Primary PGCE Information Booklet School Direct Distance ... ... PGCE PRIMARY SCHOOL DIRECT DISTANCE

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  • PGCE PRIMARY

    SCHOOL DIRECT DISTANCE

    STAGES 1-3

    SCHOOL-BASED TRAINING

    INFORMATION FOR MENTORS, TRAINEES & LINK TUTORS

    2020-21

    All information is subject to amends if DfE or Government policy change during the academic year

    Stage 1 – School Experience Days – Sept-Oct 2020 Main Block – 12 Oct-18 Dec 2020 Stage 2 – 11 Jan-12 Mar 2021 Stage 3 – 22 Mar-28 May 2021

    Alternative Placement – 7-17 Jun 2021 Final Date of programme – 18 Jun 2021

    Assessment Report to be completed in Abyasa Pro by the Mentor, by the

    final Wednesday of placement. Completed Records of Performance should be uploaded to Abyasa Pro.

    Records of Performance and all other SBT related documentation can be downloaded at:

    https://www.leedstrinity.ac.uk/study/teaching/primary-school-based-training-documents/

    https://www.leedstrinity.ac.uk/study/teaching/primary-school-based-training-documents/

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    CONTENTS

    Page

    Key Priorities

    2

    The Teachers’ Standards

    2

    General Information about School-based Placements

    3-4

    Attendance Procedures

    5

    Use of Social Networking Sites

    6

    Overview of the Placements

    7

    The Expectations of the Placement for Mentors, Class Teachers and Link Tutors

    8-10

    Teaching Systematic Synthetic Phonics

    11-12

    Guidance on Paired Placements

    13

    Important Information Regarding Stage 1 Placement for Trainees, Mentors and Link Tutors

    14

    Overview Stage 1 Placement for Trainees, Mentors and Link Tutors

    15-18

    Important Information Regarding Stage 2 Placement for Trainees, Mentors and Link Tutors

    19-20

    Overview of Stage 2 Placement for Trainees, Mentors and Link Tutors

    21-23

    Important Information Regarding Stage 3 Placement for Trainees, Mentors and Link Tutors

    24-25

    Overview of Stage 3 Placement for Trainees, Mentors and Link Tutors

    26-28

    Work-life Balance

    29

    Assessment against Teachers’ Standards

    30

    Individual Recovery Plan (IRP)

    31

    Appendices

    Appendix 1 – Pro Forma to Support Awareness of Child Protection

    32

    Appendix 2 – Record of Performance

    33-36

    Appendix 3 – Informal Feedback from Class teacher

    37-38

    Appendix 4 – Weekly Professional Reflection on Feedback

    39

    Appendix 5 – Guidance for Best Practice when Ofsted Call

    40

    Appendix 6 – DBS Letter to Schools

    41

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    This booklet is designed primarily for Trainee teachers, Mentors and Link Tutors. It provides guidance on placements for Trainees on all Primary Postgraduate Programmes. Key Priorities The Partnership aims to:

    • Ensure that training and assessment is of consistently high quality • Ensure that training addresses national priorities and that Trainees are well prepared to teach pupils

    from a diverse range of backgrounds • Ensure that Trainees teach lessons that enable pupils to make good progress • Ensure that Trainees are supported into their NQT year/Early Career Framework

    Understanding your PGCE Qualification Your PGCE is the beginning of a fantastic career in teaching. In partnership with schools, Leeds Trinity aims to develop excellent teachers through a rigorous, school-centred, professional training approach. Throughout the programme you will be supported to develop as a reflective, student-focused practitioner so that, by the end of the course, you will have been able to develop your own approaches to teaching which engage and excite pupils of all ages. All Trainees on Leeds Trinity courses also undertake Level 7 study which comprises the full Postgraduate Certificate in Education (PGCE) award. This is a recognition of a Trainee’s ability to be critically reflective and research-led in their approach to teaching. Above all, the PGCE is a professional training course. You will need to draw on the expertise of your schools and university to succeed. Every task set by the Primary team, Mentors and class teachers should be seen as a professional training opportunity.

    The Teachers’ Standards The programme enables Trainees to meet the Teachers’ Standards throughout their training, but also aims to help Trainees to become teachers with a clear personal philosophy and moral purpose. The Partnership believes that all pupils can make good progress, irrespective of social background, gender, ethnicity, disability and personal circumstances. The Teachers’ Standards underpin both the University and School-based Training elements of the course. They cover a range of essential knowledge and expertise. They are designed to set minimum standards for teachers’ practice and conduct. The pre-amble to the standards makes it clear that: Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. You will find a condensed version of the Teachers’ Standards, which you will be able to use as a quick reference guide, here in the appendix of this document: All Trainees must observe and adhere to Part 1 (TS 1-8) and Part 2 – Personal and Professional Conduct of the Teachers’ Standards in order to be awarded Qualified Teacher Status.

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    GENERAL INFORMATION ABOUT SCHOOL-BASED PLACEMENTS

    Allocation of Placements School Direct The ITT Lead Mentor is responsible for the allocation of school places within your School Direct Programme. University-led The School Partnerships Office (SPO), in consultation with Programme Coordinators, are responsible for the allocation of school placements for Trainees on the University-led programme. We aim to ensure all Trainees are placed in schools where they will have the best chance of fulfilling their potential. Trainees are informed of their placement allocation via email but will have communication with SPO leading up to a placement. When the lists are published, Trainees are asked to e-mail their school (on the address given on the list) to send a brief message of introduction. A University Link Tutor will be allocated to every Partnership school/nursery and will complete at least one quality assurance visit during the placement (see each SBT information section for more details). Safeguarding “Safeguarding is everyone’s responsibility” (Children’s Act 2004). This means all school staff, including Trainee teachers. Safeguarding and promoting the welfare of children is defined for the purposes of this guidance as: protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. (DfE 2015) Teachers have a legal duty to take all reasonable care of children who are in their charge. This obligation comes from three sources:

    • Common Law – This states that teachers are in ‘loco parentis’, which means ‘standing in place of the parent’. This requires that teachers supervise the children in their care, as would a reasonably prudent parent

    • Statutory Requirements – This outlines teachers’ legal liabilities and responsibilities related to relevant Acts of Parliament

    • Teachers Contractual Obligations – These are to be found in the “School Teachers’ Pay and Conditions Document”, issued under the School Teachers’ Pay and Conditions Act 1991

    The Teacher Standards 2012 state that teachers, including Headteachers, must safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties. Full safeguarding training is delivered as part of your course, and this will be supported through in-school training and guidance All Trainee teachers on ITT courses at Leeds Trinity have received certified Prevent training or have completed the online CHANNEL training/the Home Office Prevent online training https://www.elearning.prevent.homeoffice.gov.uk/ Partner schools must always include Safeguarding information in their formal and informal induction process with Trainees and all Trainees must ensure that they are aware of who the designated school safeguarding lead is.

    https://www.elearning.prevent.homeoffice.gov.uk/

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