Professional Practice Handbook – Flexible PGCE Secondary PGCE with QTS* Flexible Programme 2017-2018 Information updated and correct at September 2017 Disability Support Services Statement SpLD (Specific Learning Difficulties) Support Team Inclusion Team (Physical and Mental Health) Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is important to contact us as early as possible. SpLD Support Team: Based in the University Library, 1st floor You can contact us in relation to: SpLD assessments (Dyslexia, Dyspraxia) Specialist SpLD support Using assistive technology Applying for Disabled Students’ Allowances (DSA) Visual stress / Meares-Irlen The Inclusion Team: Based in the Student Information Centre (SIC), ground floor
Contacts Administrative Staff Professional Support Team 01695 584281 01695 584877 01695 584711 Management of the Secondary Area Phil Rigby Head of Secondary and Further Education 01695 584824 Course Leaders Helena Knapton Course Leader – Business Education 01695 584197 Colette Giblin Course Leader – Computer Science & IT 01695 650790 Justine Smith Course Leader – Design & Technology 01695 584303 Natalie Reynolds Course Leader – English reynoldr 01695 650766 Felix Obadan Course Leader – Mathematics 01695 584494 Dr Phil Rigby Course Leader – Modern Languages 01695 584824 Paul Smalley Course Leader – Religious Education 01695 584220 Donna Cummins Course Leader – Science 01695 584221 Useful numbers Admissions Team 01695 584637 Finance and Welfare Rights Team 01695 584502 01695 584452 Inclusive Services Team 01695 584746 Tuition Fees Team 01695 584787
research within the subject area, school or department. Curriculum Mentors may be able to facilitate access to appropriate materials, resources and colleagues to enable the trainee to develop your line of enquiry. Assessment: In order to pass, the trainee must maintain a satisfactory record of attendance and participation in lessons; obtain the Curriculum Mentor recommendation that they have satisfactorily adapted to the role of a classroom teacher. If the trainee appears to be at risk of failing to meet these requirements, they will be counselled and set targets, in line with Edge Hill’s ‘remediation’ process SUMMARY OF PROFESSIONAL PRACTICE 1(b) This schedule should be adapted to fit trainees’ needs and professional practice circumstances. Date Teaching Role Observations / Preparation Reflective Professional Practice (RPP) School Professional Practice 1(b) The dates are flexible Trainees who are continuing in professional practice 1(a) ensure that a ‘series’ of lessons have been completed with the classes that they will teach on Professional Practice 1(b). These have been evaluated and the evaluations inform the next stage of planning. Trainees who transfer to a different school for Professional Practice 1(b) observe the classes they will teach during professional practice 1(b). It may be appropriate for the Trainees to support the teacher in the classroom. Trainees who are continuing in the school/setting ensure that their evaluations clearly inform medium term planning for the forthcoming Professional Practice 1(b). Trainees who transfer to a different school for Professional Practice 1(b) observe the classes they will teach during professional practice 1(b). They use their observations and discussions with trainers and teachers to inform their medium term planning for professional practice 1(b). A clear ‘Training Plan’ is emerging with individualised targets for all Trainees. This ‘Training Plan’ is clearly linked to the Professional Standards. The Portfolio of Professional Development is increasingly used to support professional dialogue and evidence self-improvement.
Trainees will only be required to attend Edge Hill if they require subject specific resources in preparation for planning or teaching on professional practice. This professional practice is assessed against the Teachers’ Standards Professional Practice 1(b) Date Teaching Role Observations / Preparation RPP (Reflective Professional Practice) The dates are flexible All Trainees teach approximately a 50% timetable (approx 10 - 12 hours per week) across the age and ability range, KS3/4 within the school. experience, if available, are important for their professional development. All Trainees are expected to share in all the usual teacher responsibilities: form tutor, break duty, activities, parents’ evenings, open days. Trainees plan all lessons (with guidance and support Curriculum Mentor or teacher where appropriate – this should reduce over time). Professional practice 1(b) gives Trainees an opportunity to put their medium term plans into practice and to reflect on their efficacy. Trainees review all lessons. At strategic points during professional practice Trainees may undertake further observation of teaching in order to facilitate reflection on their own development. They may also complete aspects of their Key Stage 2/3 transition observations if incomplete. The PDP Portfolio shows how the Trainees have actioned and met their individual targets established at the end of the initial professional practice. The RPP Portfolio reflects the Trainees’ ongoing professional engagement with the Teachers’ Standards, Curriculum Mentor Meetings and across the Standards. It reflects the cyclical nature of target-setting, action, evaluation and review. Trainees to complete a critical analysis to record progress against the Standards. Towards the end of professional practice the Triangulation Review takes place between Trainee, Curriculum Mentor and Tutor. CURRICULUM MENTOR (CM) Sessions PROFESSIONAL MENTOR (PM) Sessions CMs support the Trainees through a programme of weekly meetings. Specific guidance, as appropriate, may be presented by each Edge Hill Course Leader. PMs support the Trainees through an organised programme of meetings: these may take the form of meetings with the PM setting
Secondary Education End of Professional Practice Report Form Please refer to the Edge Hill University Grading Criteria Trainee Name Phase Please tick the relevant box Professional Practice 1a Professional Practice 1b Professional Practice 2 Programme (Please tick the relevant box) PGCE Secondary (Full Time and Flexible) Biology Computer Science Design & Technology English Geography History Mathematics Modern Languages Physical Education Religious Education Programme (Please tick the relevant box) PGCE Secondary (School Direct) Biology Business Education Chemistry Computer Science Design & Technology English Drama Geography History Mathematics Modern Languages Music Physical Education Psychology Programme (Please tick the relevant box) Secondary Undergraduate Full Time Design & Technology English Mathematics Modern Foreign Languages Religious Education Science