OVERVIEW CALENDAR FOR ‘FULL’ 2-YEAR PROGRAMME 2017 School University June Assessment of support needs & action planning July 2017/18 September Portfolio building for QTS Tutor support October November December Professional Practice sessions across the year January Second Placement if needed, QTS portfolio building, continued tutor support February March April May June July 2017/18 September Portfolio building for QTS Decision on Entry to AO Assessment Phase Interview Academic Study Unit 1 30 credits October November December January Academic Study Unit 2 30 credits February Transition depends on Teacher Experience (minimum 2 years) Recommended for QTS NQT Year March April May June Award of 60 credits July 2018/19 September October November Optional progression to Masters December January February March April May June
OVERVIEW CALENDAR FOR ‘FAST-TRACK’ 1-YEAR PROGRAMME 2017 School University June Initial Assessment , action planning & start of portfolio building for QTS July 2017/18 September Portfolio building for QTS Decision on Entry to AO Assessment Phase Interview Academic Study Unit 1 30 credits October November December January Academic Study Unit 2 30 credits February March Assessment against the Teachers’ Standards and completion of portfolios April May June Recommended for QTS Award of 60 credits July 2017/18 September NQT Year Optional progression to Masters October November December January February March April May June ROLES WITHIN THE PROGRAMME
3 Section 4 of the Education Act 1996 defines a school as: “an educational institution which is outside the further education sector and the higher education sector and is an institution for providing (a) primary education, (b) secondary education or (c) both primary and secondary education”. Professional Development Programme for Independent Schools 2017-18 Year 1 of ‘FULL’ SUPPORT ROUTE KEY In school with mentors/ tutor Teacher study/action Professional Practice Sessions at Man Met Optional (O) At Man Met Compulsory (C) W/C Who / Location C or O 11-Sep Informal mentor meeting and check professional skills tests Subject Mentor C Fri 15 Sept 1pm – 3.30 pm Lecture ‘Introduction to Professional Practice’ at Man Met O 18-Sep Complete REAL (Reflection on Experience and Learning) entry C Fri 22 Sept 1pm – 3.30 pm Lecture ‘Teaching and Learning’ at Man Met O 25-Sep Mon 25 Sept Induction to Programme 4.30pm – 6pm at Man Met C Observation of Teaching 1 Subject Mentor C 02-Oct 09-Oct Complete REAL entry C Fri 13 Oct 1pm – 3.30 pm Lecture ‘Understanding Classroom Behaviour’ at Man Met O 16-Oct Progress Tutorial 1 including review of REAL entries * Subject Mentor & University Tutor C 23-Oct 30-Oct 06-Nov Monday 6 November – Submission of written Initial Preparation Task – What Makes a Highly Effective Teacher? C Fri 10 Nov 1pm – 3.30 pm Lecture ‘Inclusion with Focus on the Inclusive Classroom and Dyslexia’ at Man Met O
13-Nov Complete REAL entry C 20-Nov Fri 24 Nov 1pm – 3.30 pm Lecture ‘Literacy and Language’ at Man Met O 27-Nov Complete REAL entry C Observation of Teaching 2 Professional Mentor C 04-Dec 4 December – Feedback on written task 11-Dec Progress Tutorial 2 including review of REAL entries Subject Mentor C 18-Dec 25-Dec 01-Jan 08-Jan Fri 12 Jan 1pm – 3.30 pm Lecture ‘The Pastoral Role of the Teacher’ at Man Met O 15-Jan Complete REAL entry C 22-Jan 29-Jan Observation of Teaching 3 Professional or Subject Mentor C 05-Feb Complete REAL entry C 12-Feb 19-Feb 26-Feb 05-Mar 12-Mar Complete REAL entry C 19-Mar Observation of Teaching 4 and Progress Tutorial 4 Subject Mentor and University Tutor C 26-Mar 02-Apr 09-Apr 16-Apr Fri 20 April 1pm – 4pm Lecture ‘Assessment Data and Pupil Progress’ at Man Met O 23-Apr
30-Apr Complete REAL entry C 07-May Observation of Teaching 5 Professional or Subject Mentor C 14-May 21-May 28-May 04-Jun 11-Jun Observation of Teaching 6 and End of Year 1 tutorial Professional Mentor/ Tutor C 18-Jun 2017-18 YEAR 2 of ‘FULL SUPPORT’ ROUTE & FAST-TRACK KEY In school with mentors/ tutor Teacher study/action Professional Practice Sessions at Man Met Optional (Please note that these sessions were offered on Full Support Programme Year 1) MA Taught Sessions at Man Met Compulsory Assessed Phase W/C Who/ location Comp / Opt 04-Sep Deadline for submission for application for PG Certificate C 11-Sep Informal mentor meeting and check professional skills tests Subject Mentor C Fri 15 Sept 1pm – 3.30 pm Lecture ‘Introduction to Professional Practice’ at Man Met O 18-Sep Complete REAL (Reflection of Experience and Learning) entry C Fri 22 Sept 1pm – 3.30 pm Lecture ‘Teaching and Learning’ at Man Met O 25-Sep Mon 25 Sept 9.30am – 6pm University Teaching Day 1 – Induction and Mapping the Territory 1 at Man Met C Observation of Teaching 1 Subject Mentor C 02-Oct Initial written task submission – Teacher Identity in the Independent School Sector C 09-Oct Complete REAL entry C Fri 13 Oct 1pm – 3.30 pm Lecture ‘Understanding Classroom Behaviour’ at Man Met O 16-Oct Progress Tutorial 1 including review of REAL entries Subject Mentor & University Tutor C
“Try out a range of methods for gaining the pupils’ attention in the middle of the lesson” is perhaps more helpful than “you need to get better at getting the pupils’ attention” “Devise a set of questions prior to the lesson which require pupils to answer more than “yes” or “no” in order to develop a discussion” instead of “improve your use of questioning with pupils” “Trial different methods of peer assessment with other classes over the next week or so and evaluate which works best and why you think you think this is” rather than “ your use of peer assessment needs to be more effective”. With a high performing teacher, it is important to set challenging targets which will really stretch them - think about what else they could do to really develop their skills, knowledge and practice for the benefit of pupils as well as themselves. USING THE TEACHERS’ STANDARDS & PROGRESS INDICATORS PROGRESS INDICATORS The descriptions used in the Progress Indicators encompass the Teachers’ Standards for the Award of Qualified Teacher Status They constitute a mechanism that is structured in order to assist in monitoring, recording, reporting and supporting teacher teachers’ attainment against the Teachers’ Standards for the Award of Qualified Teacher Status The descriptions are designed to be progressive as the headings at the top of each column indicate. The left hand column is divided from the other columns by a bold line. A teacher whose progress is described by the statements in this column is not making satisfactory progress. This would constitute a cause for concern and subsequent failure if not addressed. The Professional/Primary Mentor will work with the teacher within the terms of their employment contract to address these concerns. The Purpose of ‘Progress Indicators’ is to: ensure consistency to support the process of formative and summative assessment provide a useful mechanism for making judgements at review points make more rigorous use of evidence contribute to mentor development help mentors to provide quality feedback to teachers support mentors and teacher teachers in identifying focused, realistic targets guide teachers in identifying particular strengths and areas for development in order to ensure a smooth transition from ITE to the NQT Induction ‘Progress Indicators’ assist the teacher in: preparing for review discussing progress identifying areas of strength/ for development negotiating targets for action monitoring improvement ‘Progress Indicators’ assist professional mentors, subject mentors and tutors in: conducting reviews discussing progress providing feedback planning for improvement
Independent Schools - Assessment Only Route Lesson Observation Report Form - Term: _____Week: _____ Tick statements indicating strengths in the lesson. Highlight statements to indicate areas to reflect on. Use these statements as prompts in written feedback. Teacher Date School/College Number in group Mentor/Teacher/Tutor Year group/ability information Lesson Topic Observation Focus (Standards or previous target(s) Establish a secure learning environment that promotes good pupil progress and behaviour (S1) Build on, consolidate and extend pupils’ capabilities, prior knowledge and understanding (S2) Ensure all learners make progress that is at least good (S2) Have good subject knowledge (S3) Stimulate and maintain pupils’ interest and curiosity in the subject (S3) Promote high standards of literacy, numeracy and communication (S3) Use questioning and discussion to promote learning (S4) Reflect on learning and teaching (S4) Use time effectively (S4) Be aware of the needs of all pupils and differentiate appropriately (S5) Be aware of potential barriers to learning with an understanding of the needs of all pupils, including those with SEN, EAL and those with disabilities (S5) Maintain a good relationship with pupils (S7) Manage pupil behaviour effectively and appropriately inc. low level disruption (S7) Have clear rules and routines and high expectations of behaviour (S7) Deploy support staff effectively (S8) Teaching and Learning Evaluate key features, as appropriate.: behaviour management including low level disruption, resources used, differentiation and individual needs, subject knowledge, numeracy and literacy, SMSC, questioning skills Teacher impact on pupil progress / learning