LJMU PGCE School Direct (Salaried) Training ... 3/46 The Aims of the School Direct (Salaried) Training

  • View
    0

  • Download
    0

Embed Size (px)

Text of LJMU PGCE School Direct (Salaried) Training ... 3/46 The Aims of the School Direct (Salaried)...

  • LJMU PGCE

    School Direct (Salaried) Training

    Programme

    Trainee Handbook

    2016/17

  • 2/46

    Contents

    Aims of the Programme ..................................................................................................... 4 School Direct (Salaried ) Teacher Programme Glossary and Roles............................... 5 Legal Relationships ...............................................................................................................6 Roles and Responsiblities .................................................................................................. 7 QTS Standards.................................................................................................................... 13 Training Plan .................................................................................................................... 14 Documentation Cycle .......................................................................................................... 17 Documentation Overview .................................................................................................... 19 Alternative Placement ........................................................................................................ 21 Grades and Grade Descriptors.............................................................................................. 22 Induction .............................................................................................................................. 23 QTS Training and Development Files ................................................................................. 24 Weekly Reviews.................................................................................................................... 25 Subject Knowledge for Teaching........................................................................................... 26 Teaching Timetable......................................................................................................... 28 Lesson Planning............................................................................................................. 30 Lesson Observations..................................................................................................... 31 University Sessions .................................................................................................. .32 Additional Support.................................................................................................... 33 Appendix one - Recommended Traiing Plan ...................................................... 40 Appendix two - Calendar...................................................................................... 42 Appendix three - University Programme ........................................................................... 49

  • 3/46

    The Aims of the School Direct (Salaried) Training Programme

    To provide a course of training that enables and empowers participants to become teachers ready to undertake the challenges of the 21st Century, together with the aspiration for further career progression into educational leadership. To achieve this, aspiring teachers need to:

     Be creative in their planning and delivery

     Be confident and clear in their subject knowledge, understanding the need to continually update their occupational and subject currency

     Be reflective practitioners with a desire to improve their teaching and to enable all learners to achieve their full potential

     Share their enthusiasm when working with young people for lifelong learning and who demonstrating a commitment to scholarship and deep learning

     Be resilient and show the capacity to overcome their own challenges

     Engage in all aspects of education, including partnerships with parents/carers, governors and the local community to support learners

     Be accountable for and make an impact on learner achievement and progress

     Establish and maintain high professional standards in developing and sustaining effective relationships with learners, parents/carers, colleagues, governors and the wider community

     Make a positive contribution to the wider life and ethos of their school

     Take responsibility for their own professional development, knowing when and how to seek advice.

  • 4/46

    School Direct Salaried Roles

    NCTL National College for Teaching and Leadership, works on behalf of the Department of Education

    Awards places to Schools and Universities to train teachers Pays Funding Grants Approves programme Arranges and monitors Ofsted inspections Registers Teachers

    Ofsted Office for Standards in Education

    Inspects Providers of Initial Teacher Training and delivery on behalf of Department of Education

    DFE Department for Education

    Responsible for Education and Children’s Services in England

    External Examiner Ensures QTS standards are being met and checks on Academy work is at Masters Level

    Head of Programme Leads the Salaried Programme working closely with the consortium of schools

    Moderation of delivery of academic work Management of LiaisonTutors Confirmation of achievement of QTS

    Liaison Tutor Key link between trainee, university and school

    Monitor progress of trainees Address issues with training or school activities Recommends achievement of QTS

    Lead School Manages School Direct on behalf of a consortium of schools

    Works in partnership with schools and university to deliver the initial teacher training programme

    Professional Mentor Has responsibility for all trainees in the school

    SBT School Based Tutor

    Delivery of advice and guidance to trainee Conducts weekly review meetings with trainee Organises and delivers training as required Ensures trainee working towards Qualified Teachers’ Standards Completes termly reviews with trainee Attends training sessions Recommends achievement of QTS

    Personal Tutor Supports Trainee through the course and may also be Liaison Tutor

    Supports academic work through tutorials

    .

  • 5/46

    Legal Relationships

    The trainee has a legal relationship with the school as an employee, which should govern all transactions.

    As an employee, the trainee is entitled to a contract of employment to run for 12 months from the start of the training.

    Funding

    Trainees employed in a maintained school should be paid as an unqualified teacher on point one or above of the unqualified teacher scale. Trainees are not eligible for student loans. Academies and Free Schools are able to set their own salary levels.

    The Criteria for ITT

    For trainees to complete their award, the Home School and the University must comply with the criteria for ITT. The full critiera can be found at www.gov.uk/government/publications/initial-teacher-training- criteria. A summary is below:

    C2.1 That the content, structure, delivery and assessment of programmes are designed to:

    a) enable trainee teachers to meet all the standards for QTS across the age range of training, and

    b) ensure that no trainee teacher is recommended for the award of QTS until they have met all of the standards for QTS.

    C2.2 That providers prepare all trainee teachers to teach across two or more consecutive age ranges selected from the following:

    Ages 3-5 (Foundation stage) Ages 5-7 (School years 1-2) Ages 7-9 (School years 3-4) Ages 9-11 (School years 5-6) Ages 11-14 (School years 7-9) Ages 14-16 (School years 10-11) Ages 16-19 (School years 12-13)

    and engage trainees with the expectations, curricula, strategies and teaching arrangements in t

    he age ranges immediately before and after the ones they are trained to teach.

    C2.3 That training programmes are designed to provide trainee teachers with sufficient time being trained in schools, early years and or further education settings to enable them to demonstrate that they have met all the standards for QTS.

    http://www.gov.uk/government/publications/initial-teacher-training-criteria http://www.gov.uk/government/publications/initial-teacher-training-criteria

  • 6/46

    A four year undergraduate programme

    160 days (32 weeks)

    A two or three year undergraduate programme

    120 days (24 weeks)

    A secondary graduate (non- employment based) programme

    120 days (24 weeks)

    A primary graduate (non- employment based) programme

    120 days (24 weeks)

    Employment-based programme As determined by the training programme

    Time spent in early years, schools or further education settings should be part of a coherent training programme that enables trainees to meet the standards for QTS. Time spent training in settings other than schools, early years or FE settings can form a valuable part of programmes, but cannot be counted for the purposes of meeting this criteria.

    Applicants to ITT with teaching experience might not need to spend as much time in schools or other settings as those with little or no prior experience, as long as they are given enough time during the training programme to demonstrate that they have achieved all the standards for QTS. Providers should be careful