Membership Northumbria University: Leslie Castling- Paisley, John Abbott. Durham Teaching School Alliance: Leslie Patterson, Jo Madgwick, Joe Sonnenfeld, Kelly- Ann Lee, Steph Collings. Objectives Establish strategic direction and monitor operational effectiveness Quality assure and evaluate the programme Ensure provision is made for trainees to meet the required Early Years Teacher’s Standards Plan and prepare the content of taught modules Oversee the recruitment process and appointment of trainees Positively promote equality of opportunity and access to under- represented groups Ensure effective systems are in place to monitor the progress of trainees Ensure there is adequate provision for personalized learning Establish robust systems reviewing, target setting and action planning Ensure provision across the partnership is consistently high Carry out quality assurance activities on course tutors, School/Setting Based Mentors and teachers Review programme content Develop focused school/setting based tasks to support subject knowledge and delivery of pedagogy Moderate trainee assignments Evaluate and review trainee experience Dates for meetings to be agreed prior to the start of the 2016/17 academic year Meeting Date Time Venue Monday 10th October 2016 9.30 a.m Etherley Lane Nursery School Management Board Structure/Model
18 10 Thursday 1st December CLC H113 Module 1 Session 10 S7 19 11 Thursday 8th December CLC G114 Progress Review 1 Submission of 3000 word Assignment 1 University Christmas break 12th December to 3rd January 23 12 Thursday 5th January CLC Module 2 – Session 1 Introduction to Module S8 Placement 2 Age Group 2 Begins Monday 9th January to 10th March ( approx.8 Weeks) 24 13 Thursday 12th January CLC Module 2 – Session 2 S1 and S2 25 14 Thursday 19th January CLC Module 2 – Session 3 S3 26 15 Thursday 26th January CLC Module 2 – Session 4 S4 Formative Assessment Activity 27 16 Thursday 2nd February CLC Module 2 – Session 5 S5 28 17 Thursday 9th Feb CLC Module 2 – Session 6 S6 29 18 Thursday 16th Feb CLC Module 2 Day 7 S7 Half Term/Reading Week – 20th February Age Group 2 Assessed Observation –27th February to 10th March 31 19 Thursday 2nd March CLC Progress Review 2 32 20 Thursday 9th March. CLC Module 3 Day 1 Introduction Identifying gaps in meeting Standards Submission of Assignment
Early Years Teacher Status Trainee Performance Criteria EYTS Performance Criteria 2015/16 Teachers’ Standards (Early Years) Much of trainee’s practice is outstanding and never less than consistently good Much of trainee’s practice is good, with examples of outstanding practice Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good 1. Set high expectations which inspire, motivate and challenge all children. 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. They constantly encourage children to participate in, and contribute to, an atmosphere that promotes learning and development. Their practice promotes the characteristics of an effective learning environment and they have introduced innovative ideas/approaches for the provision of play. They demonstrate independence and initiative in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children. They are reliable in encouraging children to participate in, and contribute to, an atmosphere that promotes learning and development. They also involve colleagues in identifying strategies for creating a respectful and just environment. They demonstrate autonomy in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children. They encourage children to participate in, and contribute to, an atmosphere that promotes learning and development. With support from colleagues, they are able to provide stimulating activities and learning experiences across the indoor and outdoor environment. 1.2 Set goals that stretch and challenge children of all They use a range of sources of evidence (e.g. observations, shared information They are able to independently set high expectations of children in their In the course of different setting/school experiences they have shown that they
implementation of enhancements which promote good practice. They use their evaluations of practice to identify enhancements and opportunities which will promote positive outcomes for children. 8.7 Understand the importance of and contribute to multi-agency team working. They demonstrate understanding of how the holistic knowledge of children and families that they have as an Early Years Teacher makes a significant contribution to working. They consistently contribute to processes and procedures that will inform the work of a multi-agency team. If working in a multi-agency team, they can take a lead role in sharing their knowledge and expertise to support children’s outcomes. They use their knowledge and understanding of children and their families to contribute to processes and procedures that will inform the work of a multi-agency team. If working in a multi-agency team, they are confident in sharing their knowledge and expertise to support children’s outcomes They recognise the benefits and challenges of working in a multi-agency team Expectation – for example by the end of the programme a trainee should be able to: Show how they promote equality of opportunity and model this to others Appropriately challenge practice as and when needed to ensure all children and families are respected. Engage with the setting to widen and support the ethos Assisting with extra-curricular activities Communicate with parents (letters, parents evenings, etc.) Work effectively with staff Contribute to feedback on quality improvement and develop action plans to support this. Establish good working relationships with colleagues Contribute to a multi-agency team, either in person, or in other ways, such as sharing information with colleagues, ensuring that record keeping/documentation is of a high standard/taking appropriate action if concerned about a child