the nature, demands and expect -ations of the Programme. The school and the University need to be satisfied that the Teacher has the po -tential and the opportunity to succeed on this Programme leading to the Award of Qualified Teacher Status and a Post Graduate qualification in Education.

This is a vital part of the Programme and it is important that sufficient time is set aside to ensure that a full initial assessment and planning for future needs takes place between the Teacher, the Mentor (Professional or Primary) and the Manchester Met Personal Tutor.

Discussion will address all elements of the Programme requirements and, if all criteria are met, the Teacher, school and university will negotiate an Action Plan for progression and development. The final de -cision as to whether a teacher is suitable for Fast Track or Full Programme will be confirmed at this meet-ing. The Manchester Met Personal Tutor will make the final decision on which route will be offered to the Teacher.

The full checklist for this Initial Assessment Meeting and the Action Plan must be completed and signed off by the Teacher, Professional and Subject Mentors and the Manchester Met Personal Tutor. Note: a docu-ment is provided.

PROFESSIONAL DEVELOPMENT SESSIONS AT MANCHESTER MET

As part of the support for the Programme, teachers will be entitled to engage in Professional Practice and Development activities that are held in the Faculty of Education at Manchester Met and at partner schools.

A full calendar of these activities will be issued to each Teacher and Mentor in September 2017.

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INDUCTION PHASE Year 1 of Full Programme (Sept – Dec) Fast-Track (April – July)

The work teachers do in this phase of the programme focuses on an exploration of the experience of the learner and the learning context.

Induction enables teachers to evaluate their early professional learning through self-reflection, tutor/mentor feedback, highlighting their own strengths and identifying areas for further support and development.

During this phase the teachers will write reflectively to explore their experiences through a 1000 word account that references their own experiences through both observation and through wider guided reading and training. Teachers should also reflect on their own experiences of teaching through at least 3 entries in their Portfolios.

AIMS to understand the school's expectations of them as employed teachers and reflect on the school’s

culture

to help teachers become familiar with the school, subject departments, pupils, teaching and the tasks that teachers do,

to present teachers with models of subject teaching and provide examples of lessons to begin to develop their repertoire,

to introduce teachers to the requirements of planning and preparation,

to learn about the school’s inclusion and diversity policies and practice

to form a basis for their critical analysis by linking work in schools with evidence collection and reflections

During the induction phase teachers will: New Teacher

Fast Track

Undertake observation of teachers teaching and focused observation activitiesThe following are some issues teachers could focus on, but schools may wish to identify their own:

Evidence of effective planning, use of prior learning and range of activities Teachers’ perceptions of the class How the range of pupil needs are provided for The use of other adults in the classroom Effect of the time of day on pupils’ behaviour, attitudes and enthusiasm Styles of teaching used How teachers gain attention, signal expectations and maintain lesson pace Style of questioning Evidence of pupils’ learning

Work in the classroom alongside other teacher(s) in paired / team / learning support roles

Collaboratively plan and support teaching episodes (in lead and / or support role).

Plan, implement and review at least X lessons in their subject.

Evaluate their own and others’ teaching, and pupils’ learning, to develop awareness of

effective learning and teaching strategies and how these contribute to classroom organisation

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and management.

Investigate subject resources within the school department.

Review subject resources within the school department.

Investigate how their subject fits within the context of the department, the school and

national policies.

Consider the contribution support staff make to teaching and learning.

Discuss with school professionals to learn about the wider role of the teacher.

Review previous observations of practice with mentor and identify targets for future

development

Participate in at least one observation of practice by a Mentor, with opportunity for feedback,

reflection and evaluation

Evaluation of their experiences leading to evidence in their Assessment Portfolio

Role of the Professional and Subject Mentors in Induction Phase

Share in Initial Assessment Tutorial with Man Met Tutor and Teacher Organise induction activities in line with school policies for new staff. Arrange lesson observations in their subject and beyond by arrangement with the Professional Mentor Undertake regular tutorial reviews in line with calendar Liaise with the Man Met tutor on support needs of teacher

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DEVELOPMENT PHASE A: Year 1 of Full Programme (Jan- July) Fast-Track (Sept – Dec)

DEVELOPMENT PHASE B: Year 2 of Full Programme (Sept – April) Fast-Track (Jan – Apr)

This phase has been designed to provide the teacher with opportunities to develop and consolidate their experience and their learning from the Induction Phase. During this phase the teacher will extend their repertoire of teaching and learning skills and have time to practice and develop these. This Phase also provides opportunity to experience a different school context if required.

AIMS OF THE DEVELOPMENT PHASE

to build teachers classroom practice to add to their professional knowledge

to experience the school curriculum and assessment policies in action and contribute to pupils’ learning

to develop subject knowledge in relation to the subjects and Key stages that they are teaching

to develop their understanding of the wider professional responsibilities of a teacher

to consider pupils Special Educational Needs so that the pupils they teach are not disadvantaged

to plan for a differentiated approach according to their previous experience

to encourage and enhance pupils learning

to extend their understanding of the pastoral role of the teacher and other professional roles

to consolidate and develop the greater independence in their teaching

to be measured against the Teachers’ Standards.

During the Development Phase Teachers will: New Teacher

Fast Track

Plan and prepare of lessons as agreed on their timetable including resources and embed inclusive learning and differentiation practices within their own teaching

Collect, collate and reflect on evidence for their Teaching Experience File

Undertake Subject Knowledge Audit and set targets for developments

Participate in formal observations of their practice, together with opportunity for feedback, reflection and evaluation – see calendar

Extend knowledge and understanding of teaching and learning through participation in CPD activity in school and beyond and reflect on their own learning

Develop role as a professional within department and the school eg within departmental and school meetings

Participate in discussion and identification of wider professional issues eg inclusion and diversity, SEN, pastoral support, extended curriculum and evaluate in terms of own practice

Undertake ( if needed) and reflect upon practice and experience in at least one other school with comparison to home school

Work with other staff (eg support staff) to enhance pupil learning and provide pastoral support

Regularly Review their progress with Mentors and Manchester Met Tutor

Prepare and participate in Interim Review at end of Phase A to confirm readiness for Phase B.

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Prepare and participate in Final Review at end of Phase B to confirm readiness to enter Assessment Phase

Role of the Professional, Subject and Primary Mentors in the Development Phase

Monitor the teacher teacher’s development and liaise with the Man Met tutor Ensure Teacher has opportunity for CPD / professional development both in school and beyond. Complete tutorials and reviews as indicated on the calendar Undertake regular observations of the teacher in practice and provide feedback and support Set challenges to stretch the teacher and devise clear, personalised and appropriate targets Encourage the teacher to use a wider range of teaching strategies by liaising with the Professional Mentor to

provide the teacher with opportunities to observe good practice from teachers in other departments Support teachers in development of their subject knowledge Provide opportunity for the teacher to gain Second Placement Experience as identified in Initial Assessment Support the teacher in identification of collection, implementation and evaluation of planning, teaching and

assessment of the work to support Teaching Experience file evidence. Assess the teacher’s readiness for achievement of the Standards for the Award of Qualified Teacher Status

The Role of the Professional Mentor/ Subject Mentor or Primary Mentor in Supporting Teachers to Engage in Wider Professional Issues

The Mentors, together with Man Met Tutors and other School Leaders, should provide opportunities for the Teachers to consider wider professional issues including attendance at Professional Practice Sessions at Man Met and in school.

Topics could include the following:

Wider Issues Subject Teaching & Learning Role of the Teacher

Child Protection / safeguarding Behaviour Management Report Writing

The role of Governing Bodies / Trustees etc.

Diversity /SEN /inclusion Citizenship

Wider School Community Assessment for Learning Global Dimensions

Extra-curricular and out of school visits

Developing classroom presence Pastoral issues

Role of Independent Sector Numeracy & Literacy Working with parents & carers

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THE ASSESSMENT PHASE (minimum period is 12 weeks)Year 2 of Full Programme (April- October) Fast-Track: when assessed as ready

AIMS OF THE ASSESSMENT PHASE

This Phase starts when the teacher is assessed/ judged as ready to be formally assessed against the Teachers’ Standards by Mentors/ Man Met tutor. A minimum of 2 years’ experience is required so for many teachers this phase will be at end of Year 2 . The decision on readiness to enter this Phase is made by an Interview Panel held at Man Met. When the teacher is deemed ready, by their Tutor and Mentor, they will be put forward for formal interview. Full details will be provided to the teacher in advance.

The Phase is a (maximum) twelve week period of assessed practice in a school setting. During this assessed phase the teacher receives two visits from a University tutor. At the end of the Phase the teacher will submit a ‘Final Portfolio of Evidence’, which is assessed by the Man Met Team against the Teachers’ Standards and, after completion of all elements of the Quality Assurance process, a recommendation for the conferring of QTS is sent to NCTL by Man Met. NCTL formally confer Qualified Teacher Status.

Role of the Professional/ Subject/Primary Mentors in the Assessment Phase

Monitor the Teacher’s development and liaise with the Man Met tutor to arrange formal lesson observations

Undertake formal lesson observations and provide feedback to the Teacher against the Teachers’ Standards

Support the Teacher in addressing any professional development targets Ensure Teacher has opportunity for CPD / professional development both in school and beyond. Undertake regular observations of the teacher in practice and provide feedback and support Set challenges to stretch the teacher and devise clear, personalised and appropriate targets Support teachers in development of their subject knowledge Support the teacher in identification of collection, implementation and evaluation of planning,

teaching and assessment of the work to support Teaching Experience file evidence.

External moderation of final assessmentIn addition to the final assessment visit, Man Met’s External Examiner will externally moderate a sample of 10% of all AO candidates ’performance for the year. The sample of AO candidates for external moderation will be selected randomly across phases and subjects. The sample will also include all those who are at risk of failing to reach the Standards. Applicants at risk of failing to meet the Teachers’ Standards will be formally notified about the External Examiner’s visit as soon as possible after the final review.

The Appeals ProcedureThere is an appeals procedure for any candidate who feels ill served by the process leading to the outcome in relation to QTS. Appeals may be made on grounds of administrative or procedural error on the part of Manchester Met. An appeal concerning the professional judgment of any of Manchester Met’s qualified partners cannot be considered.

Appeals should be made in writing and submitted with any supporting evidence to the Programme Office at Manchester Met within 14 days of the candidate receiving notification of the route outcome.

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The University will convene an independent appeals panel, which will include of the External Examiner and experienced colleagues not hitherto associated with the candidate concerned within two weeks of receiving the appeal correspondence. The decision of the appeals panel will be communicated to the candidate within three working days of the panel meeting. The decision of the appeals panel will be final.

The Manchester Met Appeals Procedure can be found on the Manchester Met website. http://www.mmu.ac.uk/sas/studentservices/appeals/

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THE ACADEMIC PROGRAMME

Post-Graduate Certificate in Education 60 credits at Masters Level

The academic programme is embedded into the Programme Offer and it is expected that all teachers will engage with this element of the Programme.

The academic programme is designed to be undertaken by teachers who have a minimum of one years’ teaching experience. It is therefore likely that it will only be open to teachers on the Fast-Track route in September 2017.

Teachers will complete 60 credits at Masters level (Level 7)The Programme will be delivered at the Manchester Met campus primarily by Manchester Met tutors supported by school colleagues on 3 full days (3 scheduled sessions per day) per 30 credit unit of study as follows:

Unit 1: Mapping the Territory: critical concepts and issues (30 credits) 22KMAPTT Sept – JanThis unit enables a critical exploration and examination of some key contexts and theoretical perspectives in learning and teaching as appropriate to beginning teachers and will be related to practice with links to Professional Standards. Assessed by: Reflective Essay (5000 words) submitted January

Unit 2: Specialist (Supported) Project: Education 22K20001 Jan - AprilThis unit will support the teachers to undertake a project that has particular relevance to their professional practice and their school setting. Teachers will identify and explore significant themes and issues, select a relevant focus for their project, and the approach/tools/methods they will use. Assessed by: Assignment (4000 words) and Presentation preparation (1000 words equiv.) submitted May

Achievement and ProgressionTeachers enrol onto MA Education and once successful in the above units may choose to exit the Programme with a Post Graduate Certificate in Education. (Exit Award) However Teachers who complete 60 credits can progress to the university based Masters Programme (MA Education) while in their NQT year.

All progressing teachers will be required to follow the Masters model below to complete a further 60 M level credits and the final stage is Dissertation (60 credits). These are delivered through Post Graduate Professional Development Programme at Manchester Met.

Masters Model

see website for current offer of units. http://www2.mmu.ac.uk/pdei/professional-development/postgraduate-and-masters/

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Masters Year 1 60 credits(PG Cert valid up to 5years)

Masters Year 2 60 credits2 x 30 credit units from PDP (university based or school based

cohort)

Masters Year 3 Dissertation 60 creditsBased in university with extensive time in practice based research

THE ROLE OF MENTORS IN SCHOOL

On this Programme, each school has the flexibility to approach the mentoring of the Teacher in a way that best suits the teacher, department in which they are working and the overall CPD structures within the school. However, the key responsibilities and the characteristics of those in a mentoring role should be consistent with the descriptors detailed below. Schools may choose to have one person take on

The Role of the Professional/Primary Mentor

Your engagement in initial teacher training offers opportunities for your own professional development and for that of subject mentors in school, whose work you will be coordinating. You might choose to maintain a portfolio of evidence of your work in supporting teacher teachers which can be used in performance management reviews, Threshold, UPS and performance management/performance related pay applications.

The Professional Mentor’s responsibility is to be the key contact between the school and Manchester Met and to act as lead for subject mentors and new teachers. Subject and Professional mentors should plan teacher’s timetable prior to the Programme start and also to meet with the new teacher, subject mentor and Manchester Met tutor prior to the start of the Programme ensure all are fully aware of the demands, needs and priorities of engaging with the Programme.

In general the professional mentor is responsible for: Ensuring that the new teacher has an appropriate timetable with no more than 80%

teaching time Re-affirming the need for mentors to have protected time to fulfil their mentoring and

tutorial responsibilities Emphasising the importance of mentor support for evidence collection towards the

Teachers’ Standards Conducting joint observations with tutors/mentors where possible Ensuring mentors are well trained and familiar with processes and procedures Regular informal support of Subject Mentors and new teachers

Prior to Teachers commencing on Programme:

Ensure you have all the information about the programme and attend an Induction session with Manchester Met and know the Man Met Tutor contact details.

Work with Subject Mentor(s) and teacher(s) to :o Share Handbookso Establish forms of communication and how to ensure regular updates and support

for mentors and teacherso Agree teaching timetable for the yearo Agree programme calendar for the year

The support you will provide to your teacher will be part of their induction into employment in your school and you will need to work within the employment policies and procedures already established. We advise that you keep a written record of all meetings

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THROUGHOUT PROGRAMME

Liaise with Manchester Met Tutor Undertake Progress Tutorials as appropriate Facilitate Manchester Met/ Teacher Tutorials and enable them to prepare for these Liaise with subject mentors Facilitate additional support, if required Implement QA procedures Do joint observations with new mentors Facilitate the meeting of the Second Placement requirements Work with Subject Mentor and Manchester Met Tutor to develop wider professional

development programme

In negotiation with Manchester Met Tutor, Subject Mentor and teacher, sign off readiness for Assessment Phase for QTS

The Role of the Subject Mentor

Your engagement in initial teacher training offers opportunities for your own professional development. You might choose to maintain a portfolio of evidence of your work in supporting the teacher, which can be used in performance management reviews, Threshold, UPS and performance management/performance related pay applications.

The Subject Mentor’s responsibility is to be the first line of support and guidance to the new teacher and to work with the Professional Mentor plan the teacher’s timetable prior to the Programme start. In addition, the Subject Mentor will meet with the new teacher, professional mentor and Manchester Met tutor prior to the start of the Programme to ensure that all parties are fully aware of the demands, needs and priorities of engaging with the Programme.

The support you will provide to your teacher will be part of their induction into employment in your school and you will need to work within the employment policies and procedures already established. We advise that you keep a written record of all meetings

Prior to teachers commencing the programme:

Ensure you have all the information about the programme and attend an Induction session with Manchester Met and know the Manchester Met Tutor contact details.

Work with Professional Mentor and Teacher(s) to :o Share Handbookso Establish forms of communication and how to ensure regular updates and support

for teacherso Agree teaching timetable for the yearo Agree programme calendar for the year

Throughout the programme

Liaise with the Manchester Met Tutor Liaise with Professional Mentor Act in a training role: provide a role model of good practice and opportunities for the

Teacher Teachers to experience a variety of teaching styles, Provide information on departmental policies and practice,

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Facilitate additional support, if required Implement QA procedures During the Development Phase, carry out joint observations with the Manchester Met

Tutor as appropriate. Work with the Professional Mentor to enable the Teacher to meet the Second Placement

requirements. Work with Professional Mentor and Manchester Met Tutor to develop a wider professional

development programme Monitor the teacher’s Teaching Experience Files and provide written comments in them. Monitor the progress of the teacher and support development towards set targets. Carry out informal and formal observations of classroom teaching and provide constructive

oral and written feedback. Hold informal meetings with the teacher to review their professional development as

subject teachers and agree targets. Review and discuss observations of teaching. Review access to other CPD opportunities within school and at Manchester Met (see calen-

dar)

In negotiation with the Manchester Met Tutor, Professional Mentor and Teacher, sign off readiness for Assessment Phase for QTS.

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LESSON OBSERVATIONS - MENTOR GUIDANCE

Lesson observations are one of the key ways in which we all assess and judge the progress of teachers in many different aspects of teaching and learning and therefore it is important we consider the best approaches to use, in any context. Given that lesson observations are used very widely to judge all teachers’ performance, there is surprisingly little literature or research about how best to undertake lesson observation and give feedback. There has been some research carried out on the content of lesson observations of new teachers (eg: Lock, Soares and Foster, 2009; Harris, 2006). The findings from this work suggest the following:

Many lesson observations focus heavily on classroom management issues rather than sub-ject knowledge related issues; a balance is important especially for beginning teachers.

Student teachers value the written comments as well as oral feedback in lesson observation feedback.

It is useful for the observer to focus on pupils’ learning (i.e. the possible impact of the stu -dent teacher’s behaviour and actions) as well as the behaviour of the student teacher them-selves.

It is important to provide evidence of advice, target setting and commentary which impacts positively on the teacher’s progress and achievement and shows excellent knowledge of their strengths and areas for development. It is important to set targets following lesson observations that are specific and measurable.

Many mentors have much experience of lesson observation, but sometimes there are limited opportunities to discuss why certain approaches are taken and what might be best for the person being observed.

Therefore, in order to strengthen the observation process, the following points below are worthy of note.

The First Observation

Initially do not set a focus for the lesson observation, do some collaborative planning to assist the Teacher in pitching the lesson appropriately and then watch the lesson with no preconceived idea of what you might see or how the teaching might evolve. Having this distance in the first couple of lessons will allow you to see the initial strengths and weaknesses of the Teacher.

Try not to insist on an initial focus on behaviour management or delivery alone. Some mentors focus on behaviour first and this takes the teachers focus away from planning and delivering the engaging type of session that will soon dissipate poor behaviour anyway. The two elements jointly should be seen as key to initial progress.

For Subsequent Observations

Before The Observation

Meet with your Teacher and establish the main focus for the observation – this will allow you to link the observation to existing targets and also to give specific, target related feedback.

Have a look at the lesson plan, as this will allow you to see how the teacher is going to deliver the lesson objectives and will allow you to identify key points in the lesson where the observation focus

34

will be most easily observed. The more familiar you are with the contents of the lesson plan the more you will be able to look up and observe the teaching taking place.

Be prepared – have the observation proforma, notepaper, pens and a copy of the lesson plan ready from the start of the lesson.

During The Observation

Make observation notes in a way that suits you best. It is fine to write straight on to the observation proforma, but equally it is fine to make notes and copy them up later or to use bullet points which you later expand upon.

Try not to interfere in the lesson process (unless for health and safety reasons). As a known teacher within the school your presence and involvement will alter key elements such as pupil behaviour and engagement. Remaining in the background will allow you to see the Teacher’s performance more clearly.Having identified the lesson observation focus it helps to highlight on the observation proforma the Standards that are associated with that focus. Highlighting the key Standards will ensure that you make comment on whether or not these have been achieved.

Ensure that the strengths and areas for development that emerge from the lesson relate to the agreed focus for the observation. Whilst it is fine to comment on other aspects of the lesson, the agreed focus for the observation must be reflected clearly in the comments made.

After The Observation

It is important that feedback occurs as closely as possible after the lesson’s delivery. This allows the Teacher to make the strongest links between their own teaching and thoughts related to it and the information and advice that you provide them with in feedback.Remember that Teachers can be very sensitive to criticism and so it is important that where you have to be critical of their efforts this is framed with support and advice for how the issues raised can be addressed.Ensure that the Teacher has a copy of the lesson observation and that you also keep a copy so that you will be able to see the flow of progression in the Teacher’s performance.

Identify support and strategies for how the areas for development arising from the lesson can be addressed, but also encourage the Teacher to be proactive in taking responsibility for identifying how areas for development can be addressed and targets met.

Other staff within the department may need to be made aware of current or new targets so that the department can assist in supporting and guiding the Teacher appropriately.Teachers have an entitlement to structured observations and formal written feedback based on observation of their teaching and discussion of their Teaching Experience files.

General Guidance

Observing the lesson

Consider the stage of the Teacher’s development and experience / progress in their role they are at as an individual: for example, early on it will be more useful to focus on what the teacher is doing, rather than the pupils. It is appropriate to take a different approach to the lesson observation as their experience develops.

35

For observations later on in the process, it will be useful to most teachers to do more fo-cused observations based on areas they know they need to develop-for example, use of dif -ferentiation- you could discuss this with the teacher or subject mentor. Also later on, it will be helpful to focus much more on pupils’ learning as well as the teacher’s behaviour.

Think about how you are writing and what you are writing-are you giving a narrative of the lesson? Are you making judgements and being evaluative? Are you doing a mixture? Think about what will be helpful for the teacher to go back over and read after you have given feedback-don’t just adopt the style of observation you would use when observing a much more experienced colleague. Although you may use your own style you should try to be as helpful to the teacher as possible. However, a good lesson observation is probably one where a reader who wasn’t present could get a good sense of what went well/less well in the lesson and what the Teacher needs to try next, based on what you have written, so clear succinct comments are best.

Relate your comments to the Teachers’ Standards where possible.

Lesson feedback and setting targets

Always agree beforehand when the lesson will be discussed-if it can’t be straight after the lesson try to meet with the teacher later on the same day if possible. It is understood that a quiet location where you are unlikely to be interrupted during the feedback is best.

Try to involve the teacher in the process through questioning and prompting-it is tempting (and much easier for you) to simply tell the teacher your views about the lesson but this lat -ter approach is probably much less helpful for the teacher. The teacher needs to act on your advice, but they need to find their way of doing that-“watch me/X and do it like that” is not especially helpful for most teachers.

Even if the lesson went very badly, try to give some positive feedback and remind the teacher of their overall progress. They may be upset that they have performed badly whilst being observed but if they are doing well overall, it is important that they keep a sense of proportion and can learn from their mistakes. However, it is also crucial not to shy away from giving clear messages, if the weak features of a lesson are indicative of broader prob-lems. Most teachers will appreciate your honesty and experience especially if you can agree with them some practical steps to take to address some of the issues, before your meeting ends. If the teacher becomes distressed, it may be a good idea to stop the process and agree to meet the next day.

Set clear, manageable and appropriate targets-probably no more than three, even if it is very tempting to tell the teacher there are many more things they need to work on-based on your experience, help the teacher prioritise what they most need to work on at this point. Try to make targets very specific-for example,

“Try out a range of methods for gaining the pupils’ attention in the middle of the lesson” is perhaps more helpful than “you need to get better at getting the pupils’ attention”

“Devise a set of questions prior to the lesson which require pupils to answer more than “yes” or “no” in order to develop a discussion” instead of “improve your use of questioning with pupils”

“Trial different methods of peer assessment with other classes over the next week or so and evaluate which works best and why you think you think this is” rather than “ your use of peer assessment needs to be more effective”.

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With a high performing teacher, it is important to set challenging targets which will really stretch them - think about what else they could do to really develop their skills, knowledge and practice for the benefit of pupils as well as themselves.

USING THE TEACHERS’ STANDARDS & PROGRESS INDICATORS

PROGRESS INDICATORS

The descriptions used in the Progress Indicators encompass the Teachers’ Standards for the Award of Qualified Teacher Status

They constitute a mechanism that is structured in order to assist in monitoring, recording, reporting and supporting teacher teachers’ attainment against the Teachers’ Standards for the Award of Qualified Teacher Status

The descriptions are designed to be progressive as the headings at the top of each column indicate. The left hand column is divided from the other columns by a bold line. A teacher whose progress is described by the statements in this column is not making satisfactory progress. This would constitute a cause for concern and subsequent failure if not addressed. The Professional/Primary Mentor will work with the teacher within the terms of their employment contract to address these concerns.

The Purpose of ‘Progress Indicators’ is to:

ensure consistency to support the process of formative and summative assessment provide a useful mechanism for making judgements at review points make more rigorous use of evidence contribute to mentor development help mentors to provide quality feedback to teachers support mentors and teacher teachers in identifying focused, realistic targets guide teachers in identifying particular strengths and areas for development in order to en-

sure a smooth transition from ITE to the NQT Induction

‘Progress Indicators’ assist the teacher in:

preparing for review discussing progress identifying areas of strength/ for development negotiating targets for action monitoring improvement

‘Progress Indicators’ assist professional mentors, subject mentors and tutors in:

conducting reviews discussing progress providing feedback planning for improvement identifying if remediation is appropriate

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Independent Schools - Assessment Only RouteLesson Observation Report Form - Term: _____Week: _____

Tick statements in-dicating strengths in the lesson.

Highlight state-ments to indicate areas to reflect on.

Use these state-ments as prompts in written feedback.

Teacher Date

School/College Number in group

Mentor/Teacher/Tutor Year group/ability information

Lesson Topic Observation Focus (Standards or previous target(s)

Establish a secure learn-ing environment that pro-motes good pupil progress and behaviour (S1)

Build on, consolidate and extend pupils’ capabilities, prior knowledge and un-derstanding (S2)

Ensure all learners make progress that is at least good (S2)

Have good subject know-ledge (S3)

Stimulate and maintain pupils’ interest and curios-ity in the subject (S3)

Promote high standards of literacy, numeracy and communication (S3)

Use questioning and dis-cussion to promote learn-ing (S4)

Reflect on learning and teaching (S4)

Use time effectively (S4) Be aware of the needs of

all pupils and differentiate appropriately (S5)

Be aware of potential bar-riers to learning with an understanding of the needs of all pupils, includ-ing those with SEN, EAL and those with disabilities (S5)

Maintain a good relation-ship with pupils (S7)

Manage pupil behaviour effectively and appropri-ately inc. low level disrup-tion (S7)

Have clear rules and routines and high expecta-tions of behaviour (S7)

Deploy support staff ef-fectively (S8)

Teaching and LearningEvaluate key features, as appropriate.: behaviour management including low level disruption, resources used, differentiation and individual needs, subject knowledge, numeracy and literacy, SMSC, questioning skills

Teacher impact on pupil progress / learning

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Plan well-structured les-sons that use time and re-sources effectively (S4)

Set high expectations (S1) Show good subject know-

ledge (S3) Plan lessons using reflec-

tion on teaching (S4) Promote a love of learning

and intellectual curiosity (S4)

Set learning goals that stretch and challenge all pupils (S4, S5)

Differentiate learning ap-propriately (S4, S5)

Be aware of the needs of all pupils (S5)

Plan lessons using pupil assessment data to ex-tend pupils’ capabilities, knowledge, skills and un-derstanding (S4, S5, S6)

PlanningEvaluate key features, as appropriate, timing (phases in lesson) and resources used, differentiation and individual needs,, subject knowledge, numeracy and literacy, SMSC, questioning skills , pupil progression, use of assessment data

Make use of formative as-sessment to promote pupil progress and learning (S6)

Use assessment which is appropriate to the subject and curriculum (S6)

Guide pupils to reflect on their progress and their learning needs (S2)

Give pupils regular accur-ate oral and written feed-back and encourage them to respond (S6)

Assessment of pupil progressHow are Teachers assessing progress during the lesson and techniques used

Standard(s) No(s)Added by mentor or Teacher

Progress on previous targets: Teacher or mentor to complete1.

2.

3. Standard(s) No(s)

Added by mentor or TeacherKey strengths of this lesson: At least three - one subject-related1.

2.

3.Standard(s) No(s)

Added by mentor or TeacherTargets: At least one, up to three. What should be addressed next? Suggest how.

1.

2.

3.Teacher: consider how these targets will improve your lessons

CONFIRMATION OF JOINT SUBJECT MENTOR/MAN MET TUTOR OBSERVATION

Common format agreed by The University of Manchester and Manchester Metropolitan University

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GUIDANCE FOR TEACHERS ON SUCCESSFUL LESSON OBSERVATION OF EXPER-IENCED TEACHERSIt is vital that your observation of lessons is constructive and informative. The headings and ques-tions outlined below are provided to facilitate effective focus on key areas of a successful lesson. You might focus on only 2 or 3 different aspects in each lesson but should have covered all aspects by the end of your training.

CLASSROOM MANAGEMENT a. START OF LESSONS

How do students line-up? How do students enter the classroom? How does the class teacher greet students? How does the teacher deal with individual students regarding issues such as uniform, equip-

ment and punctuality? How does the class teacher recap on/link to previous work and establish objectives for this

lesson?

b. END OF LESSONS

When and how is homework given? When and how are resources collected? When and how are students asked to pack away? How are students dismissed? How does the class teacher deal with individual students regarding issues which have arisen

during the course of the lesson? How does the class teacher conduct the plenary (review and summary of lesson)? How does the class teacher review student achievements (positive/negative)?

c. VIGILANCE DURING LESSON

How does the class teacher identify students who are off task? How does the class teacher respond to students who are off task? Why does the class teacher reprimand individual students/the whole class? How does the

class teacher reprimand individual students/whole class? (e.g. school’s sanctions policy enforced). How does the class teacher circulate in the classroom? How does the teacher use non-verbal methods to discipline during the lesson?

TEACHING AND LEARNING

a. EXPECTATIONS

How does the class teacher set expectations for the lesson/task? How does the class teacher reinforce expectations during the lesson? How does the class

teacher make it clear what is to be achieved and within what time frame? How does the class teacher respond when expectations are met/not met?

b. QUESTIONING

How is questioning used to facilitate the following?

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Promoting recall of previous work Eliciting knowledge Moving on learning (more challenging/open ended questions) Checking and clarifying new learning Ensuring involvement of all students Is there a difference in the ‘wait time’ for answers to different kinds of questions? When are students prompted and how? How does the class teacher deal with correct/wrong answers?

c. ABILITY RANGES

How are lower ability students supported? How are high ability students extended?

d. INFORMATION GIVING

How is repetition used? (E.g. key points/ vocabulary, concepts). Is pace related to the level of difficulty of the ideas? How are instructions given and how does the class teacher check understanding of the in-

structions?

e. ASSESSMENT

What opportunities does the class teacher take within the structure of the lesson to monitor students’ performance and progress so that assessment, formal or informal, can take place?

Does the class teacher make reference at any point to methods of formative assessment?

f. PACE

What different types of activities are used during the lesson structure? (e.g. individual, pair, group, written, speaking and listening).

Why are the different activities used in the order they are? How do the different activities affect the pace of the lesson?

g. CROSS-CURRICULAR LEARNING

What opportunities does the class teacher take within the structure, aims and objectives of the lesson to develop pupils' literacy skills?

What opportunities does the class teacher take within the structure of the lesson, the struc -ture, aims and objectives of the lesson to develop pupils' numeracy skills?

Is there any other evidence of cross-curricular links i.e. links with other subjects, links with Social, Moral, Spiritual and Cultural education, (SMSC) including the PREVENT agenda.

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