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 Dawn Hewitson Course Leader – Computer Science & IT 01695 650979 Natalie Reynolds Course Leader – English reynoldr 01695 650766 Charles Rawding Course Leader – Geography 01695 584207 Steve Illingworth Course Leader – History 01695 584357 Martin Pickett Course Leader – Mathematics 01695 584402 Rob Burgess Course Leader – Physical Education 01695 584807 Sjay Patterson Course Leader – Religious Education 01695 657762 Bernard Kerfoot Course Leader – Science (Biology) 01695 584640
Professional Practice 1b Date Teaching Role Observations / Preparation Professional Development Portfolio (PDP) 2nd Jan* – 24th Feb 2017 All Trainees teach approximately 50% of 0.8 timetable (9-10 hours per week) across the age and ability range within the school. KS4 and post-16 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, extra-curricular activities, parents’ evenings, open days. Trainees plan all lessons (with guidance and support from mentor or teacher where appropriate – this should reduce over time). PP1b gives trainees the opportunity to put their medium term plans into practice and to reflect on their efficacy. Trainees review all lessons. At strategic points during the practice trainees may undertake further observation of teaching in order to facilitate reflection on their own development. Trainees have actioned and met their individual targets established at the end of the initial practice. Their PDP reflects the trainees’ on-going professional engagement with the Standards, mentor meetings and across the Standards. It reflects the cyclical nature of action, evaluation and review. Trainees to complete critical analysis to record progress against the Standards. Towards the end of the practice the triangulation review takes place between trainee, mentor and EHU tutor. *NB - If the school/setting return from the Christmas vacation prior to this date, the trainee should return at the same time as all other teaching staff within the practice setting. SUMMARY: Professional Practice 2
Professional Practice 2 27th March – 23rd June 2017 Trainees are required to teach about 70% of a normal teaching load (approximately 14 hours). They should fully engage with the process of planning, delivering and evaluating lessons under the guidance of the Edge Hill University Partnership Trainer. At this final stage, it is also appropriate for them to team teach and support small groups e.g. revision/booster/master classes. Trainees focus on the individual classes and pupils they will be teaching and produce clear, detailed lesson plans. They use the departmental assessment system to regularly mark pupils’ work and set targets for It is still appropriate for trainees to observe some classes according to trainee need and by negotiation between trainee and Edge Hill University Partnership Trainer. Additional Experience Days: Each trainee should complete 2 Primary experience days related transition activity/arrangements 3 days to be allocated to experience of the following aspects of training if needed, based on trainee needs/prior experience: Post 16; EAL setting; School Facing Challenging Circumstances The main aims of the PP2 related to trainees developing greater professional autonomy and refining their understanding of effective teaching, learning and pupil formative and summative assessment. Trainees should show reflections upon and evaluations of practice with clear evidence to show how the Standards are being addressed and how the evaluative process is informing and pupil learning. PP2 Interim Assessment Form to be completed w/b 8th May 2017 Trainee sends form to Course Leader by 19th May 2017 Curriculum Mentor (CM) Sessions Professional Mentor (PM) Sessions CMs support the trainees through weekly CM meetings focussed on trainee targets and areas for development. PMs induct the trainees into their schools and offer targeted support as appropriate to individual trainees. Advice on job applications and interviews would be beneficial. PMs are also responsible for providing a programme of Professional Development sessions as an enhancement of trainees’ professional engagement and experience. improvement
Secondary Partnership Training & Development 2016-17 Event Code Event Date Time/ Room Target Groups Venue Facilitator SEC100 Associate Tutor Updating and Training 15th September, 2016 Associate Tutors Edge Hill University Ormskirk Assistant Head of Area SEC101 Partnership Quality Officer (Link Tutor) Meeting 21st September 2016 EHU Partnership Quality Officers, including School Direct Edge Hill University Ormskirk Assistant Head of Area and Lead Partnership Quality Officer SEC102 Training/updating for Curriculum Mentors 22nd September 2016 4.00- 6.00 New to role Curriculum Mentors Edge Hill University Ormskirk Programme Leaders SEC103 Training/updating for Professional Mentors 22nd September 2016 New to role Professional Mentors Edge Hill University Ormskirk Programme Leaders SEC104 Subject Networks / Curriculum Mentors’ Training October 2016 (see website for details) 4.00- 6.00 Members of Subject Networks Edge Hill University Ormskirk Course Leaders NQT Conference Behaviour for Learning 12th October 2016 Secondary NQTs from across the Partnership Edge Hill University Ormskirk NQT Coordinator SEC105 Partnership Development Group 19th October 2016 Members of the Partnership Edge Hill University Ormskirk Assistant Head of Area SEC106 Training/updating for Curriculum Mentors 8th December 2016 4.00- 6.00 New to role Curriculum Mentors Edge Hill University Ormskirk Programme Leaders SEC107 Training/updating for Professional Mentors 8th December 2016 New to role Professional Mentors Edge Hill University Ormskirk Programme Leaders SEC108 Secondary Autumn Partnership and Employability Conference 15th December 2016 10.00 – 3.00 All EHU Staff, Curriculum Mentors, Professional Mentors and Trainees Edge Hill University Ormskirk Partnership, University and Employer Representatives SEC109 Subject Networks / Curriculum Mentors’ Training January 2017 (see website for details) 4.00- 6.00 Members of Subject Networks Edge Hill University Ormskirk Course Leaders NQT Conference Assessment 17th January 2017 Secondary NQTs from Edge Hill University NQT Coordinator
across the Partnership Ormskirk SEC110 Partnership Quality Officer (Link Tutor) Meeting 18th January 2017 EHU Partnership Quality Officers, including School Direct Edge Hill University Ormskirk Assistant Head of Area and Lead Partnership Quality Officer SEC111 Partnership Development Group 8th February 2017 Members of the Partnership Edge Hill University Ormskirk Assistant Head of Area SEC112 Training/updating for Curriculum Mentors 1st March 2017 4.00- 6.00 New to role Curriculum Mentors Edge Hill University Ormskirk Programme Leaders SEC113 Training/updating for Professional Mentors 1st March 2017 New to role Professional Mentors Edge Hill University Ormskirk Programme Leaders SEC114 Subject Networks / Curriculum Mentors’ Training April 2017 (see website for details) 4.00- 6.00 Members of Subject Networks Edge Hill University Ormskirk Course Leaders SEC115 Partnership Quality Officer (Link Tutor) Meeting 26th April 2017 EHU Partnership Quality Officers, including School Direct Edge Hill University Ormskirk Assistant Head of Area and Lead Partnership Quality Officer SEC116 Partnership Development Group 17th May 2017 Members of the Partnership Edge Hill University Ormskirk Assistant Head of Area SEC117 Partnership Quality Officer (Link Tutor) Meeting 7th June 2017 EHU Partnership Quality Officers, including School Direct Edge Hill University Ormskirk Assistant Head of Area and Lead Partnership Quality Officer NQT Conference Data and Progress 13th June 2017 Secondary NQTs from across the Partnership Edge Hill University Ormskirk NQT Coordinator SEC118 Partnership Development Group 27th June 2017 Members of the Partnership Edge Hill University Ormskirk Assistant Head of Area SEC119 Secondary Summer Partnership Conference 27th June 2017 All EHU Staff, Curriculum Mentors, Professional Mentors and Trainees Edge Hill University Ormskirk Partnership and University Representatives
OFSTED Information Ofsted Inspection of Initial Teacher Training The inspection process is a two part process and the University and its Partnership will have two days notification of an Ofsted Inspection. Stage One – can take place at any point during the summer term; with a focus upon the quality of training and observations of trainees teaching (final year trainees) and learners’ progress. Stage Two – will occur in the autumn term, following the completion of the training programme and will focus on the quality of NQTs’/Former Trainees’ teaching and learners’ progress as a result of the training provided by the Partnership. The Inspection of ITT will focus on three key areas of judgement: Outcomes for Trainees Quality of Training across the Partnership Leadership and Management of the Partnership Inspection activities will include: Observation of trainees teaching and learners’ progress Discussion with trainees Observation of school-based mentors Discussion with school-based mentors Observation of university-based teaching sessions Discussion with university tutor teams Discussion with NQTs/former trainees As a Curriculum Mentor or Professional Mentor your discussion with Ofsted Inspectors will focus on the following: Have you been trained by Edge Hill University’s partnership to undertake your role as a school-based mentor? When were you last trained? What are the Secondary Area’s current priorities for improvement? How well do trainees attain in your school/college/setting? How is the trainee you are currently training progressing? What grade is s/he currently operating at and what are his/her current targets? How is your voice heard within the Edge Hill University partnership? How effective is the communication from the university?
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) Applied Art & Design Business Education Design & Technology English Geography History Computer Science Mathematics Modern Languages Music Physical Education Physics with maths Religious Education Science Programme (Please tick the relevant box) PGCE Secondary (School Direct) Art & Design Business Education. Design &Technology English Drama Geography History Computer Science Mathematics Modern Languages Music Physical Education Religious Education Science Psychology Programme (Please tick the relevant box) Secondary Undergraduate Full Time Computer Science Design & Technology English Mathematics Modern Foreign Languages Religious Education Science
All resources can be located via our Partnership Website Professional Practice Documentation/Further Opportunities Documentation and information relating to further opportunities to engage with the Faculty can be viewed and downloaded from the link below. You will be able to click on a category title to see a list of the available resources. Then click on a resource name to download. Professional Practices/Placements 2016-2017 If you are able to offer more professional practices and/or the number of trainees that your school can accommodate then please contact the Partnership Development Officer, Leon Fraser, or telephone 01695 584314, who will assist you. Evaluations At the start of each Professional Practice, Mentors and Visiting Tutors will receive a link from to complete the professional practice evaluations, as soon as these have been completed and all relevant paperwork has been submitted payments will be processed.
Implement a thoughtfully chosen SEND strategy within your teaching. Afterwards, reflect on its effectiveness and whether it provided the appropriate level of support/challenge for pupils. Inclusion 2: Challenging able learners (12/12) Covering: the concept of gifted and able learners and strategies to generate appropriate levels of challenge the difference between gifted and able learners how schools attempt to meet the needs of gifted and able pupils practical strategies that will work across a range of subjects Between 28th November – 8th December Discuss with your mentor/appropriate member of staff: how the department supports pupils who are gifted/talented/able in your subject area What is the process by which a pupil is categorized as gifted/talented/able? In what ways are pupils gifted/talented/able? What strategies do teachers use in the classroom to support and extend their learning? Which are the most effective? Are there out-of-school resources, activities and support for these pupils? Implement a thoughtfully chosen GTA strategy within your teaching. Afterwards, reflect on its effectiveness and whether it provided the appropriate level of challenge for pupils. Add entry to Standards Log on Campus Pack Add evidence relating to Teachers’ Standard 5 related to inclusive strategies who have observed and/or put into practice to support pupils of different abilities. Inclusion 3: Learner Diversity & EAL (12/12) Covering: the concept of diversity and how it applies to the teaching and learning environment the range of diversity which exists within schools/colleges policies and strategies which support and promote diversity Between 28th November – 8th December Focussed Observation: Arrange to observe a class taught by your mentor or another teacher where there is a diverse range of pupils from differing social/cultural/religious backgrounds Discuss with the teacher the diversity of pupils and their learning needs, and the strategies that will be used to meet them Observe the lesson, making a note of the range of strategies in place to support individual pupils and specific groups