Centre for Professional Education Developing a co-constructed and co-delivered partnership model of...
-
Upload
wilfred-paul -
Category
Documents
-
view
219 -
download
1
description
Transcript of Centre for Professional Education Developing a co-constructed and co-delivered partnership model of...
![Page 1: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/1.jpg)
Centre for Professional Education
Developing a co-constructed and co-delivered partnership model of Teacher Education
![Page 2: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/2.jpg)
School Improvement Impact on
Pupil Progress
Partnership Development
Collaboration
Consistency Coherence
NQT Support
Mentoring
Teachers’ StandardsProfessional Studies
PG Studies Subject Hubs of Excellence
Quality EnhancementQuality Assurance
Vision of Excellence
![Page 3: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/3.jpg)
Distinctive features and developments
• A relentless focus on school improvement and pupil progress.
• Fully embraced the partnership model of delivery to develop a co-constructed
and co-delivered ITE programme model.
• Safeguarding and Prevent Strategy fully embedded from induction onwards.
• Multiple levels of support for each trainee and personalised.
• Cross-curricular activities focus on the importance of interdisciplinary context of
both Higher Education and teaching.
• Reflection is embedded in all aspects of the programme.
• Focus on action research.
• Appointment of NQT Fellows.
• Commitment to learn from and work with international education organisations.
![Page 4: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/4.jpg)
99% of our 14/15 cohort
found employment in
teaching
77% of our 14/15 cohort
found employment in Partner Schools
Employment summary and map of employment destinations
![Page 5: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/5.jpg)
Mentoring
• Annual Mentoring Conference each summer.
• Bespoke mentor training out in lead Alliance schools and Blackboard Collaborate.
• Mentoring audits capture Outstanding provision; identify support required.
• Mentoring ‘buddying’ system across partnership schools.
• STF and PM Partnership meetings, building deeper relationships.
![Page 6: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/6.jpg)
1. ITE Profile 2. Recruitment profile – the policies and principles relating to recruitment and selection3. Induction Profile – the systems and processes in place to ensure effective induction4. Mentoring Profile – expertise in and application of the principles of coaching and mentoring of trainee teachers5. Subject Profile - the level, extent and support provided by subject specialists within the school or alliance6. Evaluation Profile – the establishment of on-going processes and procedures for effective assessment of the training provision
KPI – ITE provision
![Page 7: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/7.jpg)
Subject Hubs of Excellence
• School-led subject studies delivery in 20+ subject areas.
• Subject studies forum brings together subject experts from across the
partnership.
• Sessions are planned collaboratively.
• Delivered in a variety of settings and ways by subject experts.
• Provision is evaluated collaboratively.
![Page 8: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/8.jpg)
QA Moderation
• Annual QA framework developed and implemented to ensure consistency,
coherence and quality of all aspects of provision.
• Nominate STFs and TFs and course lead visit alliances to QA throughout year.
• Evidence presented at Secondary Partnership group, WaSP and CPE Quality
Assurance group.
• Feedback informs strategic decisions by senior leadership team when developing
programme.
• Subject leads from partner schools co-construct design of programme.
• Alliance days: Trainees demonstrate confidence in teaching practice around a set of
agreed themes (BFL, Planning, Inclusion, Enhancement) specific to settings in
which they teach.
![Page 9: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/9.jpg)
Reflection
In what ways has your ITE programme enabled and developed collaboration between schools and university?
What are the strengths of this approach to PGCE/SD Programme design?
What are some of the risks?
![Page 10: Centre for Professional Education Developing a co-constructed and co-delivered partnership model of Teacher Education.](https://reader034.fdocuments.in/reader034/viewer/2022042707/5a4d1adc7f8b9ab05997551b/html5/thumbnails/10.jpg)
Questions