PGCE Trainees' Handbook (With Post-16 Enhancement)

Transcription

1 PGCE Trainees' Handbook (With Post-16 Enhancement)

2 Contents Induction Week Timetable First Week Check List... 3 Data Sharing... 3 DBS Certificates... 3 University Tutors... 3 Qualified Teacher Status (QTS)... 3 PGCE Calendar PGCE Course Staff... 6 Absence and Self Certification Trainee Representatives... 7 Course Aims... 8 Course Structure... 8 Autumn Term Spring Term (first six weeks up to half-term) Second School Placement Spring and Summer Terms Summer Term Assessment Attendance Classroom teaching and involvement in school life Evaluations Self-assessment and the Standards profile Weekly Record of Discussion with Subject Mentor during School Placements The Continuing Professional Development (CPD) Profile External Examiners PGCE Board of Examiners Extension Placements Assessment File and Standards Profile Teachers Standards Facilities and Resources for Trainees Resources Areas Website VLE ICT Provision in School Provision at University Trainees Responsibilities PGCE: Financial Arrangements Travel expenses for school placements and visits Hardship Fund and Access Fund Payment of your teacher training bursary Professional Associations Your First Teaching Post PGCE Glossary Trainee Checklist: Second School Placement Welcome to the Department of Education! Department of Education The Department s Undergraduate Programmes The Department s Graduate Programmes Statement on Internationalisation Guardian University Guide and the Complete University Guide 2016 league tables for Education Employability Gender Equality Mark Research Teaching and learning... 50

3 The National Science Learning Centre and the National STEM Centre Education Research Group (ERG) The purpose of the second part of this handbook Where else can I find information? Disclaimer Departmental facilities Reception Health, safety and security Departmental committees Course reps Equality and diversity Problems with your programme Making a complaint Leave of absence Withdrawal Academic integrity Online Academic Integrity Tutorial Academic misconduct Online resources IT facilities, VLE and others Library Student Skills Hub Website Accessibility and disability support Activities and societies Assessment, progression and award Guide to assessment Exceptional Circumstances Affecting Assessment Making an Appeal External Examiners Data Protection Health and Safety in the Department of Education The contents of this booklet can be obtained on the PGCE website

4 Induction Week Timetable Monday 2 October Check-in, collect course documentation Complete documentation ARC/ Welcome and Introduction to the Course Break Head of Department Director of Initial Teacher Training ARC/ Curriculum Area Session CA Leaders English ARC/010 History AEW / 010 Maths AEW/105 MFL AEW/106 Science A/D/017 (Lab) Lunch Curriculum Area Session CA Leaders English ARC/010 History AEW / 010 Maths AEW/105 MFL AEW/106 Science A/D/017 (Lab) Tea and cakes reception Vanbrugh Dining Room Tuesday 3 October Issues in Primary Education ARC/ Break Primary school debriefing Groups and rooms to be allocated on the day. A/D/017 ATB/042 AEW/010 AEW/106 ARC/010 D/L/ Lunch Curriculum Area Session CA Leaders English- ATB/042 History AEW/010 Maths AEW/105 MFL ARC/010 Science A/D/ Drop in session Director of ITT TBC 1

5 Wednesday 4 October Lesson Observations Chris Otter ARC/ Break Lesson Observations and Assignment 1 Chris Otter ARC/ School Placements TBC ARC/ Introduction to how the library will support your PGCE at Masters Level Tony Wilson ARC/014 Thursday 5 October Effective Teaching Chris Kyriacou ARC/ Break Assessment Overview ARC/ Professional Associations ATB/056 Friday 6 October Behaviour Management Chris Kyriacou ARC/ Break VLE and Plagiarism ARC/ The Teachers Standards ARC/ Lunch Curriculum Area Sessions CA Leaders English ARC/010 History AEW/ 010 Maths ATB/042 MFL ATB/035 Science A/D/017 (Lab) 2

6 First Week Check List Have you completed the following? Hand in primary placement signed certificate Complete Trainee's Information Sheet (Form A) and hand in Complete ICT audit (Form B) and hand in Code of Conduct Photograph Permissions Form DBS Permission Form Mon Mon Mon Mon Mon Mon Data Sharing Data relating to your personal details (including sensitive personal information), information from your application, and relating to your course progressions, funding and completion of your studies will be shared with school partners, NCTL/DFE and HESA on a need to know basis and in accordance with statutory requirements. DBS Certificates You will need to keep your DBS documentation safe. University Tutors You will be allocated a University Tutor during Induction Week. Qualified Teacher Status (QTS) On successfully completing all elements of the PGCE (including meeting of all the Teachers Standards), you will be awarded a PGCE with 60 Masters Level credits from the University of York and recommended for QTS. 3

7 PGCE Calendar Starting Date w/c Mon 18 September w/c Mon 2 October Tues 10 October Fri 13 October w/c Mon 23 October w/c Mon 30 October w/c Mon 13 November Event Primary School Experience Induction Week First Day Of School Placement 1 school-based days: Tues & Thurs weeks 4, 5, 7, 8 Subject Rep meeting (D/L/ pm) School half-term week North Yorkshire and Leeds School half-term week York School Placement 1 Block 1 Teaching Placement (4 weeks) Tuesday 12 December Complete Placement 1 Review 1 (Form D) Tues 12, Thurs 14 Dec Friday 15 December w/c 1 January 2018 w/c Mon 8 January Tues 9 and Thurs 11 Jan, Tues 16 and Thurs 18 Fri 12 January Friday 19 January w/c Mon 22 January 24 Jan 22 Feb Half term 12 February 16 February 20 Feb Fri 23 February Monday 26 February Tuesday 27 February Friday 2 March Monday 5 March Friday 23 March Final days of Placement 1 before Christmas Placement 1 Review 1 (Form D) Hand in signed copy to CA Leader or office Assignment 1 Hand in date Subject Rep meeting (D/L/ pm) End of Term Leeds School in School Tuesday & Thursday Two weeks of University-based and School activities Evaluate Autumn Term Back in to School Placement 1 Block 2 Hand in timetable information (G1 & H1) to University Tutor Assignment 1 marks and feedback released School Placement 1 Block 2 (4 weeks) Build up to 50% Timetable University tutor s first visit to schools Holiday from school Work on writing up your Assignment 2 Visit Second Placement School School Placement 1 Review 2 (Form I) - Completed by school and returned to University University Day Second School Placement Begins PTSA Day - Archbishop Holgate School Send in timetable information (G2 & H2) to University Tutor One day back at University Assignment 2 hand-in date Start Draft of CPD Subject Rep meeting (D/L/ pm) School Placement 2 Review 1 (Form J) - Completed by school and handed in by trainee 4

8 w/c Mon 26 March School Placement 2 North Yorkshire and Leeds in School w/c Mon 26 March w/c Mon 9 April Friday 27 April w/c Mon 7 May w/c Mon 14 May w/c Mon 7 May Follow up visits to schools by university tutors, as required York Schools start Easter Holidays University tutor s standards visits Start of Easter Holiday North Yorkshire and Leeds Assignment 2 marks and feedback released External examiner visits to schools CEE visits to schools Complete draft of CPD Wed 16 May School Placement 2 Final Review (Form K) Completed by school and returned to University w/c Mon 21 May Wed 23 May Fri 25 May w/c Mon 28 May (school half term) University-based activities and directed study time Return to University, and Professional Enrichment preparation University Day - Welcome back 9.00 am; Trainees evaluation of Block Placement CA Session Board of Examiners meeting (TBC, 2pm) Assignment 3 Hand-in date Subject Rep meeting (D/L/ pm) University-based activities and directed time w/c Mon 4 June Professional Enrichment Week 1 w/c Mon 11 June Professional Enrichment Week 2 w/c Mon 18 June 29 June Tuesday 19 June Wed 20 June Wed 20 June Mon 25 June Tues 26 June Wed 27 June Thurs 28 June Fri 29 June Core - 2 weeks of university-based activities activities to include Professional Enrichment Presentation Assignment 3 marks and feedback released External Examiners' University Visit Final version of CPD to tutor Assessment Review meeting Trainees final Course Evaluation Curriculum Area Day Board of Examiners meeting (YH/110, 2pm) Curriculum Area Day End of Course Take away CPD and all assignments 5

9 PGCE Course Staff TBC Head of Department Dr Claire Smith Director of Initial Teacher Training Whole School Issues D/K/026a Mrs Catherine Shawyer Deputy DITT, English Curriculum Area Leader, Partnership Support D/K/020 Mrs Helen Granger Mathematics Curriculum Area Leader D/K/019 Ms Christine Otter Science Curriculum Area Leader A/D/012 Ms Liz Black Modern Foreign Languages Curriculum Area Leader D/K/026B Ms Helen Snelson History Curriculum Area Leader D/K/023b University Tutors Dr Jeremy Airey Science Tutor A/D/112 Sue Atkinson PGCE Schools Partnership Facilitator Science Tutor D/K/019a Ms Jill Barnard Maths Tutor TBC D/K/019b Yvette Bent PGCE Schools Partnership Facilitator D/K/019a Professor Ian Davies History Tutor D/L/122 Dr Lynda Dunlop Science Tutor A/D/114 Professor Chris Kyriacou Whole School Issues D/L/210 Ms Ruth Lingard History Tutor D/K/023b Liz O Neill MFL Tutor TBC liz.oneill@york.ac.uk TBC Ms Nicola Towle English Tutor nicola.towle@york.ac.uk D/K/023b Dawn Thyne Science Tutor TBC dawn.thyne@york.ac.uk TBC Administrative Staff Ms Claire Blackmore PGCE Administrator educ21@york.ac.uk D/M/103 Mrs Mary Yates Finance & Resources Administrator education-finance@york.ac.uk D/P/101a Susan Clark Department Receptionist Educ15@york.ac.uk Office Opening Hours are usually between 10:00 and 16:00, Monday to Friday. During term time the Reception is open - Monday to Friday and (Friday 16.00). Contact details of all staff in the Department of Education are available on the departmental website 6

10 Absence and Self Certification. If ill during term, please register your illness through your e:vision account. This can be found in the "Your Support" section You can self-certify your illness for a maximum of ten days in any given academic year with a maximum of seven days for any one period of illness. If you exceed either of these numbers you will need to obtain a medical certificate from your GP. You will also need to notify your university tutor and the PGCE administrator on educ21@york.ac.uk if you are absent due to illness. If your period of illness falls when you would normally be on a school placement then you will also need to notify the school. For the University policy on Health and safety see Trainee Representatives Each Curriculum Area elects a Trainee Representative. Trainee reps represent trainee interests and issues via the Trainee Rep meetings (4 during the year), at Graduate Teaching Committee meetings, at Board of Studies meetings and by meeting with the Chief External Examiner. 7

11 Course Aims It is a government requirement that teacher trainees should meet the Teachers Standards laid down by the Secretary of State, in order to be recommended for the award of Qualified Teacher Status (QTS). The aim of the York PGCE course is not only to help you reach the Teachers Standards, but also to encourage you to examine, in a critical but constructive way, the current educational system and practice. The intention is that you should become skilled members of the teaching profession who are able to make a full contribution to educational debate and innovations of the future. The York PGCE qualification is at M-level. You will be asked to download a copy of the Standards profile on Google Sites, at the start of the course. You should keep a copy of the Standards profile. You are required to track, during your PGCE year, the way in which you feel you are fulfilling the Standards. Your Standards Profile document should be used for this tracking process. University tutors will give you more information about this at the start of the course. This document will be regularly monitored by your University Tutors. You may also wish to share it with your School Mentors. Course Structure The York PGCE course is provided through a partnership between the University and schools. This ensures that schools are fully involved in the planning, training and assessment of trainees in line with those requirements. You spend two thirds of the course in schools and have the opportunity to gain experience of teaching in at least two schools. The course pattern is shown overleaf. 8

12 Structure of PGCE Course Outline Monday Tuesday Wednesday Thursday Friday Sept 18 Primary Placement 25 Primary Placement Oct 2 University of York Induction week 9 CA School Pl 1 WSI School Pl 1 CA 16 CA WSI & subject WSI WSI & subject CA York 23 CA mentoring WSI mentoring CA HT NY + Leeds 23 CA Self-study WSI Self-study CA HT York 30 CA Self-study WSI Self-study CA NY + Leeds 30 CA School WSI School CA Nov 6 CA School School WSI Placement 1 Placement 1 CA Dec 4 11 CA School Placement 1 School Placement 1 Block 1 WSI School Placement 1 CA Rev 1 (Ass 1 submission) Jan 1 Jan Leeds 1 B/H Jan 8 CA Feb 5 15 CA Leeds placements Christmas Holiday 18/12-1/1 Reading Week York and North Yorkshire York and North Yorkshire Christmas Holiday School Placement 1 School Placement 1 School Placement 1 Self-study WSI WSI School Placement 1 School Placement 1 School Placement 1 School Placement 1 Block 2 : Consolidation and development (SD Rvw 2) HT 12 Half term holiday 19 School placement 1 Block 2 Visit second placement school 20 February 26 WSI CA Uni School Placement 2 Mar 5 School Placement 2 12 School Placement 2 19 School Placement 2 26 NY/Leeds in School Placement 2 York Schools Easter Holiday April 2 Easter Holidays York, NY and Leeds 9 Easter Holidays NY and Leeds (York back at School) 16 School Placement 2 23 School Placement 2 30 School Placement 2 May 7 BH School Placement 2 (External Examiner visits) 14 School Placement 2(Chief External Examiner Visits) (Final Review) 21 CA /Study afternoon Study Day WSI (Exam Board) CA Self-study CA CA Uni Assignment 2 submission Review CA (Ass 3 submission) HT 28 BH CA WSI - Uni Self-Study Day CA June 4 Professional Enrichment 11 Professional Enrichment 18 WSI session CA sessions UoY (EE visit) CA sessions CA sessions 25 WSI session CA sessions (Final Exam Board) CA sessions CA sessions 9

13 Autumn Term Whole School Issues This course is followed by all trainees and attendance at every session is compulsory. A record of attendance is kept. The course aims to help you understand and respond to key issues of teaching and learning common to all teachers in schools. Activities take place on Wednesdays at the university (Weeks 4-8 and week 13), and on the corresponding Tuesdays or Thursdays in school. Further details about Whole School Issues sessions are in the Whole School Issues Handbook. Curriculum Area Courses A major part of the course is concerned with learning to teach subjects in one of the following curriculum areas: Mathematics, Modern Foreign Languages and Science. Activities take place on Mondays and Fridays at the university, and on the corresponding Tuesdays or Thursdays in school. Attendance at every session is compulsory. A record of attendance is kept. Further details about Curriculum Area courses are in your Curriculum Area handbook. The topics introduced and discussed at the university are generally followed up in schoolbased activities on Thursdays. Topics covered are outlined in your curriculum area handbook. School placement Your first day in school is Tuesday 10 October In the autumn term, you spend Tuesdays and Thursdays of Weeks 4-8 and Week 13 in school, as indicated above. During this period in school: Trainees carry out lesson observation: subject-based and whole-school attend inputs by professional tutors and subject mentors take part in discussions with professional tutors and subject mentors have opportunities to become familiar with departmental schemes of work and resources take initial opportunities to work with teachers in planning, preparation and teaching Professional tutor s role Welcome trainees, and help them settle in Oversee delivery of the school-based element of the PGCE programme Co-ordinate the whole school issues programme Co-ordinate all members of staff involved in ITT provision within the school Ensure programme of lesson observation: subject-based and whole-school Subject mentor s role Manage and deliver the school-based curriculum area PGCE programme Provide subject-based information, resources and schemes of work for trainees Co-ordinate subject-based tutorial and discussion sessions (five sessions in total) 10

14 Give support and advice in methodology planning, teaching, classroom management and assessment In addition, you will spend four consecutive weeks in school. This will give you a fuller and more continuous experience of day-to-day teaching and school involvement, thus preparing you for School Placement 1 Block 2 in January. During School Placement 1 Block 1: Trainees Continue with lesson observation, subject-based and whole-school Focus on at least TWO classes with a total contact time of at least 8 hours per week, the aim being to teach these classes over a continuous period, in collaboration with the class teacher, and perhaps in tandem with another trainee, gradually increasing responsibility to teach at least 8 solo lessons during the placement (with a maximum of 15) Plan and prepare lessons for these classes, and be involved in day-to-day assessment of pupils, mark work and provide feedback Be observed and supported regularly by the usual class teachers, who will offer advice and feedback as appropriate Be attached to a tutor group and take an increasingly active role pastorally In schools, be involved additionally with a Y12/Y13 group Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor Use your Standards Profile as a basis for checking and monitoring progress against the Teachers Standards Complete self-evaluation section of Placement 1 Review 1 (Form D). (submitted to University by 15 December 2017). In School Placement 1 Block 2 Increase your teaching timetable, building up to 50% of a typical school timetable You need to complete the Information Sheet (Form G1) and the Block 2 Teaching Placement Timetable (Form H1) and give it to your tutor by 12 January Prepare for your university tutor s first visit, making available the following material: a lesson plan and copies of resources for the lesson to be observed lesson plans and materials prepared for all classes (teaching files) a selection of pupils' work you have marked copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor evidence of regular discussions with departmental staff. your assessment file (see p.27) as it currently stands. Complete self-evaluation section of School Placement 1 Review 2 (Form I) by Friday 23 February Professional tutor s role Ensure appropriate programme for each trainee, incorporating observation, subject teaching, pastoral experience and continuing the WSI programme 11

15 Ensure Autumn School Placement Review (Form D) has been written by subject mentor and trainee. (Week 12). In School Placement 1 Block 2 Ensure the trainee s increased timetable is built up appropriately Liaise with visiting PGCE tutor on monitoring visit Ensure completion and return of School Placement 1 Review 2 (Form I) by Friday 23 February Subject mentor s role Continue to co-ordinate subject-based tutorial and discussion sessions Give further support and advice in methodology planning, teaching, classroom management and assessment Assign at least TWO classes, to be observed and taught over the four week period, with a minimum contact time of 8 hours per week including some team-teaching. Trainees should be expected to teach at least 8 solo lessons during Block 1 of the placement (with a maximum of 15) Ensure trainee s involvement with a tutor group In schools, ensure trainee s involvement with a Y12/Y13 group Observe and support trainees regularly, offering advice and feedback as appropriate, perhaps using the Weekly Lesson Observation form Meet weekly with the trainee to discuss progress and set targets; initial the trainee s sheet entitled Weekly Record of Discussion with Subject Mentor Use the trainee s Standards Profile as a basis for checking and monitoring progress against the Teachers Standards Write Placement 1 Review 1 (Form D); sign self-evaluation section completed by trainee (Week 12). In School Placement 1 Block 2 Increase the trainee s timetable so that the trainee is teaching approximately 50% of a teacher s timetable Jointly observe and liaise with visiting PGCE tutor on monitoring visit Complete School Placement 1 Review 2 (Form I) in time for Fri 23 February deadline Assessment In addition to attendance requirements, there are two components of formal assessment during the autumn term. School Placement 1 Review 1 This review (see Form D) is to be completed and signed by the subject mentor in school, and a section is completed and also signed by you, at the end of your School Placement 1 Block 1. It should be handed in to your tutor on Friday 15 December

16 Assignment 1 Lesson Observation The version which you hand in should be typed and printed off, to be handed in to your tutor on Friday 15 December 2017, together with the appropriate feedback form (Form F). You will also submit your assignment electronically via Turnitin. This ensures that all assignments are checked for plagiarism. To help track and evaluate your own progress against the Teachers Standards for the award of QTS, you should regularly note down instances where you feel you have met one or more of the Standards. You should use the Standards Profile for this. Spring Term (first six weeks up to half-term) The first fortnight of the Spring Term (2-19 January 2018 in School if in Leeds School, 8 19 January 2018) are spent at the university and in school placement 1. This period forms a bridge between your teaching experiences in the first block placement and the second block placement in your first school. The normal Autumn Term pattern will be followed: Mon, Wed, Fri at the University, Tues and Fri in school. University-based activities include Whole School Issues sessions (Wednesdays) and subject-focused sessions (Mondays and Fridays). Week 16 is the start of your second block placement in School 1. You will be expected to increase your teaching timetable, building up to 50% of a typical school timetable. The placement starts on Monday 22 January 2018 and ends on Friday 23 February Your second review (Form I) from this placement will be completed by your mentor and you by Friday 23 February The purpose of this review is to determine whether your progress in relation to the Teachers Standards is appropriate at this stage. If you receive a grading of Below Standard or Satisfactory you will be given additional guidance and support.. It is key that you complete the lessons/mini scheme of work for Assignment 2 during this second block placement of School 1. You will visit your second school on Tuesday 20 February University day Monday 26 February Second School Placement Spring and Summer Terms Having gained experience of one school during the autumn/early spring terms you move to a different school for the second teaching placement. You will be told your second school placement later in the autumn term. Visit to the Second School placement One day, Tuesday 20 February, is designated for visiting your second teaching placement school. You need to complete the Information Sheet (Form G2) and the Second Teaching Placement Timetable (Form H2) and it to your tutor by 5 March During this visit: Trainees Meet the school professional tutor and subject mentor Meet the school staff in the department in which they will be working 13

17 See the resources available in the department and receive information about departmental procedures for using textbooks, videos etc. Be told of the procedures for getting resources reproduced, and any restrictions on photocopying, use of ICT resources etc. Be shown around the school Go into one or two lessons Professional tutor s role Welcome trainees, and help them settle in Introduce trainees to the subject department Arrange tour around the school Arrange for trainees to go into one or two lessons Give advice on accommodation and/or travel, as appropriate Subject mentor s role Introduce trainees to other members of departmental staff Provide subject-based information, resources and schemes of work for trainees, if possible Provide where possible at this stage - copies of resources, assessment systems, mark book, and procedures Consider, for the development phase, a suitable balance of classes in KS3 and KS4, and involvement in Y12/Y13 (11-18 schools) Provide timetable timetable should be about half the number of total periods in a school week There will be slightly different arrangements for those trainees for whom a 2 week post-16 experience is arranged. Full details will be provided in good time. The Second School Placement is divided into three phases. The induction phase During this phase: Trainees Observe the classes that you will be teaching; learn pupils names and discuss seating arrangements/plans with class teachers Liaise with the class teachers about the work you will be covering during the placement Find out about the school s behaviour for learning system Familiarise yourself with the school s safeguarding policy; find out who the designated member of staff is for child protection Find out more about the individual pupils in each class - taking particular note of special educational needs etc. Become familiar with resources, assessment systems, and procedures within your subject area Become familiar with the school's pastoral system, becoming attached to a tutor group and observing PSHE work Complete the sheet entitled Weekly Record of Discussion with Subject Mentor 14

18 Professional tutor s role Welcome trainees and help them settle in Ensure trainees have appropriate copies of school information (e.g. staff handbook, behaviour policy, policy on safeguarding) Co-ordinate all members of staff involved in ITT provision within the school Ensure each trainee has a programme and timetable for the development phase Ensure each trainee is attached to a tutor group and has a PSHE programme Subject mentor s role Provide subject-based information, resources and schemes of work for trainees Give advice in methodology planning, teaching, classroom management and assessment Ensure sufficient observation of classes to be taught, with opportunities to learn about individual pupils Provide copies of resources, assessment systems, mark book, and procedures Meet weekly with the trainee to discuss progress; initial the trainee s sheet entitled Weekly Record of Discussion with Subject Mentor The development phase During this phase: Trainees Take on a varied responsibility for a range of classes. This will include taking responsibility for teaching particular classes, working under the close supervision of the regular classroom teacher, and might also include team-teaching, with the class teacher or another trainee Continue observing experienced teachers, both in your teaching subject and in other subjects Complete Assignment 2 Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor Use your Standards Profile as a basis for checking and monitoring progress against the Teachers Standards. Complete the self-evaluation of Placement 2 Review 1 (Form J) in time for Fri 23 March deadline Professional tutor s role Oversee that Lesson Observation Forms are completed weekly Monitor trainees progress Collect and return completed Placement 2 Review 1 (Form J)s by Fri 23 March 2018 Observe, with written feedback, each trainee once, either in this phase or the extension phase, or more often where extra support is needed (e.g. where trainees are Below Standard or Satisfactory ) Ensure provision of WSI tutorial programme Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previous graded Below Standard or Satisfactory ). 15

19 Subject mentor s role Ensure that trainees are regularly observed teaching by the teacher of each class taken Support trainees with lesson planning and preparation, teaching methodology and assessment, including ICT Ensure continuing opportunities for lesson observation by the trainee, and for teamteaching where appropriate Ensure regular informal feedback is given (this usually involves other departmental staff as well) Ensure formal feedback is given using the Lesson Observation form - once per week Continue to meet weekly with the trainee to discuss progress; initial the trainee s sheet entitled Weekly Record of Discussion with Subject Mentor Use the trainee s Standards Profile as a basis for checking and monitoring progress against the Teachers Standards Give opportunities for trainees to attend staff meetings Complete Placement 2 Review 1 (Form J) in time for Fri 23 March deadline Discuss trainee s programme for the Extension Phase Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previously graded Below Standard or Satisfactory ). University tutor s role Liaise with trainees, and with school staff about trainees progress Visit trainees to observe lessons and discuss progress. Re-visit trainees graded Below Standard (and possibly Satisfactory depending on the package of support agreed with the school and trainee) in Placement 1 Review 2, to offer further support and guidance March day at University At the end of this phase, you will return to the University on Friday 23 March The programme which begins at 9.00 am includes opportunities for you to: reflect on the progress you have made so far during the second teaching placement and, following discussion with your school, plan for the extension phase of the placement. discuss and review with university tutors your plans for Assignment 3 hand in Assignment 2 (Friday 23 March 2018) review your progress towards meeting the Teachers Standards for the award of QTS and begin to consider your Continuing Professional Development profile (CPD) begin to consider your plans for the summer term professional enrichment period. The extension phase During this phase: Trainees Widen experience of teaching pupils of different age and ability ranges 16

20 Assist with pupil assessment, including course work, public examination preparation, parents evenings, report writing Gain a wider experience of school life - becoming involved in school outings etc. Investigate and acquire material for Assignment 3 Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor Use your Standards Profile as a basis for checking and monitoring progress against the Teachers Standards. Prepare for your university tutor s visit, making available the following material: a lesson plan and copies of resources for the lesson to be observed lesson plans and materials prepared for all classes (teaching files) a selection of pupils' work you have marked copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor evidence of regular discussions with departmental staff. your assessment file (see p.37) as it currently stands. Complete the self-evaluation section of your Placement 2 Final Review (Form K) by Wed 16 May 2018 Professional tutor s role Liaise with the subject mentor to ensure some changes to the focus of the trainee timetable Monitor trainees progress Oversee that Lesson Observation Forms are completed weekly Continue to provide WSI programme Observe, with written feedback, each trainee once, if not done so in the development phase Advise trainees how the school can help them with their university assignments Monitor trainees plans for Professional Enrichment Weeks Liaise with university tutor as appropriate, particularly over visits (of the tutor and/or external examiner) to the trainee in school Collect and return completed Placement 2 Final Review (Form K)s by Wed 16 May 2018 Subject mentor s role Liaise with the professional tutor to ensure some changes to the focus of the trainee timetable Ensure that trainees are regularly observed teaching by the teacher of each class taken, particularly new classes Check trainees are meeting the Teachers Standards (lesson planning and preparation, teaching methodology and assessment etc) Ensure continuing opportunities for lesson observation by the trainee, and for teamteaching where appropriate Ensure regular informal feedback is given Ensure formal feedback is given using the Lesson Observation form - once per week 17

21 Continue to meet weekly with the trainee; initial the trainee s sheet entitled Weekly Record of Discussion with Subject Mentor Use the trainee s Standards Profile as a basis for checking and monitoring progress against the Teachers Standards Give opportunities for trainees to attend parents evenings, write reports, get involved in wider school life, etc. Advise trainees how the school can help them with their university assignments Complete Placement Final Review (Form K) in time for Wed 16 May deadline Liaise with university tutor as appropriate, particularly over visits (of the tutor and/or external examiner) to the trainee in school; jointly observe lessons University tutor s role Liaise with trainees, and with school staff about trainees progress and any visits to school Re-visit trainees graded Below Standard (and possibly Satisfactory ) in previous reviews to offer further support and guidance Visit trainees towards the end of the placement to observe lessons, scrutinise the trainee s teaching and assessment files, scrutinise a sample of the trainee s marking and discuss progress with trainee and mentor Support and assessment during the second teaching placement School-based staff and university tutors have two roles during your second teaching placement: 1. supporting your development 2. assessing and reporting on your progress During the second teaching placement you will continue to be observed teaching, receiving formal written feedback at least once a week by your school department. You will also be observed at least once by the school professional tutor and at least once by a university tutor, as outlined above. Formal feedback is completed on the standard Weekly Lesson Observation Form (Form M). A copy of each completed observation form should be kept by you as part of your files. An observer does not expect to see 'model' or perfect lessons but will always be looking for evidence of progress in relation to the Teachers Standards and in relation to targets set previously. After three weeks at your second placement school Placement 2 Review 1 (Form J) is completed. The purpose of this review is to determine whether you have made a successful transition to your new school and whether your progress in relation to the Teachers Standards is appropriate at this stage. If there is a concern that you might not reach an acceptable standard of performance (i.e. you receive a grading of Below Standard ) by the end of the placement, you will be given additional help. If you are graded Satisfactory at this review point, you will also receive additional guidance and support with the aim of helping you to end your second placement as either Good or better. 18

22 At the end of the second school placement, Placement 2 Final Review (Form K) is prepared by your school and yourself. The purpose of this review is to state whether or not you have successfully completed the second teaching placement and met the required standards. You should continue to note, in your Standards Profile, instances where you feel you have met one or more of the Teachers Standards. Your progress in meeting the Standards will be discussed with your university tutor during the March 23rd day in University, as well as during the tutor s school visit. You should use your sheets entitled Weekly Record of Discussion with Subject Mentor to note your progress and achievements, as well as agreed targets. Further information can be found in the assessment section of this handbook (see p.21-27). Additional Support for Trainees Additional support for trainees is available throughout the programme and will vary according to individual needs. Extra support mechanisms can be triggered by a variety of events: trainees can communicate concerns about their developing practice with their tutor; mentors can raise a concern with tutor and trainee; a grading of Below Standard on any of the Reviews; issues arising during Tutor visits. Each of these may trigger a personalised support package for the trainee. This package would normally involve the trainee, tutor and school mentors. Satisfactory to Good Trainees graded Satisfactory at any of the Review points will receive additional support from Tutors and school mentors. This support will vary according to individual needs. Assessment In addition to attendance requirements, the compiling of your Standards Profile, and the completion of Reviews outlined above, there is one further component of formal assessment during the second teaching placement: Assignment 2 Evaluation of a teaching and learning sequence Details of this assignment are set out in your Assignment handbook. The completed assignment is to be handed in to your tutor and submitted via Turnitin on Friday 23 March 2018 together with the appropriate feedback form (Form L). 19

23 POST-16 Enhancement As part of your Post-16 Enhancement you will be involved in some of the following activities across the programme: Planning, resourcing and teaching A level lessons in your subject Planning, resourcing and teaching linked subjects e.g. General Studies Pastoral experience with a sixth form tutor group Individual coaching and mentoring of Post 16 students Support for careers and Post 18 study Team planning and teaching Marking and ghost marking of work Involvement in Post 16 clubs and enrichment activities Post 16 Parents Evenings Revision sessions Reviewing exam specifications and mark schemes Planning schemes of work for Post 16 Observation and teaching of BTEC groups 20

24 Summer Term The extension phase of the second teaching placement will be completed during the first half of the summer term at the end of week 30. The remainder of the Summer Term is structured in the following way: Wk beg 21/05/18: University-based activities and directed study time Wk beg 28/05/18: University-based activities and directed study time Wk beg 04/06/18: Professional Enrichment (Week A) (School-based) Wk beg 11/06/18: Professional Enrichment (Week B) (School-based) Wks Beg 18/06/18 and 25/06/18: University-based activities and directed study time Professional Enrichment (Monday 4 June Friday 15 June 2018) are designated for a Professional Enrichment programme. On 25 May you will have an opportunity to finalise your own Professional Enrichment programme based on your needs and interests, to enable you to develop further as a teacher. It will be planned in negotiation with your university tutor and school mentor(s). You may work independently or collaboratively with other trainees. You will NOT have a formal teaching commitment. You should indicate your Professional Enrichment plans on Form N. Note that these 10 days form part of the total number of days which all PGCE trainees are required to spend in an educational setting. Your Professional Enrichment MUST be spent in an educational setting. The professional enrichment period may involve one or more of the following: a mini-research project development of teaching materials focused observation of experienced teachers improving aspects of your subject knowledge developing aspects of teaching your subject, e.g. further work with SEND pupils involvement in extra-curricular activities, trips, etc. work on addressing areas for further development in your draft CDP The normal expectation is that you will carry out this work in your second teaching placement school; however, it might be possible for you, by negotiation with your school mentor and university tutor, to be based: in your first placement school in your new (September) school in a post-16 establishment At the end of Week B of Professional Enrichment, you should ensure Form N is signed appropriately by the member of school staff with whom you have worked most closely. 21

25 During week 35, you will be expected to give a formal oral presentation to other trainees summarising the work done during the professional enrichment period. It is recommended that your presentation, which may have elements of a workshop format, should last approximately minutes. You should hand in the completed Form N to your tutor alongside your presentation. Your Professional Enrichment presentation should summarise: the focus of your experience and brief reasons for choosing it what you did what you learned from the experience how the experience will help you as a beginning teacher You might also consider how what you gained from the experience could help other trainees, e.g. by preparing a hand-out of key points from your presentation, or making available a PowerPoint summary, or including an interactive element such as a small task, or opportunities for questions. Whole School Issues As in the autumn term, whole school issues activities take place on Mondays, as indicated in the Whole School Issues handbook. This course is followed by all trainees and attendance at every session is compulsory. A record of attendance is kept. Curriculum Area Courses As in the autumn term, activities take place on Wednesdays and Fridays in Weeks 31, 33, 35, 36. Topics covered are outlined in your curriculum area handbook. In Weeks 35 and 36, Tuesday and Thursday may also be designated curriculum area days, and there will be other curriculum area times (e.g. during Monday and Tuesday during Week 31). Attendance at all these sessions is compulsory. Times when there are no formally timetabled activities are directed study periods. Assessment In addition to the attendance requirements, there is one component of formal assessment during the summer term, your Professional Enrichment Presentation and your CPD profile: Assignment 3 Details of this assignment are set out in the Assignments handbook. This assignment should be handed in to your tutor and submitted electronically via Turnitin on Friday 25 May 2018, together with the appropriate feedback form (Form O). Professional Enrichment Presentation A further assessment component is the Professional Enrichment Presentation. Form N should be completed, signed by a teacher in school, and handed in to your tutor with your presentation. During the Summer Term you should complete your Standards Profile. 22

26 Assessment There are four key strands of formal assessment in the PGCE course. All of these are designed to ensure that you fulfil the Teachers Standards for Qualified Teacher Status, and must be completed successfully. They are: 1. Attendance 2. Classroom teaching and involvement in school life 3. Assignments 4. Self-evaluation The fourth strand is a self-assessment strand, which includes the process of completing the Standards Profile, self-assessing your progress against the Assessment Grid prior to each school placement Review, completion of the Weekly Record of Discussion with Subject Mentor during teaching placements, lesson evaluations, and, during the second half of the course, your Continuing Professional Development (CPD) profile. Support in completing these documents is provided by university tutors and school mentors. Attendance You are expected to attend all classes, tutorials and events related to the school and university elements of the course. Records of attendance are kept. It is very important that reasons are given, where possible in advance, for absence from any school or university sessions. You will retain your own records of attendance in your Assessment File (documentation will be provided in WSI).You must complete the University self-assessment certificate if you are absent for up to seven consecutive days: this must be submitted to the University and to Claire Blackmore. Classroom teaching and involvement in school life You will spend a significant proportion of your time in schools working with teachers and tutors to develop your practical teaching skills. Progress in this is monitored regularly via teacher and tutor feedback, e.g. using the standard Weekly Lesson Observation Form (Form M). You will also be given the opportunity to make a wider contribution to school life. The majority of trainees normally make good progress and successfully complete the school teaching placements. This progress is tracked and recorded by schools, using the regular School Placement Reviews (Forms D, I, J, K). Copies of these are kept by the university. Trainees will be graded as either 1 Very Good, 2 Good, 3 Satisfactory or 4 Below Standard. Progress is signalled by feedback and weekly discussions with mentors and the four reviews completed across the two placements. During May, School Placement Reviews are considered by the Board of Examiners. If the Board considers trainees have met the Teachers Standards with regard to their school-based work, it will recommend a graded 'pass' on the school placement elements of the course. For a minority of trainees whose early progress is not satisfactory during the Teaching Placements, additional support and guidance is offered, to help them achieve the Standards. The need for this extra support is signalled by a grade (4) on the Review forms (and such trainees may be visited by an external examiner. If they are able to address the areas which need more progress, their success is signalled by a Satisfactory grade (3) or better on the 23

27 Placement 2 Final Review (Form K). If the Board of Examiners agrees they have made the necessary progress, it will recommend a graded 'pass' on the school placement elements of the course. Even though often highly motivated, a very small number of trainees are unable to demonstrate sufficient early progress in some crucial aspects of their training: this is signalled by a grade 4 on Review I or J. This triggers additional support and guidance, and it is probable that such trainees will be visited by an External Examiner. If, despite this extra support, there is still doubt that the Teachers Standards will be met by the end of the second teaching placement, trainees may decide to leave the course. The progress of those who complete the second teaching placement but are graded 4 on the Second Placement Final Review is discussed by the Board of Examiners, who may recommend that the trainee fail the teaching placement element of the course. Such trainees may be required to leave the course, but in some circumstances may be offered the opportunity to carry out a further teaching placement, usually during the next academic year. In rare circumstances, a trainee may be requested to leave a school because of unsatisfactory progress or unprofessional conduct. In such cases, the Board of Examiners will not recommend a pass. Similarly, if a trainee has not demonstrated an ability to cope with the required teaching load (about half a normal timetable), then the Board of Examiners will not recommend a pass. Trainees have the right of appeal against decision of the Board of Examiners through the University Special Cases Committee. Evaluations Trainees are invited to evaluate the course and school placements during the year: After Induction Week January (After Autumn Term) May Postgraduate Survey June (After Summer Term and Second Placement) The University of York s ITT course aims to provide the highest quality of professional learning, but this cannot be achieved without ongoing feedback from trainees. Trainees are kindly requested to complete programme evaluation forms in a professional manner. Evaluation forms are distributed twice during the year, once in January and once at the end of the course. Feedback is also sought from trainees at the end of induction week in October. It is important that trainees do not provide feedback anonymously as it is used in a number of different ways. For example, when trainees are asked about specific strengths and concerns about placement school(s) tutors need to raise issues professionally with colleagues at those particular schools. Curriculum Area leaders also use trainee feedback to review and write a report on the year s training course and devise an action plan of improvements to the following year s provision. Trainee feedback is seen by a number of different audiences including the Director of ITT, Curriculum Area Leaders and University Tutors, School Colleagues, External Examiners and Ofsted Inspectors. Because the PGCE Team takes feedback so seriously, it may well be that 24

28 additional clarification/further detail (usually via ) is requested from individual trainees regarding any concerns raised so that appropriate action can be taken. Summaries of responses to trainee feedback and an outline of improvement actions being taken as a result of feedback will be communicated to curriculum area trainee representatives at trainee rep meetings. This information will also be posted on the VLE and updated regularly. If a trainee is dissatisfied with or concerned about staff response(s) to feedback, trainees are requested to inform a trainee representative or raise the issue professionally in person or via an with the Director of ITT. Assessment Grid Please see the separate assessment document. 25

29 PGCE Trainee Handbook Self-assessment and the Standards profile In addition to the above formal assessment, you are encouraged to track and evaluate your own progress and to reflect in a positive and structured way on the development of your knowledge and skills as a teacher. This process of self-assessment recognises the worth of self-evaluation alongside feedback given by tutors and teachers in schools. You are required to complete the Standards Profile throughout the course. This document summarises the Teachers Standards which have to be met for you to be awarded QTS, and requires you to note down instances of when and how you feel the Teachers Standards have been met. To help you to recognise and track your progress towards meeting the standards, you should complete this Standards Profile regularly throughout the year, cross-referencing any statements you make to indicate where evidence of meeting the Teachers Standards can be found. One piece of evidence may relate to more than one of the Teachers Standards. All aspects of the course can contribute to the completion of this Profile: these include formal university-based provision in Whole School Issues and Curriculum Area sessions; school-based provision, including observation, teaching, and discussion; and other aspects which can include pre-course experience, primary placement, written assignments and extra reading, Professional Enrichment work. However, most of the standards relating to Professional Skills will be met solely during your school-based work. The columns in the profile enable you to identify instances of when, where and how you feel you have addressed each standard. You should aim to note quality examples rather than token instances, and by completing the profile electronically, you can replace examples as you go along. Guidance to help you identify how aspects of the course might contribute to this process will be available on the VLE. You are responsible for keeping this record, but your university tutor and school mentors will also be able to give you guidance and support. Your university tutor will also monitor your progress in completing the Standards Profile during the year. This is available on Google sites further information will be shared at the start of term. 26

30 Weekly Record of Discussion with Subject Mentor during School Placements Complete this each week You take responsibility to complete the booklet Your mentor signs the booklet You summarise your discussions You and your mentors set targets to help you to develop and meet the Teachers Standards You review your progress against the targets set The Continuing Professional Development (CPD) Profile The process of self-assessment and formal assessment combine to help you develop your CPD profile. This document is to be completed before the end of your training and taken with you into your initial teaching post. Its purpose is to summarise your experience during your initial professional training, and to record priorities for future development, both short-term (in your induction year) and in the longer term, (for your career and professional development). The timetable for developing your CPD profile is as follows: March Following the March day back at the university (23 March 2018), you draft provisional notes in answer to the questions and refine these over the remaining weeks of your second teaching placement. May During the final week of the second teaching placement, in discussion with your subject mentor and drawing on evidence from your Standards Profile, you draft answers to the questions. You should print these for your school mentor to read and discuss with you. May-June During the professional enrichment weeks, and the remaining time at the university, you continue to refine your draft, consulting with your university tutor as you make changes or additions. Final fortnight of the course You print out your final CPD profile for Wednesday 20 June It will then be signed by your tutor, and a copy made by the university. You take the document with you when you leave the course, for use during your first year of teaching. External Examiners As part of our monitoring and quality assurance, there is an external examiner for each subject area, and a chief external examiner. Their programme is scheduled during May and June. Each subject external examiner: visits a small number of trainees towards the end of the second teaching placement, to monitor judgements being made by university and school reviews a sample of marked written assignments (Assignments 1, 2 and 3) receives oral feedback, in discussion with trainees, on subject-specific aspects of the course writes a subject report for the university, with recommendations for change if appropriate. 27

31 The chief external examiner: visits a small number of trainees towards the end of the second teaching placement, to monitor judgements being made by university and school reviews a sample of marked written assignments (Assignment 1, 2 or 3) receives oral feedback, in discussion with subject representatives, on aspects of the whole course attends and advises at Board of Examiners meetings writes a programme report for the university, with recommendations for change if appropriate. PGCE Board of Examiners The PGCE Board of Examiners consists of PGCE tutors, school teacher representatives, and the Chief External Examiner. The Board meets twice during the Summer Term. The purpose of the first meeting (Wednesday 23 May) is to review your progress as a teacher and to determine whether or not you have completed your second teaching placement satisfactorily. The second meeting (Wednesday 27 June) reviews your overall progress. To pass the PGCE, and thus be recommended for QTS, you must have: met the attendance requirements completed all the written assignments to a satisfactory level (with no more than 20 credits failed see Assignment handbook) completed the Professional Enrichment process satisfactorily completed your second teaching placement satisfactorily completed your Primary School Placement satisfactorily submitted your Continuing Professional Development (CPD) Profile satisfactorily. met the Teachers Standards for the award of QTS. Note: In exceptional cases the Board reserves the right to ask a trainee to satisfy any additional requirements which in its professional judgement it deems appropriate and reasonable. Extension Placements A trainee may be offered the opportunity to complete an Extension Placement if the Board of Examiners decides that the trainee has not yet met all of the Teachers standards but that progress made thus far would suggest that there is potential for a satisfactory outcome with limited additional work. This decision to offer an Extension Placement to a trainee can be made at either the meeting of the Board of Examiners in May or in June. The Board of Examiners will decide upon the length of an Extension Placement. A trainee could be offered an Extension Placement of either 5 or 10 weeks. The offer of a placement is conditional upon securing an agreement with a school to host the trainee. The DITT will write to the trainee to inform them of the decision taken by the Board of Examiners. The DITT will outline the targets that are still a particular cause for concern (and state that all standards must be satisfactorily demonstrated during the Extension Placement) and indicate the associated costs for the trainee. The DITT will make clear that the offer is conditional both upon being able to secure an agreement with a school to host the trainee and securing permission for a period of extended registration from the Board for Graduate Schools. If the trainee wishes to take advantage of this opportunity he or she is required to respond in writing to the DITT within 7 days of receipt of the letter. 28

32 If the trainee accepts the offer of an Extension Placement the DITT will ensure that the form requesting an extension to university registration is completed by the trainee s supervisor, trainee and chair of the Board of Studies prior to the submission of that document to the Board for Graduate Schools. If a school agrees to host the trainee during the Extension Placement a visit schedule is developed. This will include information about visits to be made by a university tutor and, possibly, a visit by an External Examiner. The schedule will be clarified during the Placement as the progress being made by the trainee is reviewed. During the Placement the following documentation will be completed and filed: The University of York lesson observation proforma (to be completed by the school each week); The Extension Placement Tutor Visit Proforma (to be completed by the university-based tutor during each visit) The Extension Placement Progress Review be completed mid-way through by the school mentor and trainee The Extension Placement Final Review be completed at the end of the Placement by the school mentor and trainee The Extension Placement Checklist will be completed by the DITT. Following the completion of the Extension Placement a Board of Examiners will be convened to consider the evidence of achievement in relation to the Teachers Standards for QTS. The DITT will ensure that the decisions taken by the Board of Examiners are communicated to the relevant individuals and groups. All relevant documentation will be placed as appropriate and in line with current practice on the PGCE Website. 29

33 Assessment File and Standards Profile To monitor your progress you should compile an Assessment File. Your assessment file should contain the following labeled sections: Subject knowledge audit and action plan KS3, KS4 and post - 16 enhancement evidence This section is where you will record your personal audit of the level of your knowledge in relation to your subject(s), covering Key Stages 3 and 4 of the National Curriculum and also post-16. Each audit will be followed by your own personal action plan detailing how you will develop your knowledge and address any weaknesses. Your audit and action plan will be monitored by subject tutors. Record of ICT experience in your subject In this section you will record evidence of the work you have done in relation to the use of ICT to enhance pupils learning in schools. This can be cross-referenced to your teaching files and to your initial audit of ICT competences, completed at the start of the course. Record of school-based tutorials Forms Pi, Pii and Piii In this section, you should note briefly the areas covered in school-based discussion on Tuesdays and Thursdays as well as the four sessions during second teaching placement. Please download the P forms from the PGCE webpage. Copies of weekly lesson observation reports on your teaching During your teaching placements in schools your teaching will be observed many times. The feedback that you receive from teachers, your subject mentor, the school s professional tutor and your university tutor is crucial in helping you to develop your skills and knowledge as a teacher. Some of this feedback will be informal but in each week of your teaching placement you should receive a written report of your teaching usually produced on the standard lesson observation sheet, (sample copy in the PGCE Trainee Forms, Form M). A copy of your weekly reports should be placed in chronological order in this section of your assessment file. These reports must be kept up to date as the information will be required by the school s professional tutor, your university tutor and (in some cases) by the external examiner. Weekly Record of discussion with Subject Mentor during school placements In each week of your teaching placements you will have a tutorial/discussion with the subject mentor in school. You should record principal points discussed on the sheets entitled Weekly Record of Discussion with Subject Mentor. One sheet should be completed for each teaching week during both school placements. In your Assessment File keep a chronological record of the principal points raised and discussed at these meetings and bullet point the action points and targets that arise from these discussions. Please make sure that you keep this information up to date. It forms a vital record that will be needed to inform your own evaluations of your progress and professional development and will be seen by school and university staff. 30

34 Teaching placement reviews Copies of your placement reviews (one for the autumn placement and three for the spring/summer placements) should be kept in this section. Assignment feedback forms Keep your assignment feedback forms in your assessment file as they are returned to you. Remember that the assignments will be retained by the University until the end of the course, when they will be available to you to take away. Attendance logs Please record your attendance on the attendance logs that can be downloaded from the PGCE website. Professional enrichment Put your copy of Form N in your assessment file, once your Professional Enrichment presentation is completed and the form is signed by your tutor. Standards Profile To help you to recognise and track your progress towards meeting the standards, you should complete this Standards Profile regularly throughout the year, cross-referencing any statements you make to indicate where evidence of meeting the Teachers Standards can be found. One piece of evidence may relate to more than one of the Standards. All aspects of the course can contribute to the completion of this Profile: these include formal university-based provision in Whole School Issues and Curriculum Area sessions; school-based provision, including observation, teaching, and discussion; and other aspects which can include pre-course experience, primary placement, written assignments and extra reading, Professional Enrichment work. The columns in the profile enable you to identify instances of when, where and how you feel you have addressed each standard. You should aim to note quality examples rather than token instances, and if you complete the profile electronically, you can replace examples as you go along. It is important that the Standards Profile does not merely record exposure to particular aspects of the standards; you need to show how the quality of your work is evidence that you are on the way to or have reached the required standards. For this reason any judgements made about your work e.g. on lesson observation forms or in assignment feedback should be referenced in this document, as well as your own self-evaluations. Your university tutor will monitor your progress in completing the Standards Profile during the year. It should be used in discussions with school and university staff to help review your progress and to assist in target setting. 31

35 PGCE Trainee Handbook Teachers Standards PREAMBLE 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-todate and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: Teaching 1 Set high expectations which inspire, motivate and challenge pupils - establish a safe and stimulating environment for pupils, rooted in mutual respect - set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2 Promote good progress and outcomes by pupils - be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils capabilities and prior knowledge - guide pupils to reflect on the progress they have made and their emerging needs - demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - encourage pupils to take a responsible and conscientious attitude to their own work and study. 3 Demonstrate good subject and curriculum knowledge use of lesson time -promote a love of learning and children s intellectual curiosity -set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired -reflect systematically on the effectiveness of lessons and approaches to teaching -contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5 Adapt teaching to respond to the strengths and needs of all pupils - know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively -have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these -demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development -have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6 Make accurate and productive use of assessment -know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements -make use of formative and summative assessment to secure pupils progress -use relevant data to monitor progress, set targets, and plan subsequent lessons and rewards consistently and fairly -manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them -maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8 Fulfil wider professional responsibilities -make a positive contribution to the wider life and ethos of the school -develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support -deploy support staff effectively -take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues -communicate effectively with parents with regard to pupils achievements and well-being. PART TWO: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position -having regard for the need to safeguard pupils well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -not undermining fundamental British values, including 32

36 -have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings - demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship -demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject 4 Plan and teach well structured lessons - impart knowledge and develop understanding through effective -give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7 Manage behaviour effectively to ensure a good and safe learning environment -have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy -have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs -ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 33

37 PGCE Trainee Handbook Facilities and Resources for Trainees Resources Areas Each curriculum area has a "home base" providing access to teaching and learning resources and equipment. Some resources and apparatus are on open access while other materials may be obtained via tutors or technicians. Further information on the resources in each curriculum area base is documented in the curriculum area handbook. Website Trainees documentation is available on the PGCE website VLE The VLE gives electronic access to a range of resources at whole school level and subject level. More details will be provided in the early part of the course. The VLE has an announcements page which you are urged to check regularly, especially during school placements. ICT It is important that trainee teachers develop their own ICT competence and their knowledge, skills and understanding of the use of ICT in their subject teaching. By the end of the Autumn Term, all trainees will have: identified their needs relating to their own competence by completing an audit; worked on their own needs following the completion of the audit; trainees who are more ICT-literate are encouraged to act as support for others. been introduced to issues relating to ICT in teaching; been introduced to uses of ICT in their own teaching subject at the University; observed and perhaps used ICT in the classroom. During their teaching placements PGCE trainees are expected to develop their use of ICT in the classroom. To help them in this, schools are asked to: ensure that trainees have opportunities to experience ICT in use in the whole school, and within their subject areas ensure that trainees assess the impact the use of ICT has on pupils learning and progress encourage trainees to use ICT for preparing lessons (eg worksheets; PowerPoints, Prezi, Movie Maker, IWB) encourage use of ICT with pupils of all abilities including SEND, when appropriate ensure that at least one lesson during the placement is ICT-oriented give trainees access to the school's hardware and software monitor the trainees' progress in ICT and include specific mention of it in oral and written feedback, and on the progress review sheets Use University and School VLE, engage with Blogs, Wikis, Podcasting and Twitter 34

38 Provision in School The partnership agreement between the University of York and its partnership schools makes the following provision for trainees: regular observation of and feedback on their lessons, including their planning, their teaching and assessment methods; this could be oral or written feedback, from the subject mentor or other subject teachers, and (at least once during the second teaching placement) by the Professional Tutor formal written feedback, during both teaching placements, in the form of the Weekly Lesson Observation Form, structured against the Teachers Standards and including targets for future progress. a weekly formal tutorial during the autumn term (before Block 1 of Placement 1 begins) on an agreed subject-specific topic a weekly session during the autumn term (before Block 1 of Placement 1 begins) and for an agreed number of weeks during the second teaching placement on WSI. opportunities to observe lessons during both placements. a weekly meeting, during the first and second placements, with subject mentor to review progress against the Teachers Standards (using the Standards Profile as the basis for the meeting s agenda), and to discuss targets for the future. It is the responsibility of the trainee to keep a record of this meeting (on the pro-forma entitled Weekly Record of Discussion with Subject Mentor), with the mentor and trainee both signing the record. The procedure which should be followed by trainees who feel they are not receiving the training outlined above is as follows: the issue should be raised initially with either the subject mentor or the professional tutor, in a professional way; if the issue cannot be resolved satisfactorily in school, the trainee should consult his/her university tutor. In cases which remain unresolved at this point, the course director will become involved if this is deemed appropriate. Your subject handbook contains a list of expected learning opportunities in school. 35

39 Provision at University The partnership agreement makes the following provision for trainees: courses in Subject Method teaching and Whole School Issues in the Autumn Term; further sessions during January, March and May/June (see course outline) the provision of school placements which provide regular, structured teaching opportunities, assessment and support in order to develop the Teachers Standards, and preparation for these school placements via inputs referred to above support during their school placements, including liaison with subject mentors and Professional Tutors, to meet the Teachers Standards support with reviewing and reflecting on their first placement school experience on their return to the university in December and February; help with target-setting for teaching placement 2 at least two school visits, one in each teaching placement, where a subject tutor will undertake a formal observation followed by written and oral feedback on their lesson planning, teaching, assessment, and evaluations. Further visits will be made if school staff feel there are problems with a trainee making sufficient progress towards the Teachers Standards. If there is serious concern, trainees will be observed by an External Examiner who will provide independent written feedback and assessment advice for planning written assignments and feedback on these advice on drafting the CPD document and on approaching suitable Professional Enrichment placements; this will mainly take place during the return visit in March partway through the second teaching placement. (Tutors will agree and sign the final draft of the CPD at the end of the course) advice and support on seeking and securing a teaching post pastoral support throughout the course 36

40 Trainees Responsibilities Trainees are expected: to attend, and be punctual for, all elements of the course, both University-based and school-based; and to inform university or school in good time of any absence; to undertake all reasonable requests made of them by tutors, mentors or other colleagues in school; to ensure they undertake (i) regular monitoring of progress towards meeting the Teachers Standards for the Award of QTS by completing the Standards Profile, and (ii) weekly monitoring of progress in school by completing the Weekly Record of Discussion with Subject Mentor; to meet all deadlines for submission of assignments, other course documents and administrative information; to return materials and resources borrowed from school before the end of the school placements, and books etc borrowed from the university before the end of the course; to conduct themselves in a professional manner at all times. Some examples of professionalism: Arriving early for university sessions and for each day in school; turning off your mobile; waiting until breaks to eat or drink other than water); Being polite, honest, fair and patient in your interactions with everyone involved in the course; Demonstrating appropriate conduct at all times (including dress codes and personal presentation); Being involved with a tutor group, and in whole school and extra-curricular activities; Planning all lessons and getting plans checked; Ensuring pupils work is regularly assessed and recorded, and that all marking is up to date by the end of each school placement; Using non-contact time in school profitably; Being prepared to stay behind after school to consult with school staff, attend departmental meetings, parents evenings, etc; Evaluating your performance and striving for improvement; Understanding and abiding by issues of confidentiality; Understanding and being sensitive to the fact that tutors, mentors and other professionals in the course are busy people; Abiding by school and department policies, paying particular regard to issues of e-safety and appropriate use of social media (e.g. setting privacy settings appropriately). Where a trainee does not comply with these guidelines, or with any other reasonable expectations eg proper written lesson plans, failure to mark pupils work regularly, ignoring advice given etc., this should initially be dealt with between the subject mentor and the professional tutor. Where concerns persist, the professional tutor should contact the relevant university tutor. 37

41 PGCE: Financial Arrangements Travel expenses for school placements and visits Set out below are the arrangements for dealing with refunds for travel expenses incurred in connection with your teaching placements. Generally speaking, any reasonable claim for a refund of travel expenses genuinely and necessarily incurred will be met. However, at a time of severe financial stringency for the University, we rely on your co-operation to ensure that these claims are kept to an absolute minimum. We shall therefore expect: that if you live within reasonable walking or cycling distance of the school you will not use public transport unless absolutely essential; that, if transport is essential, you will travel by the cheapest means available: bus, train, or car (shared car wherever possible see below); that, if you travel by train, you will travel second class and use your young person s rail card, where appropriate; that if you are living away from York during the block teaching placements, you will obtain temporary accommodation as near as possible to your placement school. In cases where a group of trainees are at the same school and one or more of these is a car-owner, the trainees concerned will be expected to travel together in the minimum number of cars. Expenses will be paid to the car-owner on this understanding, and claims should be made based on the mileage chart below, using the blue forms at the end of the PGCE Trainees Forms booklet. Additional copies of blue forms may be obtained from Mary Yates in the Department of Education, or downloaded from the PGCE website. Expenses will not be paid: if the distance travelled between the trainee s place of residence and the school is the same as or less than the distance between the trainee s place of residence and the University; where trainees have chosen to travel by their own means when transport was provided or could have been shared with another trainee; for travel to schools within York. The detailed arrangements are as follows: With regard to the block teaching placements, you may claim (i) the cost of return journeys made in connection with preliminary visits and (ii) the cost of extra daily travel actually and necessarily incurred between the place of residence and the placement school. Any questions about travel expenses should be directed to Mary Yates (mary.yates@york.ac.uk) in the Department of Education. 38

42 School Distance (Return trip) School Distance (Return trip) Bedale 76 Beverley Grammar 60 Boroughbridge 44 Boston Spa 38 Garforth 49 Goole 45 Harrogate Grammar School 46 Hemsworth 78 Lady Lumley s 60 Malton 38 Northallerton 80 Norton 40 Ripon Grammar 54 Ryedale 76 Scalby 92 Selby 30 Sherburn 40 St Aidan s 44 St John Fisher 44 Tadcaster 28 Trinity 58 The Market Weighton 38 Wetherby 40 Woldgate 26 N.B. If your school is not on the above list, please confirm mileage with Mary Yates. Hardship Fund and Access Fund If you are in need of extra financial assistance, and particularly if you find yourself in unexpected financial difficulties because of unforeseen, necessary expenditure, you may be able to receive additional support from either wider university funding or a ring-fenced PGCE Hardship fund. More details are available at: on the VLE under Support for you Some trainees are able to receive financial assistance with travel/school placement costs because they meet the eligibility criteria for PGCE Access funding. More details are available on the VLE. Any trainee who experiences financial difficulties during their ITT year to such an extent that their likelihood of completing the course is jeopardised, should discuss issues as soon as possible with their university tutor and/or the DITT Further information about Access funding will be shared with you at the start of the academic year. Payment of your teacher training bursary When you register before or during Induction Week, arrangements will be made for payment of your training bursary. 39

43 Professional Associations Listed below are the main Professional Associations to which many teachers belong. These provide membership packages for trainees. Representatives of the associations are invited to visit the Department and/or to provide publicity material. The Association of Teachers and Lecturers (ATL) at The National Association of Schoolmasters and Union of Women Teachers (NAS/UWT) at The National Union of Teachers (NUT) at The Professional Association of Teachers (PAT) at Details of associations which are concerned with particular curriculum areas or interests will be made available by tutors. There is no requirement for a trainee or teacher to be a member of any professional association. Your First Teaching Post Most teaching posts are advertised in the TES (Times Educational Supplement) which is published every Friday and is available in the University Library. It can also be accessed on-line. The Guardian has an Education Supplement every Tuesday, and the Independent every Thursday. These carry a number of advertisements for posts in the Education Service. The Department also receives copies of Teachers' Weekly and TES First Appointments. Some Local Education Authorities and head teachers send details of posts direct to the Department. These will be made available by curriculum area tutors, or ed to you via Claire Blackmore. The University Careers Service also receives details of teaching vacancies. Posts are also advertised on the web. Job applications are made either directly to schools or to an LA. By far the majority of secondary school posts are filled by direct application to schools. Making an application usually involves completion of an application form and/or submission of a letter of application and CV. General advice on applications and interviews will form part of your PGCE programme. Tutors and school mentors will provide additional and specific help. Please do ask for this as you consider and then make applications and prepare for interview. Please refer to the first post section on our VLE. Please refer to the Getting your first post Prezi: 40

44 PGCE Glossary The definitions given below are to be read in the context of the PGCE course. Assignment One of the 3 pieces of formally assessed written work by trainees. BME Black and Minority Ethnic (Usually in relation to recruitment). Board of examiners The body which meets at the end of the course to review trainees progress it consists of both university and school representatives as well as the chief external examiner. CPD The CPD (Continuing Professional Development) Profile is a record of trainees achievements over the PGCE year and their areas for further development during their first years of teaching. Chief External Examiner This person monitors the content and the quality of the course overall, as well as examining the practical teaching of borderline pass trainees. Curriculum Area One of the subjects which York trainees are trained to teach. i.e. Mathematics, Modern Foreign Languages, Sciences (Biology, Chemistry and Physics). Development phase The period of the second teaching placement when trainees take on responsibility for teaching several classes. DITT Director of Initial Teacher Training Extension phase The final period of the second teaching placement when trainees widen their experience of all aspects of teaching and school life. External examiner There is one for each curriculum area. External examiners moderate written assignments as well as the content and quality of the curriculum area courses. Induction phase The first week of the second teaching placement when trainees become familiar with the school, observing classes they will later teach. ITT Initial Teacher Training Mentor The subject teacher in school who has responsibility for the training, support and assessment of trainees. 41

45 Partnership Agreement The document (as required by the DFE/NCTL Criteria for ITT) which sets out the responsibilities of university and schools regarding initial teacher training. Partnership school A school which works with the University of York to provide the PGCE course. Professional Enrichment The period of two weeks after the second teaching placement designed to give trainees an opportunity to devise their own programme based on their needs and interests, to enable them to develop further as a teacher. Professional tutor The teacher in school with overall responsibility for all aspects of teacher training. QTS Qualified Teacher Status trainees will be recommended for this when they pass the PGCE course. School Placement 1 Block 1 The four week continuous period of time spent in school during the autumn term, during which trainees have a teaching commitment of at least 8 hours per week. School placement review A report written by the school on trainees progress during their teaching placements. Standards Profile This is a record, which trainees compile during their PGCE year, of evidence showing how they are meeting the Standards for the award of QTS. It can be used as a basis for discussions between subject mentor or university tutor and trainee. Teachers Standards The standards all trainees, NQTs and established teachers must meet. NCTL National College for Teaching and Leadership Tutor The member of the university staff who supervises all aspects of trainees progress over the year, including marking assignments, writing references, visits to school etc. Tutors contribute to curriculum area sessions. Weekly Record of Discussion with Subject Mentor This is an ongoing record which trainees compile as a summary of the weekly discussion with their subject mentor during teaching placements. It is to be completed by the trainee and signed by both trainee and subject mentor. 42

46 Trainee Checklist: School Placement 1 By the end of School Placement 1 Block 1, you MUST have planned, resourced, taught (including assessment of pupil work) and evaluated at least EIGHT lessons. You MUST also build up your professional skills and classroom expertise by taking part in as many of the following as you can: Observe other teachers in a range of subjects, across all age groups and all abilities (this will help you to develop as a teacher and support your work on Assignment One). Look for opportunities to observe, discuss, and contribute to post-16 education. Pair teaching with other trainees Team teaching with established teachers Form Tutor activities Talk to the Child Protection Officer in your school Talk to the SENCO Look for opportunities to observe or meet with the school nurse, police liaison officers to the school etc Assemblies Work with individual pupils Work with groups of pupils Attend any parents evenings Attend any staff meetings Observe and contribute to PSHE or Citizenship Track an individual pupil for the day Track a Teaching Assistant for the day Plan, resource and teach the starter of a lesson Plan, resource and teach the plenary of a lesson Plan, resource and teach activities within lessons Mark classwork and homework in line with school policy Evaluate all of the above experiences and use them to develop your Standards Profile Keep your weekly record of discussions document (yellows) updated Complete your self-assessment on the assessment grid for discussion with your mentor prior to your first review Complete the Child Protection on-line workshop, submit your certificate Build up to 50% teaching timetable by the end of School Placement 1 Block 2 Organise your teaching and assessment files ready for the first visit from your Tutor 43

47 Second School Placement You should continue to do as many of the School Placement 1 activities as possible during the School Placement 2. You will build up to a 50% timetable, across all age groups and abilities. You will take on the role of Form Tutor. Organise your teaching and assessment files ready for the visit(s) from your Tutors Regularly update your Standards Profile Keep your weekly record of discussions document (yellows) updated Plan ahead for Assignment 3, small-scale research, interviews with staff and students, data collection, reading etc. Regularly mark and assess pupil work Plan your draft CPD Request help with applications and interview preparation During extension phase search out other challenges to show initiative and creativity Begin to plan your Professional Enrichment Continue to self-asses on the assessment grid for discussion with your mentor prior to each review 44

48 Welcome to the Department of Education! On behalf of everyone in the Department, I would like to welcome you to the University of York and the Department of Education. I am delighted you have chosen to study with us. The Department has grown substantially in recent years but remains small and friendly enough for staff to get to know you as individuals, and help you make the most of your time at York and beyond. The Department is committed to excellence in teaching and research, and is very proud to be one of the top Departments in the country for both its teaching and research. For example, 100% of our students agreed our staff are enthusiastic about what they are teaching, according to the 2015 National Student Survey, and we were in the top ten for world leading research and impact in the 2014 Research Excellence Framework. We were also ranked in the top ten of both the Guardian and the Complete University Guide in Studying for a degree is both exciting and challenging. You will encounter new ideas, new ways of thinking about ideas, and new ways of studying. At York, we want to encourage people to become independent learners and thinkers, who can engage critically with a range of educational issues, and offer informed opinions in a field of study that is of crucial importance to society. This handbook is intended to guide and support you through your studies. Please do read it carefully. If you have any questions or suggestions for improvement, please do let me know. I hope you enjoy your time in the Department. Professor Ian Davies Acting Head of Department* *Professor Ian Davies is Acting Head of Department until January 2018 after which time, Professor Paul Wakeling will take on the role. 45