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Headline Data from the School of Education's 2012-13 Self-Evaluation Document (SED)
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Secondary ITE: Key headlines from self evaluation in 2012/13
Achievement of the Teachers’ Standards
• Overall, attainment of secondary ITE students has improved in 2012/13:
PGCE, 2 Year BA, BA PE and BA KS2/3
Attainment by under-represented groups
• White students tend to attain higher grades than students from other groups; however, the gap has closed considerably over the last 3 years
PGCE, 2 Year BA, BA PE and BA KS2/3
PGCE, 2 Year BA, BA PE and BA KS2/3
• Attainment of disabled and non-disabled students is broadly comparable
Attainment by under-represented groups
• Overall, the retention of Secondary students has improved over the last 3 years:
Retention (Year 1 students)
18-24 years
25-34 years
35-44 years
45-54 years
Total
57% 30% 9% 3% 303
Profile of cohort (Year 1 students in 2012/13)
Majority ethnic
Minority ethnic
Total
88% 11% 303
No disability
Disability declared
Total
91% 9% 303
Male Female Total
38% 62% 303
Students have tended to get younger over the last 3 years
There has been slightly fewer minority ethnic students over the last 3 years
Proportion of disabled students has increased slightly over the last 3 years
Proportion of female students has increased over the last 3 years (apart from BA PE)
• Students continue to rate their placement experiences very highly overall
End of placement evaluations – positive feedback
2012/13 Final placement
2011/12 Final placement
Overall, the quality of my placement experience was very good
92% 92%
I was able to obtain adequate information to complete the 'Expectations of the Placement’
97% 96%
The University’s course briefings and handbook guidance supported my preparation for the placement
98%
I met with my school mentor every five working days to review my progress
93% 92%
I was given the opportunity to track pupils' performance 95%
My University link tutor reviewed my Action Plans and e-portfolio
90% 90%
My University subject tutor looked at, commented on and advised me about my planning, preparation and teaching.
97% 98%
% who Strongly agree or Agree with statements
• New software and evaluation processes enabled quicker analysis of data, thereby facilitating more targeted support for school where needed
End of placement evaluations – areas for development?
2012/13 Final placement
2011/12 Final placement
The school's induction process was comprehensive and helped me become acquainted with policies and procedures
89% 94%
My school mentor and I devised and developed the targets recorded in my Action Plans
88% 88%
My school mentor/usual class teacher looked at and advised me about my lesson preparation
89% 92%
I received prompt and appropriate feedback from subject teachers following lesson observations
90% 92%
My school professional tutor organised regular sessions on professional issues
88% 87%
There was a wide range of opportunities for collaborative teaching 75% 85%
There were opportunities to assist outside the subject department 82% 87%
There were opportunities to observe outstanding practice. 90%
End of programme evaluations 2012/13
Aspects of programme which are rated most highly:
Use a range of teaching methods that promote pupils’ learning (96%)
Preparing them to teach their specialist subject (97%)
Integrating theoretical elements with practical placements (92%)
Helping them to understand pedagogy (95%)
Overall quality of training = 93% (99% 2011/12)
% who rate aspects of training as Very good or Good
Work with teaching colleagues as part of a team (93%)
Areas for development? (however, note improvement in most cases over the last 3 years):
Preparing them to teach pupils:
•From minority ethnic backgrounds (71%) [46% 2010/11]
•With English as an additional language (74%) [41% 2010/11]
•With special educational needs (86%) [61% 2010/11]
Using new technology effectively to support learning (83%)
End of programme evaluations 2012/13
Preparing them to communicate with parents and carers (79%)[55% 2010/11]
NQT Survey 2013
Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G
Aspects of training which are rated most highly:
Question UoB Sector
Understand the national curriculum 89% 87%
Use a range of teaching methods that promote pupils’ learning
93% 91%
Access educational research in teaching practice
88% 80%
Apply findings from educational research
81% 77%
Understand subject knowledge 93% 89%
NQT Survey 2013
Relates to students who graduated in summer 2012; % of NQTs who rate aspects of training as VG or G
Areas for development:
Question UoB Sector
Teach specialist subject 86% 89%
Plan teaching to achieve progression for pupils
82% 85%
Establish and maintain a good standard of behaviour
78% 83%
Teach pupils from BME backgrounds 64% 67%
Identify and address professional development needs on an ongoing basis
86% 90%
Understand pedagogy 86% 89%
• UoB graduates are more likely to be employed as a teacher than elsewhere in sector
NCTL Performance Profiles 2013
PGCE Secondary
2011UoB
2012UoB
2013UoB
2013Sector
Awarded QTS
87% 83% 89% 88%
Employed as a teacher
82% 72% 92% 85%
BA Physical Education
2011UoB
2012UoB
2013UoB
2013Sector
Awarded QTS
87% 92% 90% 92%
Employed as a teacher
75% 61% 98% 82%
University of Brighton survey of former students (NQTs) and headteachers
79%
Head teachers
NQTs
Manage behaviour effectively
How well prepared to …
70%
89% 70%Make accurate and productive use of assessment
87% 89%Cater for the needs of all pupils
69% 46%Specifically, pupils with EAL
82% 70%Specifically, pupils with SEN/D
85% Overall 85%
% who rate aspects of training as Very good or Good