Secondary Flexible Post Graduate / Professional Graduate ... · PDF fileSecondary Flexible...

Information updated August 2016 at the time of printing

Secondary Flexible Post Graduate / Professional Graduate Certificate in Education

Programme Handbook 2016/17

Information updated August 2016 at the time of printing 1

Disability Support Services Statement

SpLD (Specific Learning Difficulties) Support Team

Inclusion Team (Disability or Health Condition) 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 If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you on:

‘Reasonable adjustments’ to learning, teaching, assessment and exam modifications

Accessible facilities and equipment

Support on professional practices

1- 2 -1 Academic and other forms of support

Applying for Disabled Students’ Allowances (DSA) SpLD Support Team

In person: University Library, Ormskirk, 1st floor Tel: 01695 584372 E-mail: [email protected]

The Inclusion Team

In person: SIC, Ormskirk, ground floor Tel: 01695 584190 E-mail: [email protected]

mailto:[email protected]



Equality and Diversity – Policy Summary

Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’ The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background. The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities. The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate. The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them. Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University. Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student [email protected]). The Student Information Officer will refer you on to an individual member of staff as appropriate. A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site


CONTENTS Page No 1. Inclusive Services Statement 1

2. Equality and Diversity policy summary 2

3. Contents 3

4. Welcome to All Secondary Flexible PGCE Trainees 5

5. Introduction and Aims of the Programme 6 6. An Edge Hill University Trainee – Identity 7

7. Secondary Flexible PGCE Programme Calendar 8

8. Secondary Flexible PGCE Trainee Engagement Requirement 12

9. Relevant Contacts and Helpful Contact Information 13

10. Lines of Communication 16

11. Personal Tutor System 17

12. Secondary Flexible PGCE Programme Structure: 19

Pathways Available 19

Individual Training Plan 24

Teaching, Learning and Assessment 25

Programme Requirements and Outcomes 26

The Reflective Practitioner 28

13. Trainees’ Voices 31 14. Student Union 33

15. Quality Assurance and External Examining 36 16. Professional Practices: 1(a), 1(b) and 2. Primary 37 17. Newly Qualified Programme (NQT Programme) 59 18. Teaching Unions 60 19. Code of Conduct 61 20. APRM Review Process 67


21. Exceptional Mitigating Circumstance (EMC) 69 22. Research and Ethics Policy/Trainee Project Proforma 70

23. Assignment Extension Policy 73 24. Overview of Practice Relating to the Tracking of the Assessment 73 Extensions 25. On-Programme Self-Declaration Form 72 26. Safeguarding – Management of a Cause for Concern 75 27. Teachers’ Standards (Revised 2013) 78


TO ALL SECONDARY FLEXIBLE PGCE TRAINEE TEACHERS On behalf of tutors on the Secondary Flexible PGCE Programme team and colleagues in our partner schools and colleges, welcome to the Faculty of Education at Edge Hill University. I am sure you will enjoy an exciting and rewarding time, during which you will face opportunities and challenges. At Edge Hill University, we pride ourselves on trying to produce fully flexible courses and therefore your course will be tailored to your particular needs as much as is possible. Flexibility includes a range of start dates, different course pathways and a range of modules to be studied. Therefore, it is not possible in this Programme Handbook to explain all of the possibilities; instead, you are provided with some of the key components that will make up your course. All documentation, including handbooks, is available online through the generic Flexible VLE (Learning Edge). This Programme Handbook should be read in conjunction with your subject course handbook, Needs Assessment documentation and Professional Practice handbook. As Programme Leader, I am here to support you during your course. If you have any concerns or queries about the course you are studying, then please contact your own subject course leader in the first instance. If you require further help then please contact me by one of the methods shown below. The contact numbers can be found in this handbook. I do hope you will benefit from the flexibility of the provision and that the Programme will enable you to go on to provide the basis for a successful career in teaching. Alyson Midgley Secondary Flexible PGCE/QTS Programme Leader 01695 650 832 [email protected] Message from a Newly Qualified Trainee: “I could not have chosen a better place to do my PGCE. Many thanks for your support and yes a year went by so fast.” Luz Ellis Santiago; Secondary Flexible PGCE Modern Languages



INTRODUCTION The Programme Handbook 2016/17 is designed to provide you with a range of information that will guide your understanding of the Secondary Postgraduate/ Professional Graduate Certificate in Education (PGCE) programme. We hope that it will support you in managing your time effectively as you study through what will be an intensive training. This Programme Handbook should be used in conjunction with your Course Handbook, Needs Assessment documentation, Professional Practice Handbook, the Reflective Professional Practice (RPP) Handbooks and any other subject module handbooks that are produced. This professional programme is designed to provide you with high quality education and training within Edge Hill and a range of school / university contexts. It is designed to develop a range of professional and vocational knowledge, understanding and teaching skills. In this respect we can guarantee that the programme will be challenging, innovative, rigorous and enjoyable and thus the programme requires a great deal of commitment from you. AIMS OF THE PROGRAMME The PGCE Secondary Flexible Programme at Edge Hill has been designed to be both academic and vocational and is predicated on the requirement to provide challenging expectations of the achievements of you as trainee teachers and to create a teaching and learning environment that will engage your interest and motivation. Through your programme, it is intended that you should have the opportunities in order to:

achieve the Teachers’ Standards (revised 2013) that will lead to a recommendation for the award of Qualified Teacher Status (QTS);

be equipped to meet the needs of schools and young people;

understand the importance of, and be equipped to respond to, the requirement to develop during your Induction Year and throughout your professional careers.

The programme will meet all statutory, national requirements for Initial Teacher Training. It will provide opportunities for you to gain the knowledge and skills to become effective teachers in your chosen curriculum area at the targeted age range. In particular, the PGCE Secondary Flexible PGCE Programme aims to develop high quality teachers capable of operating in a Secondary setting who:

develop commitment, creativity and energy within environments that encourage them to be reflective and analytical;

develop a range of academic, professional and vocational knowledge, understanding, skills and values;

develop intellectual skills and abilities within a high quality academic community;

develop an appropriate range of key transferable skills;


develop subject specific knowledge and skills across the relevant age phase(s).

An Edge Hill University Secondary Trainee The Edge Hill University Secondary ITT Partnership supports each trainee in developing as a professional practitioner who displays resilience, honesty and integrity; is respectful of others; is adaptable and flexible; communicates effectively with a range of audiences; acts independently and demonstrates self-organisation. Each individual is trained by expert practitioners from across the Partnership to enable them to become inspirational, reflective teachers who engage with learners in innovative and creative ways, and who ensure all learners make outstanding progress. Their potential to become outstanding leaders will be clear, they will be a highly valued and effective team player who seeks opportunities to contribute to every aspect of a school’s life with an enthusiastic ‘can do’ approach. They will be a significant asset to their school at the start of their first teaching post.


Secondary Flexible Programme Calendar – 2016- 2017

Please check all dates with your Subject Course Leader or the Secondary Flexible PGCE Programme Leader, Alyson Midgley on: [email protected]. September 2016 Saturday 3rd 10 00 Induction Day 13.9.16 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board 14th/15th Sep 9 30 Midweek RPP Subject Conference October 2016 04.10.16 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board Saturday 8th 10 00 Teachers and the Law November 2016 08.11.16 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board Saturday 12th 9 30 Induction Day Saturday 12th 9 30 RPP Generic Issues (1) Saturday 19th 9 30 RPP Generic Issues (2) December 2016 06.12.16 9 00 Approvals Board 11 00 RPL Board 20.12.16 11 15 Reassessment Board 20.12.16 11 00 Progression/Award Board January 2017 10.01.17 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board Saturday 21st 10 00 Induction Day


February 2017 07.02.17 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board Saturday 11th 10 00 Teachers and the Law 22/23 Feb 2017 9 30 Midweek conference Tues 28th Feb 9 30 Induction Day (tbc) February half term –20th to 24th February 2017 March 2017 Saturday 11th 9 30 RPP Generic Issues (1) 07.03.17 9 00 Approvals Board 11 00 RPL Board Saturday 18th 9 30 RPP Generic Issues (2) 28.03.17 11 15 Reassessment Board 28.03.17 11 30 Progression/Award Board Easter Holidays – following East Cheshire/Lancashire: Easter Holiday closed 3rd April to 17th April 2017 April 2017 Saturday 29th April 10 00 Induction Day May 2017 2.05.17 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board Saturday 13th 10 00 Teachers and the Law June 2017 06.06.17 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board Saturday 10th 9 30 RPP Generic Issues (1) Wed 14th June 9 30 Induction Day Saturday 17th 9 30 RPP Generic Issues (2)


July 2017 04.07.17 9 00 Approvals Board 11 00 RPL Board 11 15 Reassessment Board 11 30 Progression/Award Board (tbc) Wed 5th July 9 00 Induction Day 19th-21st July 16 9 30 Midweek 3 Day RPP Conference Tues 11th July 9 00 Induction Day August 2017 15.08.17 9 00 Approvals Board (if needed) 11 00 RPL Board 11 15 Reassessment Board 15.08.16 11 30 Progression/Award Board (tbc)

Please note the RPL Board and the Reassessment Board are scheduled each month, but will only take place if required. Midweek conference dates might change. All information can be gained from Subject Course Leaders or the Programme Leader. All conferences will be followed up by reading and online chat sessions – please find details in your SRP 4001F handbook. NB

A Flexible trainee will always be invited to attend the Induction Saturday, as long as their qualifications and medical have been confirmed. Usually at the stage of the invitation, your DBS check has also been confirmed. You are also asked to confirm your attendance to the induction. Without confirmation of your qualifications and medical, a Flexible trainee will not be able to register. Registration and Induction means that a Flexible trainee has officially been enrolled onto the Flexible PGCE Programme and is at the start of their training.

Three Saturday workshops will be repeated during the year to develop RPP (Reflective Professional Practice) issues and provide an opportunity for individual tutorial support. A Flexible trainee will be officially invited to the Saturday workshops and asked to confirm your attendance. You only need to attend one of each Saturday.

1. Teachers and the Law Saturday; 2. RPP Saturday 1 and 2– discussing wider Professional issues and

research strategies for RPP SRP 3001/4001F critical reflection and the subject based …3012/4012F Research and Practice assignment.

Further midweek conferences opportunities for RPP will be repeated mid-week, three times per year. The Flexible trainee will be invited to attend the mid-week RPP session. Note that in February and July, the RPP one-day conference is now a two/three-day conference.


Approvals Boards accept Needs Assessment documents and approve Individual Training Plans. They also record each stage of the training process, authorising School Based Professional Practice as appropriate. The Approvals Board triggers finding you a professional practice in schools. Please note that a Flexible trainee cannot be placed in schools until they have had their medical and DBS approved.

RP(E)L Boards meet after each Approvals Board to receive and approve applications for RP(E)L. Each claim for RP(E)L must be identified in the Training Plan and be supported by a statement supporting the claim. Your Subject Course Leader will provide you with further information.

Assessment / Award Boards record final completion of all elements of the course, including your CEDP, and recommend QTS / the award of PGCE.

Please check on the generic Flexible VLE discussion / announcement board for any changes to these published dates.


Secondary Flexible Trainee Engagement Requirement

Requirements The Secondary Flexible PGCE/QTS Programme prides itself on its “personalised” provision. Focussed trainee engagement with the Programme is crucial to your success. Engagement with the Programme will be completed in a variety of ways, specified by your Individual Training Plan.

Online; email, discussion board etc;

RPP Saturday and mid-week conference attendance;

Subject-based tasks;

Assessed level 7 Assignments (level 6 is also available)

One-to-one support sessions whilst on professional practice or at University;

Specified subject face-to-face teaching sessions. It is important that you are:

Proactive in your communication with your Subject / Personal Tutor. We recommend that you contact your Tutor at least once per two weeks so that your progression through your requirements of the Programme can be supported;

You have a “satisfactory participation” record. Any absence should be reported to the Education Office – 01695 584790 and to your Subject/Personal Tutor via email. Any unexplained lack of communication will result in a delayed professional practice. Communication with your Personal / Subject Course Tutor At all stages of this process, you will be advised by your Subject Personal / Subject Course tutor. It is necessary to be proactive in your contact with your Personal / Subject Course Tutor. We would expect once per week initially. Please see in your Flexible Needs Assessment Handbook – “Trainee Engagement Statement” and in the Needs Assessment document. Please notify the Faculty of Education Office by 8.45 am (01695-584790) and your Professional Practice school/college of any absence (each day), passing on essential information. You should also contact your Course Leader. This is particularly important where s/he may have scheduled a visit to see you in your professional practice school / college. You must inform the Faculty of Education and your Course Leader on your return It is also important to note that your Subject Course Tutor will normally endeavour to respond to any email contact within 48 hours. However, this may not be possible due to leave patterns or if Subject Course Tutors are away visiting distance professional practice school. Please do not expect immediate email response out of hours.


RELEVANT CONTACTS Programme Leader: Alyson Midgley Faculty of Education T: 01695 650832 E: [email protected] Secondary Flexible Programme Administrator tbc Secondary ITT Admin Office in Faculty of Education T: 01695 584796 E: [email protected]


CONTACT DETAILS Dr Phil Rigby Head of Secondary

Education

01695 584824 [email protected]

Alyson Midgley Secondary Flexible PGCE Programme Leader

01695 650 832 [email protected]

Helena Knapton Course Leader – Business Education


Justine Smith Course Leader – Design & Technology


Natalie Reynolds Course Tutor – English 01695 587766

[email protected]

Colette Giblin Course Leader – Computer Science and IT

01695 650 790 [email protected]

Felix Obadan Course Leader – Mathematics


Donna Cummins Course Leader – Music 01695 584221

[email protected]

Helen Thomas Ben Porter

Course Leader – Modern Foreign Languages Course Leader Physics with Mathematics

01695 584357 01695 650968

[email protected] [email protected]

Dr Francis Farrell Course Leader – Religious Education


tbc

Course Leader – Science

tbc











tbc Secondary

Flexible Programmes Administrator

tbc tbc

tbc Partnership Officer – Flexible

01695 584877

Admissions Team 01695 584637 Inclusive Services Manager 01695 584746 Tuition Fees Team 01695 584787 Finance and Welfare Rights Team

01695 584502 01695 584452

Help Desk 01695 584554 Accommodation Office 01695 584253

01695 484557 01695 584200

Further Helpful Contact Information: Careers Service: Website: http://www.edgehill.ac.uk/careers/

Tel: 01695 584866 (out of hours answer machine available) Email General Enquiries: [email protected] Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP.

Learning Services (including support services): Website: http://www.edgehill.ac.uk/ls/ Tel: 01695 584286 Email: enquiries [email protected] Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/

Finance: The Student Financial Support Team is based in the Student Information Centre at Edge Hill (ground floor)

Academic Registry: Academic registry is based in Student In Student Information Centre (First Floor) Edge Hill University, St Helens Road, Ormskirk, L39 4QP.

http://www.edgehill.ac.uk/careers/


http://www.edgehill.ac.uk/ls/


http://askus.edgehill.ac.uk/

http://www.edgehill.ac.uk/studentservices/AboutUs.htm#finance


Lines of Communication: Who do I ask if I have a query or a concern?

If you have a personal concern or an academic

query (e.g in relation to your academic writing) If you have a query relating to a particular module (including

the content, tasks or assignment)

Please contact your personal/subject tutor

Please make contact with your

Personal/Subject Tutor initially via email to

arrange a time to meet.

Your personal/subject tutor will usually be

able to resolve your issues or direct you to the

most appropriate point of contact.

NB: You should not make contact with the Dean of Education or the Head of Area.

For wider support outside the faculty please access support from Student Services or Learning Services. Student Services for

Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support

Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday Tel –- 01695 584554 https://www.edgehill.ac.uk/studentservices/student-information-desk/ Leaning Services for

Library/ IT help / Media Facilities /SpLD support Tel – 01695 650800 Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/

If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your subject, including booklets and

notices on Learning Edge? Have you checked with your members of your peer group?

Your personal/subject tutor usually will be able to resolve

your issues, however, if necessary they may be referred to

the Programme Leader

If necessary your personal/subject tutor will refer your queries or concerns on to the Programme Leader. NB: Due to data

protection we cannot discuss your training with anyone other than you.

If you have a concern or query in relation to your

Professional Practice.

If your Professional Practice has not yet started please

contact your personal/subject tutor

If your Professional Practice has started then please

contact your EHU Curriculum Mentor (school

based trainer) or your Visiting Subject Tutor (Edge

Hill based).

https://www.edgehill.ac.uk/studentservices/student-information-desk/

http://askus.edgehill.ac.uk/

https://www.edgehill.ac.uk/ls/about/


The Role of the Personal Tutor

What is a Personal Tutor?

The Personal Tutor sits at the centre of the trainee ‘goal setting process’, linking together all aspects of a programme to ensure that each trainee is supported and challenged rigorously throughout their training within the Edge Hill University Partnership, in order to achieve their full potential. The Personal Tutor, will ‘own’ the progress and training of each trainee they work with, and be responsive and accessible when issues arise. They will report on their work at regular intervals throughout the year, demonstrating how each of their trainees is developing into a highly reflective and critical practitioner who evaluates his or her own practice and the impact this has on pupil progress and achievement, thus ensuring that each trainee makes outstanding progress. This is a personalised role for each trainee dependent upon their prior experiences, achievement and individual training needs.

What does a Personal Tutor do? The role of the Personal Tutor will vary depending upon the year of the programme a trainee is in. All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required. Their focus will include:- Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during the year) Tracking and monitoring of trainee progress and logging this centrally, and intervening

when required Being available to offer advice and guidance during Professional Practices/work-based

learning Offering support when required regarding training; and communicating with trainees

regularly Guiding trainees in relation to personal employability.


What should you as a trainee do? You should engage fully in all scheduled Personal Tutor meetings; and attend Personal Tutor meetings ready to engage in discussions about your progress and goals. This includes the completion of pre-meeting tasks as appropriate. You should ensure that copies of relevant information are made available for Personal Tutors at planned meetings, such as Professional Practice End of Professional practice Forms. You should ensure that your Personal Tutor has all your current contact information. You should ensure that all your relevant teaching files, subject knowledge folders and Standards portfolios are maintained and up to date, as a Personal Tutor may wish to see these at any point. It is to be emphasised that working with a Personal Tutor is a two way process and trainees are expected to prepare for Personal Tutor meetings in an appropriate way. Please also refer to the diagram (page 17) in this handbook which will guide you in understanding the most appropriate sources of support throughout your time on the programme if you have a query or a concern.


Secondary Flexible PGCE Programme Structure PATHWAYS THROUGH THE PROGRAMME

The Flexible PGCE/QTS Programme provides three pathways for trainees to follow towards the recommendation for the award of Qualified Teacher Status (QTS). The nature of the course depends very much on an individual’s needs and although our aim is to provide a flexible route there are obviously constraints within which the programme has to operate. Following the completion of your Needs Assessment, your subject course tutor will advise you about which pathway is most suitable for you to follow.

Pathway A – the assessment-only route - is provided for the applicants who have already undertaken substantial and successful teaching experience in a variety of roles in primary and secondary schools and in FE Colleges and will be able to demonstrate that they have met the Teachers’ Standards 2012 required. This route may allow trainees to gain their recommendation for the award of QTS within a minimum period of one term and involves: Modules

Needs Assessment and Individual Training Plan

Professional Practice 2, comprising a minimum of six weeks observed teaching plus 2 weeks preparation. (Usually this Professional Practice is 10 weeks).

Assessment

Satisfactory completion of the Needs Assessment and the Individual Training Plan

Successful completion of the Professional Practice School 2

Successful completion of the Career Entry and Development Profile

Needs Assessment and

Individual Training Plan

Approvals Board

Professional Practice 2

Career Entry and

Development Profile

Approvals Board

Assessment Board


Pathway B is for the increasingly large number of paraprofessionals who work in schools and colleges and may wish to gain credit for their prior experience and learning and for those candidates who want to gain a PGCE qualification as well as gain their recommendation for the award of QTS. This offers an alternative, designed to meet trainees’ needs and provides the opportunity to gain a PGCE award (via RPL), as well as the recommendation for the award of QTS whilst allowing trainees to continue in part-time employment. For the Postgraduate Certificate, trainees must achieve 120 credits at Level 7, and pass all professional requirements. For the Professional Graduate Certificate, trainees must achieve 120 credits at Level 6 and pass all professional requirements. Modules


Appropriate selection of curriculum and subject modules as determined by the Needs Assessment process

Appropriate Professional Practices 1(a) and (b) as determined by the Needs Assessment Process

Professional Practice 2, comprising a minimum of eight weeks (6+2). (Usually this professional practice is 10 weeks).

Assessment


Satisfactory completion of the assessment outcomes from the Reflective Professional Practice and subject modules that are followed

Successful completion of Professional Practices 1(a) and (b), as determined by the Needs Assessment process

Successful completion of the Professional Practice 2

Successful completion of the Career Entry and Development Profile


Pathway C is usually provided for trainees who need to undertake the whole of a conventional ITT programme, but are unable to attend a one-year full-time course. It allows trainees to attend either face-to-face provision or utilise distance learning on a part-time basis, normally over a period of up to three years and gain a PGCE award and the recommendation for the award of QTS without committing themselves to a one-year full-time programme. Trainees wishing to undertake the Level 7 award will be required to complete the Reflective Professional Practice module and the Research and Practice module. For the Postgraduate Certificate, trainees must achieve 120 credits at Level 7, For the Professional Graduate Certificate, trainees must achieve 120 credits at Level 6 and pass all professional requirements.



Approvals & AP(EL),RPL

Training

Completion of assignments

Professional

Practice 1(a) Professional

Practice 1 (b)


Career Entry and

Development Profile

Approvals Board

Approvals Board

Assessment Board

Will vary according

to desired outcome & individual

training plan


Modules


Appropriate selection of curriculum and subject modules as determined by the Needs Assessment process

Professional Practice 1(a) (30 days + 5 days primary experience)

Professional Practice 1(b)(40 days)

Professional Practice 2 (50-62 days). Assessment


Satisfactory completion of the assessment outcomes from the Reflective Professional Practice and subject modules that are followed

Successful completion of the Professional Practice 1(a)

Successful completion of the Professional Practice 1(b)

Successful completion of the Professional Practice 2

Successful completion of the Career Entry and Development profile

The requirement for trainee school experience is a minimum of 120 days

PROGRAMME STRUCTURE

To be successful in the Postgraduate/Professional Graduate Certificate in Education (PGCE), including a recommendation for Qualified Teacher Status, you will be required to complete satisfactorily all of the assessment outcomes of the modules that you study, demonstrate that you have met all of the Teachers’ Standards and meet all professional and academic requirements relating to the programme. The programme is designed to provide you with the range of opportunities and experiences to achieve these outcomes.



Approvals Board

Training

Completion of assignments

Professional

Practice 1(a) Professional

Practice 1 (b)


Career Entry and

Development Profile

Approvals Board

Approvals Board

Assessment Board


All trainee teachers are required to meet that Standards for the award of Qualified Teacher Status as set out in the DfES document Teachers’ Standards (revised 2013) are grouped as follows: Part One: Teaching, including the following:

the ability to inspire and motivate

the ability to promote good progress

the ability to demonstrate good subject and curriculum knowledge

the ability to plan lessons

the ability to adapt to all pupils’ needs

the ability to assess

the ability to manage behaviour

the ability to fulfil wider professional responsibilities Part Two: Personal and Professional Conduct. The Flexible PGCE course has a series of complementary strands

1. Needs Assessment: A core element to identify strengths, experience and areas for development. This is then used to develop an individual training programme that is periodically reviewed throughout the course.

2. Subject Application: This core element of the programme, comprising three modules, is concerned with subject specialist teaching in Secondary schools within your curriculum area. The work with Edge Hill is complemented by training and study undertaken whilst on School Experience.

3. Reflective Professional Practice A focus on teachers’ legal responsibilities, statutory requirements, professional conduct and relationships with pupils, parents and other agencies. A series of lead lectures and workshops looks at broader educational issues, reflecting current educational thinking and policy. This study is complemented by programmes provided by Curriculum Mentors whilst on School Professional practice experience.

4. Professional Practice(s) You will undertake a series of School Experiences throughout the year, spending a minimum of 120 days in at least two Secondary schools/colleges as well as a week (5 days) in a Primary school (dependent on which pathway a Flexible trainee is taking).

There are a number of requirements that will be consistent across the programme.

You must have a satisfactory participation record. Subject course leaders are required to contact trainees on a regular basis to monitor progress and offer support. Trainees should also be highly proactive in keeping in contact with University tutors and keeping them informed over progress. This is an essential requirement for all Flexible trainees.

Each course tutor will keep a log of progress and will inform the Programme Leader of any lack of communication. This information allows the Programme Leader to track and monitor trainee progress and to take action where patterns of little progress begin to occur. The Programme Leader is responsible for ensuring that all relevant information is shared with the Course Leaders.


A number of procedures exist to monitor Trainees’ progress. Concerns about progress will lead to the initiation of a Cause for Concern procedure (on professional practice the “at risk”/Remediation procedure) and if appropriate remedial action is not demonstrated, the trainee will be required to attend a formal review meeting with her/his Course Leader and the Head of Secondary Education. Please see Trainee Engagement with the Secondary Flexible Programme.

You are required to pass every Professional Practice in order to progress to the next stage of your training. Where a trainee teacher is giving cause for concern and is falling below the minimum level of acceptable performance on a professional practice, the “at risk”/Remediation procedure will be initiated. If the trainee is unable to meet the targets as set out under the “at risk”/Remediation procedure, the Professional Practice will be deemed to be unsatisfactory. The trainee will be required to attend a formal review with the Course Leader and the Head of Secondary Education. The trainee’s performance will also be considered at a School Experience Review Board, where a recommendation as to possible ways forward for the trainee will be agreed. External Examiners will be involved in the process as appropriate.

Successful completion of a professional practice must be reported to the Flexible Approvals Board before progress to the next professional practice will be authorised.

You will be required to develop a Reflective Professional Practice Portfolio that will provide a range of evidence from Edge Hill and Professional Practices. You will receive clear guidance and support, enabling you to develop and maintain an effective document, which reflects your particular strengths, achievements and expertise. This will be part of an important process, leading towards completion of your Career Entry and Development Profile (CEDP) and the recommendation for Qualified Teacher Status at the end of the programme. (Please note, the CEDP is no longer a Government requirement, but something that Edge Hill University feels will be beneficial to you. The CEDP acts as a summary for the training year and sets targets for your newly qualified year).

Each element of the programme at Edge Hill has a clearly structured taught course that you can attend and actively participate in. Distance learning trainees are provided with independent study and training tasks, supported through the subject based Flexible VLE. There are also a series of Saturday / mid-week conferences / tutorials. You will have varying amounts of learning time across the elements of the programme and it is important that you manage your time effectively. Learning time will include combinations of the following:

taught time, including online directed learning tasks and chat room sessions

subject study and improving your skills (via the subject VLE)

reading and research time/independent study (both at Edge Hill and when on professional practice)

One-to-one support sessions

Professional Practice and support visits, including your primary professional practice

Your individual training plan will set dates and targets for directed learning tasks and module assignments to be completed.


You will have a series of assignments throughout the year and details of these are published in subject and module handbooks. Details of agreed submission dates should be found within your Individual training plan. You are also required to undertake self-assessment activities throughout the programme and, to support you in this process you will be required to keep a Reflective Professional Practice portfolio. Throughout your programme, it is the intention that you are assessed against the National Standards for the recommendation for Qualified Teacher Status in a manageable and progressive way. All are level 7:

Module Credits

Needs Assessment Each of these sections have to be

completed to be awarded 30 credits

RPP1 – Teachers and the Law

RPP2 – Generic Issues: Includes:

1 reflective written piece;

Compilation of RPP portfolio

Developing Professional Knowledge and Pedagogy 30

Planning for Effective Teaching and Learning 30

Research and Practice 30

Professional Practice 1(a) (mostly includes Primary professional practice)

15 ungraded academic credits

Professional Practice 1(b) 15 ungraded academic credits

Professional Practice 2 30 ungraded academic credits

For the Award of PGCE, using the flexible route, you are required to obtain 120 credits. It is possible to apply for RPL up to 60 credits. PROGRAMME OUTCOMES The PGCE programme at Edge Hill requires you, as a trainee teacher, to demonstrate that you have met the requirements set out in the Teachers’ Standards (revised 2013) for Qualified Teacher Status. The Teachers’ Standards (listed in appendix fourteen) cover a range of essential knowledge and expertise and lay particular emphasis on:

subject knowledge

understanding of the high standards expected of pupils

the principles of entitlement and inclusion for all pupils

planning and teaching to clear objectives and setting pupil targets

planning for individualised learning

tracking the progress and wellbeing of individual pupils

the core pedagogical skills of interactive teaching, differentiation and assessment of learning

relevant Key Stages 3 to 5

the expanding and flexible provision for the 14-19 age range

effective class organisation and behaviour management


support for pupils with special educational needs and those learning English as an additional language

A recommendation for QTS cannot be made until you have satisfactorily completed the Career Entry and Development Profile (CEDP). This is an important document in that it identifies your strengths as well as your targets for further development. The document sets the agenda for your training needs during your Induction Year in your first teaching post and will draw from the outcomes of your Professional Practice.

Teaching, Learning and Assessment The Faculty of Education’s approach to teaching, learning and assessment is built

around a concept of a high quality learning entitlement for all students/trainees that includes:

programmes that provide academic and professional challenge and which are underpinned and informed by practice based research

explicit engagement that addresses learners’ academic and professional needs and develops the relevant skills and knowledge required to successfully achieve their programme of study as well as developing their employability skills

a focus on learner centred approaches to teaching, learning and assessment

provision of a wide range of creative and innovative pedagogies designed to role model excellent practice and to promote effective learning opportunities

the effective integration of appropriate technologies designed to enhance the learning potential of students, sessions, modules and programmes

assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes

comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement- both formatively and summative

opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study


Subject Requirements:

It is expected that you, as a trainee satisfactorily completing the PGCE, should be able to demonstrate capability at the appropriate level in the following four interrelated areas:

Subject Knowledge and Understanding

Critical Thinking Skills

Subject Specific Skills

Key Transferable Skills The modules within your PGCE programme have a clearly defined responsibility in terms of learning outcomes, related to the PGCE and to the Professional Standards. These outcomes will be demonstrated though Professional Practice as well as within academic assessments, your files and your Profile of Professional Development that are produced over the duration of the programme.

Subject Knowledge and Understanding You will be expected to demonstrate critical understanding of a complex body of knowledge:

The Knowledge and Understanding requirements in Teachers’ Standards (revised 2013)

Planning, expectations and targets, teaching strategies, Monitoring and Assessment and Class Management and Inclusion. The major theories and concepts relating to learning and the cultural constructs which shape the policy and practice of educational provision

Contemporary discourse on significant educational issues in the light of a range of

standpoints

Aspects of special educational needs and consequences for learning and education

Statutory frameworks

The relevant subject specialist requirements at Key Stage 3 (where applicable), 4 and post-sixteen

Current research, policy and practice in the above fields

Parents, colleagues and educational communities

Critical Thinking Skills

You will be expected to be able to demonstrate the ability to use and apply analytical and problem-solving skills by:

analysing and synthesising theories and ideas from a variety of sources

examining issues from a range of perspectives and with regard to established theoretical frameworks in explaining behaviours and needs

planning, and producing a critical and/or an evaluative response to module content

evaluating evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively

applying specific knowledge to your own and new situations in order to make informed judgments and speculate possible solutions


using research skills appropriate to evaluation and enquiry and enhancing your own subject knowledge and skills

Subject-Specific Skills You will be expected to be able to demonstrate the ability to apply your knowledge and skills to achieve the requirements for the recommendation of the award of QTS by:

applying your understanding of key concepts and theories to secondary school policy and practice

identifying and evaluating critically, key indicators of good professional and paraProfessional Practice

considering how practice is and may need to be adapted in different educational settings

acquiring and refining a range of effective skills involved in supporting teaching and learning in a team-work context

recognising and evaluating critically the need for supervision and self-evaluation in Professional Practice and how it may be achieved

analysing representations of important issues in education by reference to appropriate theory

recognising similarities and contrasts in arguments concerning the practice and policy of education, approaches to learning, and equality of opportunity

framing a coherent and supportable argument in respect of these issues

Accessing and use the full range of electronic and hard-copy sources of information to support research activity and independent study

using a range of materials, including those gained from school-based tasks to illustrate and develop an argument

explaining and debating the nature of the relevant secondary subject curriculum and the nature of approaches associated with pupils’ development

recognising the range of special educational needs that learners present including those which specifically impact upon the teachers’ role

observing and analysing interactions

contextualising discussion with regard to contemporary discourse, experience and the workplace

keeping up to date with the current boundaries of their academic discipline

exercising personal responsibility and decision-making skills in complex employment related circumstances

Key Transferable Skills

The Programme will enable you to:

develop and apply your ability to learn in a number of ways and from a variety of sources

communicate effectively in oral and written form

respond positively to structured feedback during taught sessions and school-based training observations through the use of generic Flexible VLE and from coursework assignments


be able to exploit ICT as a tool for learning, research and presentation for your own use and when working to support pupils’ learning in school

improve your communication skills through selecting and researching topics and making verbal and oral presentations using visual aids, etc

develop your collaborative and group working skills through active participation in module activities

work as a creative and responsible member of a team

plan for the work of others and lead a professional team

fully utilise the learning resources and the support services available

develop and apply generic research skills appropriate to independent study and enquiry

action plan, target set and profile your own personal and professional development

The Reflective Practitioner

The process of becoming a teacher will involve you reflecting on your work in school and college and evaluating your teaching as well as pupil learning. Today's teachers more than at any other time, are faced with an ever escalating duty to improve and evaluate their practice. Employing reflective practice entails a range of complex issues and is not a passive consideration nor contemplation; it is an active process and requires vigour to thrive. Reflection and reflective practice is currently of great interest to teachers and the focus on learning from reflective processes has the power to heighten and illustrate the realities of the context in which practice takes place and to help guide practitioners to recount and comprehend their own feelings and input in the situation. Reflection dialogue between thought and action

Reflection recreate the experience in our mind and reflect on the events, thoughts and feelings.

Three personal attributes are vital to becoming a reflective practitioner: commitment, energy and a willingness to learn, but in order to learn from our experience we first need to make sense of it. We interpret our experience all the time, unconsciously in routine or familiar situations, but more consciously in unexpected or unfamiliar situations. Reflection-in-action takes place during a planned action, from beginning to completion, or until the action has been perceived to have failed. Reflection-on-action means reflecting on an action after it has been executed. Nonetheless, through reflecting on our reflections-in-action, we may centre our understanding of a problem or indeed produce a better remedy, although this may be quite demanding at times. There are three key stages in the reflective process: 1 Triggered by an awareness of uncomfortable feelings and thoughts. This arises from the

discovery that, in a situation, the knowledge one was applying was inadequate in itself to account for the phenomenon in that unique situation.

2 Includes a constructive, critical analysis of the situation, which will also examine feelings and knowledge. Here it is necessary to utilise positive feelings and eliminating any dissenting feelings.


3 Involves the development of a new perspective on the circumstance. The outcome of reflection, therefore, is LEARNING and making progress.

Given that it is important to be aware of the processes involved in reflection, in order to use reflection as a learning tool, it is essential to be able to identify the skills required. Self-awareness, analysis of feeling, knowledge and the involvement of a new perspective are critical to reflection. Being pro-active in the professional practice setting is also an essential requirement. The following questions will serve as a guide for a reflective thinking process whilst you are on the course, whether you are in University or on school experience:

What was my role in this situation?

Did I feel comfortable or uncomfortable? Why?

What actions did I take?

How did people act?

Was it appropriate?

How could I have improved the situation for myself and others (fellow trainees, pupils, my Curriculum Mentor)?

What can I change in future?

Do I feel as if I have learnt anything new about myself?

Did I expect anything different to happen? What and why?

Has it changed my way of thinking in any way?

What knowledge from theory and research can I apply to this situation?

What broader issues, for example ethical, political or social, arise from this situation?

What do I think about these broader issues? Reflection can be painful as well as powerfully inspirational, bringing things forward into conscious thought to be dealt with in order that practitioners may be truly professional.


Students’ Voices “All students should have the opportunity to be involved in quality enhancement and assurance processes…….. In considering approaches it is important that higher education providers create a culture and environment where students are encouraged to take up the opportunities on offer.” Chapter B5, QAA Quality Code

Our aim within the Faculty of Education is to go beyond mere consultation, or representation of students in decision-making, and to try and create a genuine partnership with each and every student. We believe that where a genuine partnership exists, students not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our principle means of developing this partnership is to create an environment in which all parties feel valued; and to create a wide range of opportunities for any student to engage in dialogue which leads to educational enhancement and assurance of quality.

The views and opinions of all students are valued and the following list sets out the opportunities students have to provide feedback and to have a voice within their programme:

o Evaluation; including The NQT Survey o Staff-Student Consultative Forums (SSCFs) o Focus Groups o Boards and Committees o Course Representation o Curriculum Development o Personal Tutor discussions

The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice to be recognised, celebrated and built upon; and secondly, it allows areas for improvement to be identified and acted upon.

In the past year students have fed back many positive things relating to personalised training plans and, in addition, have raised areas for improvement to be identified and acted upon.

Based on all of the helpful feedback received the programme team has undertaken the following enhancements. In 2016/17 the following enhancements are also planned

o Further online twilight discussion sessions o Further level 7 face-to-face discussion sessions

The table overleaf sets out the ways in which the student voice will be captured during the coming academic year.


Student Voice Overview

September

October

November

December

January

February

March

April

May

June

July

Aug

Potential Trainees

Feedback questionnaire after each open event/recruitment event Feedback questionnaire after each interview, including questions about the rigour of the selection process

Trainees

First Week/ Induction

Day Survey

Each Induction day will have an

evaluation.

All conferences

are evaluated

Programme

s Board

SSCF Student

Consultative

Meeting 1 19th Oct

2016 online

HoA Focus Group

ITT Board

Faculty Board

SERIM

Mid-year

‘Big Evaluation’

Programme

s Board

SSCF

Student Consultativ

e Meeting 2

15th February

2017 online

ISS Survey

ITT Board

Faculty Board

End of year

‘Big Evaluation’

Programme

s Board

ITT Board

Faculty Board

SSCF

Student Consultativ

e Meeting 3 24th May

2017 online

Focus Group

SERIM (1)

NQTs/ Former

Trainees

Programme

s Board

ITT Board

Faculty Board

Programme

s Board

NQT Survey

NQT/CPD

Conference Feedback

ITT Board

Faculty Board

Programmes Board

Employabili

ty Survey

ITT Board

Faculty Board

Focus Group


RQTs/ Past

Trainees

Programme

s Board

ITT Board

Faculty Board

Programme

s Board

ITT Board

Faculty Board

Programme

s Board

Employability Survey

ITT Board

Faculty Board

Focus Group

Feedback to Trainees after: SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’


Staff-Student Consultation: The process of Staff-Student Consultation is set out below:

Year Group Aim – To gather feedback at individual course and/or year level within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback.

Programme Aim – To gather feedback on the programme as a whole in order to celebrate achievements and successes, and to identify any issues; and provide feedback via the production of the Staff-Student Consultative Forum (SSCF) Meeting Summary, within an agreed timescale.

Area Aim – To gather feedback across the Area in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to trainees via the production of the Staff-Student Consultative Forum Meeting Summary, within an agreed timescale.

- 1 / 2 consultative representatives per group

to be elected and trained in role

- Programme Leader and SU to train all consultative representatives, and to confirm processes/expectations at the start of the year

- On-going feedback mechanisms to be

established via e-mail/Blackboard, as appropriate, Course Leader to receive on-going feedback

- Course Leader to produce an overview of

actions on a termly basis for management team review

- Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report

- A minimum of two SSCFs per year to be

planned

- For undergraduate programmes 1-3 trainees to attend from each year (undergraduate).

- For PGCE programmes, a representative from each group to attend

- Chaired by Programme Leader

- Year Leaders to attend and appropriate

partners

- Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report

- Number of focus groups per year to be

planned by the Head of Area or Assistant Head of Area

- Timing to be planned by the Head of Area or

Assistant Head of Area

- Chaired by Head of Area or Assistant Head of Area

- Minutes of meetings discussed, and actions confirmed, with Area Management Team

- Focus to be confirmed but linked to Area priorities and issues raised at previous stages of the process across all programmes


Quality Assurance and Quality Enhancement

External Examination

Degree‐awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; and the external examination system within UK higher education is one of the principal means for assuring both. Within the Faculty of Education we work with External Examiners and External Consultants, according to the needs of the Area; and both of these roles are taken by experts in their subject, or field of work. The External Examiner is a colleague from another Higher Education Institution, and the External Consultant is a colleague from a setting, school or college. External colleagues are independent experts who has no significant prior association with the programme team. Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in order to continue to improve programmes. All external colleagues will visit a sample of trainees on professional practice, will observe them teaching, and may look at trainees’ files. They will also talk with school colleagues. All of these activities allow externals to judge the quality of the programme being delivered. Externals also review samples of assessments in order to judge the accuracy and fairness of marking being undertaken; and, they will meet with a group of trainees at the university to discuss all aspects of their studies. At the end of the year externals attend the relevant assessment boards in order to confirm that the marks and awards being made are made fairly and rigorously. At the end of the examination process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of the VLE for you to read; along with the programme team’s response to the report. The Chief External Examiner for the Secondary Flexible PGCE Programme is:

Fay Glendenning, Secondary PGCE Programme Leader, University of Wolverhampton


Edge Hill University Initial Teacher Training Professional Practices

Initial Teacher Training (ITT) Professional Practices Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice and provide their contact details. In the event that the trainee is unable to contact their Visiting tutor, they must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff. Sourcing of Professional Practice Offers For the purpose of this document where it states ‘school’ it refers to all schools, colleges and settings. There is a dedicated team whose role it is to source Professional Practice offers for each programme and across every area in the Faculty of Education, and schools are supported by the team in submitting offers, often a year or more in advance of the Professional Practice start dates. Whilst this is necessary and helpful, it also means that sometimes circumstances change at the school such as:

Ofsted-either pressures of an inspection looming or if an inspection alters the school grade, particularly if a school goes into a specific category

Changes in staff eg maternity leave, jury service, absences, new head teacher

School Direct students allocated from an external school partner

Newly Qualified Teacher appointed-a trainee cannot be in a class with an NQT The schools, colleges and settings in our partnership do not have to engage in ITT if they chose not to, which is why the relationships we have with them are important and there are key contacts from the Faculty of Education who liaise with each school, college and setting. It is damaging for the relationship if trainees contact the school, college or setting directly, which is why we ask you to provide any details of schools, colleges or settings and the relationship you have on the BOS with all other personal details needed for the team to source and allocate Professional Practices appropriately. The Faculty of Education has to ensure the quality of the Professional Practice and we take into consideration previous Ofsted reports, feedback from trainees and tutors and feedback from the team of Partnership Quality Officers, whose role it is to Quality Assure each school, college and setting and each Professional Practice. There is an Accreditation Policy that is followed particularly with new schools to the partnership Contact Details for Professional Practice All trainees will complete a Student Allocation Profile. This profile will be the information used to allocate a trainee an appropriate Professional Practice for their training. It is the trainee’s responsibility that this is completed in full and that the Faculty is kept up to date with any changes to the trainee’s circumstances. If a Professional Practice is allocated based on the information the Faculty holds and the trainee notifies the Faculty after allocation that there has been a change in the information, this may result in a delay to the start of the trainee’s Professional Practice. Any change in a trainee’s address or contact details, or change in personal circumstances, a trainee must ensure that they update Academic Registry and the Faculty as appropriate, to ensure all information at the time of allocation is correct.


Professional Practice Allocations Professional Practices are normally secured on behalf of all trainees by the Faculty team. However, if a trainee is aware of a school, college or setting which they feel might provide a Professional Practice for them, as they have previously undertaken voluntary work there, a trainee can identify this setting on their Student Allocation Profile. The Faculty team will follow up the suggestion and in due course the Programme Leader will notify the trainee of the result of the suggestion. Please note, this may not mean that this is where the trainee undertakes their next Professional Practice as a Quality Assurance check needs to be undertaken to ensure the training the trainee will receive is of high quality and that the setting has the capacity to provide a high quality experience. All allocations will be based on the trainee’s training needs. Geography will be taken into consideration so that a trainee is normally travelling no more than 1 hour 30minutes to get to their Professional Practice. Edge Hill University recommend using Traveline (www.traveline.org.uk) to calculate the journey. Notification of a Professional Practice Trainees are requested to access the Go Portal on a regular basis and also to check their Edge Hill email accounts, which will be used for urgent communications. This is where a trainee will be notified of their Professional Practice allocation. Trainees will be expected to contact the school within 48 hours of notification of their professional Practice. After Allocation If a trainee has any concerns or personal issues regarding the allocation of their Professional Practice, e.g., medical conditions, personal issues, financial issues, etc., the trainee should be report this within one working day of the notification of the Professional Practice by completing a Professional Practice Rejection Form (on VLE). This will then be scrutinised by both the Professional Practice Leader and Programme Leader who will need to support the submission, and the Assistant Head of Area who will make the final decision. Please be aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. All trainees should have considered all other options, e.g., submitting a Transport Request Form (when required travel is very difficult), as the refusal of a Professional Practice Rejection Form could result in failing the Professional Practice on a technicality, i.e., a trainee has been offered a suitable Professional Practice but has declined it. Number of days in school, college or setting All trainees need to complete a minimum number of days/hours in school/college/setting, a total of 120 days across their training programme. If a trainee does not complete the requisite amount of time they will not be compliant and they cannot be recommended for QTS/QTLS at the end of the Programme. Trainees may need to make up extra days at the end of the Professional Practice. A training programme lasts a full school year so a trainee should not book any holidays until they have had their Professional Practice allocated, as each school has different half terms and depending on the number of days a trainee has undertaken in school, their programme may last until the end of July. Timing of Professional Practices Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible. This means that a trainee may start or end their Professional Practice at different points, within a specific window of time. Please ref to the timetable in the

http://www.traveline.org.uk/


programme handbook. There are also occasions where schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results, changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, the trainee begins their Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and have the opportunity to experience other aspects of the programme that their peers will engage with later on in the programme, for example, a short professional practice at an SEND school. The programme is designed to be flexible so that aspects can be moved around in order to ensure that differences in Professional Practice dates and that training needs can be accommodated. Deferred Professional Practices A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional Practice after its commencement for reasons beyond their control or if they cannot commence the Professional Practice. In this situation, the trainee will need to contact their Edge Hill University tutor and arrange to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work towards securing a repeat Professional Practice. This requires special negotiation with schools, colleges, settings because of the unusual timing of the Professional Practice. The trainee will be informed as soon as possible, but we ask the trainee to maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting confirmation. The trainee must ensure that their contact details are up to date and known to both Academic Registry and to the Programme Leader. Referred Professional Practices A Professional Practice is termed ‘referred’ when a trainee has failed a professional practice and been granted a second attempt. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting. The trainee will need to be patient throughout the process. Normally this will take place the following academic year at the same time as the identified professional practice is due to begin. A trainee is not automatically entitled to a ‘referred’ Professional Practice; this will be offered at the discretion of a Faculty School Experience Assessment Board. If a trainee is referred there will normally be additional costs incurred, which will be met by the trainee. Travel and Accommodation If costly travel is incurred travelling to a Professional Practice, then support towards your expenses may be claimed for, any distances over and above that which equates to your normal journey from your term time address to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of Education Information Desk. The entire travel policy document can be found on the VLE. Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is an unreasonable distance from the home or term time address and in these instances accommodation will be provided by Edge Hill University. Full details can be found in the Travel and Accommodation policy on the VLE. Additional support with other expenses, whilst on a remote Professional Practice can be found in this policy.


There will also be opportunities for trainees to identify either their home address or an alternative address in which they may reside whilst undertaking their Professional Practice. If this is the case a trainee can indicate this on the Student Allocation profile and inform the university if you are unable to do so. If a school is sourced near to the alternative address you have identified financial support may be provided to support costs living at this alternative address. Please see Travel and Accommodation policy on the VLE for further details. External Examiners Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of the Professional Practice. Details of External Examiner visits will be shared nearer the time. The role of the External Examiners is to act as critical friends to Edge Hill University and to offer views about how we can develop and improve our provision. Their role is not to visit trainees and schools/colleges/settings in order to make judgements about their performance. DBS and Safeguarding (Initial Teacher Training) The following information sets out the Disclosure and Barring Service (DBS) and safeguarding checks which are implemented for Initial Teacher Training trainees. As an accredited provider of Initial Teacher Training (ITT) the University is bound by the ITT Criteria1 which set out the following requirement: “that all entrants, as part of the provider’s selection procedures, have taken part in a rigorous selection process designed to assess their suitability to teach”. Part of this criteria requires providers to have regard for the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out duties to safeguard and promote the welfare of children. This includes ensuring that entrants on all routes, including salaried schemes, have been subject to an enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list, and that records are kept showing that trainees have obtained these. Our procedure in response to this DBS requirement is that every trainee is DBS checked and, where appropriate, considered by a panel of professionals comprising representatives from partner schools, settings or colleges and from the Faculty of Education. It can be confirmed therefore that in order to enrol upon an Initial Teacher Training programme a trainee will have:

completed an application form

had references checked

been interviewed face-to-face

1 Initial Teacher Training Criteria supporting Advice, National College for Teaching and

Leadership, June 2015


the necessary qualifications

had an enhanced DBS check, including a check of the children’s barred list, and where the applicant has lived outside of the UK, provided a DBS check from the country, or provided a good conduct reference.

Sharing of information You can expect that a trainee embarking upon a professional practice in your setting will carry with them an ID card showing their photograph and a letter from the University confirming their suitability to train to teach. Please be aware that the enhanced DBS check which is undertaken lasts the length of the trainee’s programme of study, including cases where the programme lasts longer than three years. You may also be aware that it is an offence under the 1997 Police Act, and a breach of the DBS Code of Practice, for registered bodies (i.e. Edge Hill University) to share copies of DBS checks or any information contained in a trainee’s disclosure with a third party. Accredited providers must not therefore share this information with schools, settings and colleges, and trainees should not be asked to produce this documentation for their host settings.

Professional Practices

During all periods of professional practice training, you are expected to:

adopt a professional approach

work collaboratively with pupils, peers and colleagues

behave in a professional manner at all times

prepare all activities thoroughly

dress according to the accepted school code

be aware of and respect the importance of confidentiality

adhere to and implement accepted school policies outlined during Trainees’ induction to the school

attend regularly and punctually. Trainees are expected to be in school at all times, including non-contact time. (Number of days completed in your professional practice schools will be reported/tracked through the Approvals Board. This will also determine whether you have completed the correct number of days in a school professional practice).

notify the Faculty of Education Office by 8.45am (01695 584790) and your Professional Practice school/college of any absence (each day), passing on essential information. You should also contact your Course Leader. This is particularly important where s/he may have scheduled a visit to see you in your professional practice school/college. You must inform the Faculty of Education and your Course Leader on your return

familiarise yourself with institutional policies and procedures

provide appropriate and accurate information regularly to the Faculty of Education Office and to your Course Leader and attend the relevant briefing and preparation sessions

prepare and continually update a trainee profile that will be shared with the Curriculum Mentor and Subject Tutor during the programme. The trainee profile template was sent to you as part of the pre-course material and it is available in the needs assessment document and on the generic Flexible VLE


read information provided by Edge Hill on health and safety & avail yourself of school policies in these areas

be familiar with the requirements outlined in the Professional Practice booklets/guidance material, in order to be fully prepared prior to all school-based training

analyse and reflect upon the Professional Practice training and share thoughts and evidence of progress with peers, Curriculum Mentors and tutors

liaise with class teachers, Head teachers, Curriculum Mentors, Partnership Quality Officers and/ or supervisors about forthcoming work, ensuring that the school experience file is up-to- date and available at all times on request

respond constructively to feedback, participate in discussions re: reports and target setting. Take copies of reports and profiles to subsequent school-based professional practices

seek to take a full and active part in the wider aspects of a teacher's role e.g., engage in extra-curricular activities, INSET sessions, staff meetings and duties with staff colleagues


Professional Practice Information

For all periods of school-based training Trainees will receive documentation, briefings from your Course Leader and tutor/administrative support. You must refer to your Course Handbook and the guidance booklets that have been written to support your school professional practices. If you do not receive this please your Course Tutor. You may be required to undertake the following school-based training:

Professional Practice 1(a) The length of the first school setting will be determined by the Needs Assessment and the Individual Training Plan. It will be a minimum of ten days (2 weeks) and a maximum of 30 days (including induction and preparation). This Professional Practice can be completed part-time. It is strongly suggested that part-time means no less than three consecutive days per week whilst in school.

Your Edge Hill Subject Tutor will make at least one visit to the professional practice l – to discuss progress with you and with the Curriculum Mentors. The Professional Practice report should be completed at the end of professional practice Review between the Trainee Teacher, the Curriculum Mentor and the Professional Mentor. The school should keep one copy. The trainee should have a copy for her/his file. The trainee should also send one copy to her/his Subject Tutor and send one copy to the School of Education office.

Any trainees who have been identified as failing the Professional Practice (following the completion of the ‘At Risk’/Remediation Procedure) will be considered at the Faculty of Education Flexible PGCE Approvals Board and will also be required to attend a Review meeting at Edge Hill. An additional visit or visits by the University tutor will be made as part of the Remediation process.

Professional Practice 1(b) The length of the Professional Practice will be determined by the Needs Assessment and the Individual Training Plan, as well as drawing on the outcomes from Professional Practice 1(a). It will be a minimum of twenty days and a maximum of 40 days (including induction and preparation).

This Professional Practice can be completed part-time. It is strongly suggested that part-time means no less than three consecutive days per week whilst in school. Usually if this Professional Practice is undertaken at three days per week, we expect a Flexible trainee to complete the last two weeks of the Professional Practice 1(b) full-time. This is to give the Flexible trainee a realistic experience of what to expect on Professional Practice 2. Usually the Professional Practice 1(b) takes place in the same school, though there can be an agreed break between Professional Practices 1(a) and 1(b).

Trainees should receive a minimum of one formal lesson observation and written feedback per

week by the Curriculum Mentor or another member of the department.


Trainees may receive one formal lesson observation and written feedback from the Professional Mentor during the professional practice. Edge Hill tutors will make a minimum two visits (usually 3) during the Professional Practice (one + the triangulation visit). Normally, one of these visits will include a formal lesson observation and written feedback. The triangulation meeting will be held towards the end of the Professional Practice at which the

trainee’s achievement with regard to the Teachers’ Standards 2012 is to be recorded by the trainee, the Curriculum Mentor and the Edge Hill Subject tutor.

Prior to the triangulation meeting, a draft of the Professional Practice report will be prepared. This will be discussed in conjunction with the trainee’s performance against the Teachers’ Standards (revised 2013) at the triangulation meeting.

Following the triangulation meeting, an end of professional practice Review meeting will be held between the trainee, the Curriculum Mentor and the Professional Mentor. Revisions to the draft report will have been completed prior to this meeting and the end Professional Practice report will be agreed and signed. The school is to retain a copy of the report. The trainee should have a copy for her/his file. The trainee should also send one copy to her/his Subject Tutor and send one copy to the ITT Programme office. Any trainees who have been identified as failing the Professional Practice (following the completion of the ‘At Risk’/Remediation Procedure) will be considered at a Faculty of Education Flexible Approvals Board and will also be required to attend a Review meeting at Edge Hill. An additional visit or visits by the Edge Hill Subject Tutor (representing the Programme Leader) will be made as part of the Remediation process.


Following the observation and induction phase (usually 2 weeks), trainees will undertake a Professional Practice of a minimum of ten weeks (50 days) in duration determined by the Individual Training Plan. This professional practice can be up to 12. 5 (62 days) consecutive weeks; the first two weeks usually acts as preparation, observation and induction.

Trainees should receive a minimum of one formal lesson observation and written feedback per week by the Curriculum Mentor or another member of the department. Trainees may receive one formal lesson observation and written feedback from the Professional Curriculum Mentor during the professional practice. This is optional for the Professional Mentor.

Edge Hill tutors will make a minimum three visits (usually 4) during the Professional Practice (two + one support + the triangulation visit). Normally, at least one of these visits will include a formal lesson observation and written feedback.


The triangulation meeting will be held towards the end of the Professional Practice, at which the trainee’s achievement with regard to the Teachers’ Standards (revised 2013) is to be recorded by the trainee, the Curriculum Mentor and the Edge Hill Subject tutor.

Prior to the triangulation meeting, a draft of the end of Professional Practice report will be prepared. This will be discussed in conjunction with the trainee’s performance against the Standards at the triangulation meeting. Following the triangulation meeting, an end of professional practice Review meeting will be held between the trainee, the Curriculum Mentor and the Professional Mentor. Revisions to the draft report will have been completed prior to this meeting and the end of professional practice report will be agreed and signed. The school is to retain a copy of the report. The trainee should have a copy for her/his file. The trainee should also send one copy to her/his Subject Tutor and send one copy to the School of Education office.

Any trainees who have been identified as failing the Professional Practice 2 (following the completion of the ‘At Risk’/Remediation Procedure) may be seen by an External Examiner. An additional visit or visits by the Edge Hill Link Tutor (representing the Programme Leader) will be made as part of the ‘At Risk’/Remediation process.

AN OUTLINE OF THE DIFFERENT STAGES OF THE COURSE.

(Further information can be found in the Secondary Flexible PGCE/QTS Professional Practice handbooks) Professional Practice 1(a) Trainee teachers benefit from a gradual induction into teaching during Professional Practice 1(a). This will give them the opportunity to learn by observing experienced classroom teachers ‘in action’, to record their observations and to use these as a basis for discussion. During the first week they should have the opportunity to experience:

A general introduction to the school by a senior member of staff;

A tour of the school (perhaps led by the pupils);

Observation of a range of lessons in different subject areas, and the opportunity to talk to the Professional Mentor about the different practices they have observed and what they have learned from this experience;

Shadowing a pupil for a day, making a note of the range of work that the pupil is required to do and the different teaching and learning styles to which the pupil has to adapt. Again, discussion with mentors will help the trainee teacher to make sense of what s/he has seen;

Observation of a range of lessons within their subject area, talking to the teachers whose lessons they have observed, and with their Curriculum Mentor.

What happens during Professional Practice 1(a)

Trainee teachers will observe experienced classroom teachers during Professional Practice 1 (a). A planned programme should be agreed between the Curriculum Mentor and the


trainee teacher in which a move is made from observation to whole class teaching. This move should be staged in order to support the trainee teacher in the development of whole class teaching skills. If you are completing your Professional Practice 1 (a) on a part time basis, your experience might be perhaps more staged. Some of the stages in this process are outlined below:

Initially the trainee teacher might prepare and take one section of a lesson (e.g. 10 minutes of a ‘defined topic’ within a larger subject area);

In the following week the trainee teacher might prepare and take half a lesson, leading to more than one activity;

Two trainee teachers (working in the same department) might pair up to take a series of lessons together and thus collaborate on planning and teaching strategies;

Trainee teachers work with Curriculum Mentors to team teach a series of lessons, with the trainees gradually taking on more responsibility for the class as they become more experienced and confident about whole class teaching;

Trainee teachers progress to taking a complete lesson on their own.

Throughout this initial period trainee teachers will benefit greatly if they are given the opportunity to discuss their observations and their progress towards teaching with their Curriculum Mentor and with the teachers in whose classes they work. It is difficult to make time, but even a two minute discussion of the lesson on the way to the staffroom, or to the next class, can greatly help the trainee make sense of what they have observed and experienced.

It is important to remember that at this stage of the course you may well know next to nothing, and need to get the basics under your belt! How quickly trainees progress towards teaching whole lessons will be agreed by them and their mentor; be confident in your judgement of your capabilities. Some trainees may be over-confident and want to take control of a class too quickly. These trainees do not give themselves the opportunity to learn from the example of their mentors and other teachers and may well experience problems later in the course as they fail to progress. Other trainees may be too hesitant and may need to be firmly guided towards taking responsibility for a class.

Further guidance on the support and assessment of trainee teachers is given Edge Hill University’s Partnership website and supporting professional practice booklets.

By the end of Professional Practice 1(a) the trainee teacher should have taken at least two lessons with each of the classes s/he has observed, and should have taken a series of lessons (three or four) with a class which s/he will be teaching during the Professional Practice 1(b). This experience will allow the trainees to gain experience of planning, teaching and evaluation at an early stage in the programme and will provide a firm foundation for their Professional Practice 1(b).

The Curriculum Mentor should co-ordinate the trainee’s induction into whole class teaching, ensuring that the trainee is not either overloaded (by taking too many classes too quickly) or under loaded (by observing for too long). Every case will be different and the Curriculum


Mentor should negotiate with the trainee, and seek the opinion of colleagues with whom the trainee is working, to plan a programme of induction into whole class teaching. Normally, no grades should be recorded on the lesson observation forms during Professional Practice 1 (a). Rather, general comments should be made with the emphasis on the positive achievements made by the trainee at this very early stage of their development.

However, if the trainee teacher is giving cause for concern at this early stage, it is important that the evidence base is such that the ‘At Risk’/Remediation procedure (for trainees giving cause for concern/at risk of failure) can be initiated.

It will be rare for the ‘At Risk’/Remediation procedure to be used on Professional Practice 1(a) in respect of performance in the classroom. Colleagues may have identified a cause for concern in relation to aspects of Professional Practice and commitment; in such circumstances, ‘At Risk’/Remediation can be utilised. WHAT HAPPENS IN SCHOOL PREPARATION WEEK(S)? (Before Professional Practices 1 (b) and 2. Before the first Professional Practices 1 (b) and 2 there is a period of two weeks to ensure that trainees have:

Seen all the classes they will teach;

Have been given or prepared a scheme of work;

Identified teaching resources they need to prepare;

Prepared their first week’s lessons;

Where there are two weeks in the induction phase trainees should, during the second induction week, teach at least one lesson with all the classes they are going to take over in the Professional Practice

What Happens During Professional Practices 1 (b) and 2?

Trainees should be given an agreed timetable which in the first block should amount to 50% of a normal timetable load (approximately 10-11 hours) and in the second block 70% of a normal timetable load (approximately 14-15 hours). It is important that trainee teachers experience the full range of age and ability in the school. Key Stage 4 and post-16* experience (if available) is essential for their professional development. Worries about handing over such important classes to trainees can be lessened by the use of various strategies. These might include team teaching, or the trainee teacher taking over a defined topic under the guidance of the normal teacher, within a more general scheme of work. The remainder of the time should be spent observing and working alongside the Curriculum Mentor, preparing lessons, marking and assessing work and related tasks. Trainee teachers should be attached to a form tutor group and it is expected that they will be involved in supporting the form tutor to deliver any pastoral care programme associated with this role. We encourage trainees to gain experience of PSHE and it is also of value if they


can include in their timetable one period a week that has a Special Needs focus – either by working alongside a teacher who has ‘additional support’ in the class or working with colleagues within a ‘Special needs setting’. In teaching the whole class, the trainee will have the opportunity to build up confidence in dealing with the class as a whole, as well as continuing to develop her/his specific skills in working with groups of pupils and with individuals within classes. If there is the opportunity to work with individual or small groups of pupils with special needs, trainees should take advantage of this. There is a need to learn how to keep support staff informed about the content of the lesson and their role. Trainees will be able to develop the skill of observing how and what the pupils are learning; they will also need to observe how the teacher manages the class and approaches different lessons. Trainees are also expected to share in all other usual teacher responsibilities e.g. form tutor, break duty, extra-curricular activities, parents’ evenings and School Open days. Trainees are expected to spend the whole day in school and should not request permission to leave the school during non-contact time.

What range of skills should trainee teachers be developing?

The trainee teacher should undertake and manage a balance of organisational patterns to include group, individual and whole class teaching. They should also have the opportunity to practise a range of teaching strategies with a particular focus on managing the learning of the whole class.

Strategies include:

Explaining;

Instructing;

Questioning;

Demonstrating;

Giving feedback;

Managing for active learning;

Strategies for behavioural management

Strategies for individualized learning and differentiation for EAL (English as a Foreign Language;

Types of organisation appropriate for different aspects of the course;

Management of group sizes;

Incorporating ICT into their teaching strategies.

Professional Practice 2: focus on assessment: One of the key focus points of Professional Practice 2 should be formative and summative assessment. There are three key aspects of assessment which must be addressed by trainee


teachers, with the support of their Curriculum Mentors, during this period. These key aspects are outlined below.

1. The key point in the transition from Professional Practice 1(b) and Professional Practice 2 is that the trainees need to change the focus of their attention from themselves (how the lesson went for them!), to their pupils (what did they learn?). Whilst this is something that all trainee teachers are encouraged to consider from a very early stage of their programme, it is not always easy for them to do so – particularly when they may be striving to come to terms with the challenges of ‘classroom management’.

Trainees need, during Professional Practice 2 to develop the skills of evaluating what learning took place in their lesson. To do this they will need to assess how well learning objectives have been achieved and use this assessment to improve specific aspects of their teaching. In their evaluations of their lessons, therefore, trainees should be able to answer the following questions:

Were the majority of the lesson objectives achieved by all/most/some of the pupils?

What evidence is there that the objectives were achieved?

What changes will they make to their future lesson plans as a result of the evaluations of their lessons?

2. Trainees need to keep clear and accurate records of pupil attainment. Curriculum

Mentors should ensure:

the trainee is marking and monitoring pupils assigned class work and homework

the trainee is providing constructive feedback and setting targets for pupils to enable them to progress

the trainee is using a variety of assessment methods

the trainee is able to provide accurate assessment information for school staff and other groups, for example, parents

In this final respect it would be very helpful if all trainees could attend parents’ evenings for the classes they teach or observe, and if they could write reports for a selection of the pupils that they teach (about 6 reports seems to be a useful number) which are then checked by experienced staff. 3. Can the trainee teacher, with the help of experienced members of staff begin to use national assessment criteria and data to inform their assessment of their pupils' abilities? The professional practice is timed to coincide with end-of-year exams, GCSE exams and controlled assignments and post-16 summative assessment. Trainees will benefit greatly, during this period, from the opportunity to work with their Curriculum Mentor and with other teachers and under their guidance to:

Mark a selection of exam scripts and award a grade/mark;

Invigilate an exam;

Participate in moderating meetings;

Awarding a grade/mark to Key Stage 3, GCSE and post 16 controlled assignments, and discuss the grades with their Curriculum Mentor, thus learning how to interpret national assessment criteria;


Embed the knowledge of how national, local comparative data, including the National Curriculum test data, where applicable, can be used to set clear targets for pupils’ achievement. Have a firm understanding how the information of a pupil can allow a teacher to track and plan for continual progress.


Professional Practice:

1. Primary School Practice

As part of the programme you are required to arrange a primary school practice lasting five days. It may be that, through the Needs Assessment process, you can identify where this requirement has already been met (if you have worked as a teacher and/or lecturer). Because of the ever changing nature of the KS2 curriculum, this experience must have been in the past eighteen months. Your Subject tutor will advise you more thoroughly during the Needs Assessment process. Your primary school practice needs to be seen as an integral part of your secondary experience. However, for the majority of trainees undertaking the programme, it is unlikely that they will be able to claim credit in respect of prior relevant experience and learning. Even if you have completed a period of school observation in the past, you may need to do this professional practice as it has a specific focus and is part of your training on the Flexible Postgraduate programme. The professional practice may be undertaken as part of one of the Professional Practices and the length of the professional practice will be adjusted accordingly to accommodate this. Please see individual subject guidance.

A period of structured observation in a primary classroom will help you to understand:

how your subject is taught at KS1 and KS2;

what pressures are placed on primary teachers to ensure the whole of the National Curriculum is covered;

appreciate some of the problems faced by pupils transferring from KS2 to KS3;

The structure of the KS1/KS2 curriculum;

The impact of the numeracy and literacy strategies on pupils’ development.

It is essential that you document your experience as your course tutor will ask to see your log and the information you gather will be referred to in aspects of your work throughout the programme. Please consider how you might complete a report to record your observations and thoughts. It is important that you undertake this in a professional manner, please refer to the University guidelines on Research Ethics.

PRIMARY SCHOOL PRACTICE: OBSERVATION / KEY POINTS FOR FOCUS

Once you have finalised the arrangements for your Primary School Professional Practice, you need to: 1. Familiarise yourself with the environment around the school and the catchment area for

the school population; 2. Ensure you know what time the school day starts and ends and what time you are required

to be present;


3. Check what is the required in respect of the standard of dress. For instance, many schools will expect male trainees to wear a collar and tie whilst some schools would not expect female trainees to wear trousers;

4. From the suggested topics on the following sheets organise a checklist of information you want to collect and the sorts of observations you would like to make. The onus is on you to collect such information as may be readily available. Your Subject tutor will give you further advice on how/what to observe whilst on primary school observation.

When writing up your observations it is better if you refer to the school purely in terms of its size and general location and that pupils and staff are not named.

General points about observing in the classroom

Discuss with the class teacher what your role is going to be each day. It can be disconcerting to have someone sit at the side of the classroom writing all the time.

Ensure you understand what contribution you can make to the lesson.

You may feel critical at times of what has happened but this should not be reflected in either your comments to members of staff or your notes.

At the end of each day you may be offered an opportunity to discuss what you have seen but this will depend on the availability of staff. Likewise staff would not expect you to rush out immediately the school finishes. Observing what preparation is done for the next day may be helpful.

Please ensure that staff are thanked and use this opportunity to highlight any parts of the experience you found particularly useful or interesting.

Take appropriate clothing with you for involvement in specific activities related to your curriculum area.

Points for you to consider How do you feel being the “teacher” in the classroom – you may even be asked if you are

an Ofsted inspector?

What are young children like in the classroom and in the playground?

How would you expect the pupils to react to the transition from this environment to that in a secondary school. In some cases pupils will be separated from their friends and it might be useful to see how they consider that prospect.

What seems to you to influence the effectiveness of learning? You should look in more detail at the following areas.

The School and Community What kind of community does the school serve?

How is the community reflected in the school?

What differences in social, cultural or ethnic background can you observe?

How are these differences perceived by the staff?

How does the school relate to social agencies in the community?

How is the governing / managing body appointed and from what groups are its members drawn?


What kind or information is available both to you and the external agencies about the school and individual pupils.

School work

How is the school day structured?

How are the Government changes affecting the Primary curriculum?

How is the curriculum drawn up – for instance is it by consensus amongst the staff?

What is your perception of the ways in which staff respond to new ideas on content of the curriculum and different methods of delivery?

How is the changing core curriculum having an effect on other subjects?

What provision is made to ensure pupils with exceptional needs such as

Gifted children

Pupils from ethnic minorities whose first language may not be English

Pupils with learning difficulties - physical, low ability, social or psychological are fully integrated into the school?

What impact have the literacy and numeracy hours had on the organisation of the school day?

What impact are daily phonic sessions having on pupils’ progress? Please see your subject tutor for specific advice. You will have a subject specific phonics task to complete so that you can see the possible impact on your own subject in secondary school.

What impact have these measure had on raising standards?

How are other subjects such as Science, Art, Music, Design Technology, History and Geography incorporated into the school day?

How is creativity fostered?

How do teachers deal with ‘non-specialist’ areas?

How are pupils introduced to other languages and cultures?

How are pupils helped if English is an additional language?

Does the school have a daily act of corporate worship?

How do pupils explore the world around them – for instance current affairs?

What facilities does the school have in relation to ICT and how are these incorporated into the curriculum?

What resources does the school have to support all its activities?

What opportunities are there for pupils to take part in team games?

The National Curriculum and its Changes

Does the school have any difficulties in meeting the requirements of the National Curriculum? What changes do you see?

What are the views of the teachers on assessing pupils at ages 7 and 11 against national standards?

How do the members of staff respond to the idea that all pupils should be tested at age 5 to provide a baseline for added values against which the school’s contribution to the development of the child can be measured?


Your subject

Your subject tutor will provide you with specific tasks relating to your subject in the primary school.

Relationships

What is the school’s attitude to parents? Are they actively encouraged to become involved?

Is there a PTA or Friends’ Association and what is their role?

How do you perceive the relationships between staff – both professionally and informally?

What are the relationships between staff and pupils and how is this reflected in the quality of language used in exchanges between them?

How do pupils respond to the lunchtime supervisors? Are they seen as an integral part of the school staff?

What methods are used to reward pupils?

What sanctions are there to maintain discipline?

What are relationships like between pupils? To what extent do pupils from different social and ethnic backgrounds mix?

Are pupils encouraged to talk to each other, to staff and /or visitors?

Assessing pupils How often is pupil work marked? What is done with the marked work? How is it shared

with pupils?

Are they generally given an indication, either verbally or in written comments, about how they might improve their work in the future?

How are weaker pupils encouraged?

Is pupil work displayed, discussed or shared with other pupils?

Use of peer and self assessment. How are peer and self assessment encouraged in the classroom? Do your feel it is an effective way to assess and target pupils’ progression?

Formative assessment techniques as part of the school’s Assessment of Learning techniques?

Behaviour How are the relationships and routines built on in the classroom?

As well as gathering some of this information you should plan what your focus of observation in the classroom should be.

Observation of pupils (1) Taking one group of pupils (say 3 or 4), observe them over a day

How pupils are grouped

Their responses to discipline

How they interact with each other

How the day is structured for them

Observation of pupils (2)


Choose one pupil from the group and focus on them during the day. This should not be done in such a way as to make the pupil self-conscious or upset but will enable you to consider:

How much time a pupil is fully engaged with their work;

What type of teaching appears to suit them best;

How self-reliant the pupil is;

How the pupil interacts with his/her peers and members of staff. At the end of each observation you should reflect on what you have seen during the day and make a brief summary of the notes you have taken during the day.

Examples of areas for trainee focus

The nature of the trainee’s curriculum area at key Stages One and/or Two?

Structure of lessons?

How lessons are planned?

The types of activities within lessons?

Phonics and how understanding is reinforced across the curriculum

The type and use of language in the classroom?

What is the nature of the curriculum experience for pupils within the primary age phase?

How do teachers assess the learning of pupils?

What is the role of the school as part of the community?

How do other professionals – such as learning support assistants – work and support teachers and pupils?

How do teachers deal with pupil misbehaviour?

How is the classroom environment and the school more generally made conducive to learning – displays etc?


Roles of Partners:

PROFILES OF THE TRAINERS During your course, several different people will be responsible for supervising you and monitoring your progress through the various professional practices. Below is a brief description of the duties and responsibilities of each of these people. THE PROFESSIONAL MENTOR (School-Based) The Professional Mentor has overall responsibility for trainee teachers during their Professional Practice. The key roles are liaison (externally with Edge Hill's Link Tutor and internally with Curriculum Mentors), co-ordination and monitoring the professional development of trainee teachers. Specific responsibilities include:

ensuring that trainee teachers receive an appropriate institutional induction; providing (through delivering and facilitating access to sessions) an agreed

programme of seminars on key whole-school aspects of teachers' professional duties;

ensuring that trainee teachers have opportunities to work with classes across the age and ability range;

co-ordinating access for trainee teachers to professional activities outside the classroom, e.g. pastoral / tutorial work, staff meetings, parents' evenings, extra-curricular activities;

monitoring and assessing trainee teachers' performance against the Teachers’ Standards (revised 2013)

possible observation of the trainee teacher once on each professional practice; co-ordinating the provision of interim feedback on the performance of trainee

teachers, identifying concerns about specific trainees; co-ordinating the work of Curriculum Mentors and ensuring that the training

entitlement of the trainee teacher is met; ensuring that support mechanisms are in place for trainee teachers; initiating the Remediation procedure on behalf of the school, in liaison with Edge

Hill, for a trainee who is identified as being at risk of failure; co-ordinating the Review process for end of School Experience report writing; co-ordinating the completion and collation of final evaluation reports.

THE CURRICULUM MENTOR (School-Based) Curriculum Mentors have responsibility for the professional development of trainee teachers attached to their department. In this role they will need to liaise with the Professional Mentor and their departmental colleagues, and with Edge Hill's Subject Tutor.

Specific responsibilities include: ensuring that trainee teachers receive an appropriate departmental induction; providing an agreed training programme on key aspects of planning and delivering

effective teaching and learning within the subject; working with trainee teachers to help them develop their classroom skills; ensuring that trainee teachers have access to appropriate departmental resources;


observing trainee teachers and providing written and oral feedback (at least one formal observation and written feedback from within the curriculum area per week);

providing guidance and support to trainee teachers as appropriate; monitoring and assisting trainee teachers in recording their progress and experience

through Campus Pack identifying a trainee teacher at risk of failure and communicating this to the

Professional Mentor and the Subject Tutor in order that a Remediation procedure can be initiated;

assessing trainee teachers' performance against the Teachers’ Standards (revised 2013)

providing trainee teachers with opportunities to work with classes across the age and ability range;

providing an appropriate input to the completion of the end of professional practice report at the Review meeting

completing final evaluation reports; ensuring that there is consistency of judgement of a trainee teacher's performance

across the staff who are involved in observing and providing feedback to the trainee; liaising with other staff within the department to ensure that everyone has a good

understanding of the needs of trainee teachers; the best way to support their professional development and that common standards of assessment of trainee teachers are maintained throughout the department

THE VISITING TUTOR (Edge Hill University staff) Subject Tutors work with Curriculum Mentors to supervise and support the professional development of trainee teachers whilst on professional practice. Specific responsibilities include:

monitoring the progress of trainee teachers through regular contact with Curriculum Mentors;

making the agreed number of school/college visits, and additional visits if required; following the agreed protocol for the arrangement of visits; observing trainee teachers in the classroom, and providing written and oral

feedback; moderating Curriculum Mentor assessments and supporting as appropriate, e.g.

joint observations; providing guidance and support to trainee teachers; representing the Programme Leader/Head of Area in the Remediation of a trainee

teacher during (Developmental and Synoptic) professional practice; monitoring the delivery of the trainee teachers' entitlement under the Partnership

Agreement. During Professional Practice 1(a) professional practice, the Visiting Tutor will also provide the point of contact for Curriculum Mentors and trainee teachers and provide a key role in the University’s Quality Assurance procedure. The Visiting Tutor may also make support visits to distance Flexible trainees where appropriate. The tutor will monitor, assure and review the delivery of school-based training programmes and support the delivery of school-led training, e.g. guidance on Professional Mentor or Curriculum Mentor training programmes, interpreting the trainee’s individual training plan. Mentors and


departmental staff are supported in this role through the Edge Hill University’s Partnership website and supporting professional practice booklets.


Newly Qualified Teacher/Former Trainee Development and Enhancement Programme

Edge Hill University are here to support you through your studies and throughout your teaching career. The Development and Enhancement programme supports graduates in their first year of teaching through the following: • Workshops/Collaborate sessions • Blackboard area dedicated to NQT/Former Trainees and their professional development • Access to the Public Lecture Series • Dedicated email address [email protected] • Support and guidance from Area Coordinators We also provide support throughout your teaching career including: • Support in planning your career • Free Library and online journal package • Help with further study We very much welcome you to be a part of the Edge Hill University alumni community once you graduate.


Teaching Unions

We strongly advise you to join a union. The three listed below all offer similar general benefits:

o legal support and advice (this is particularly important in case you become involved in an accident in school) o general advice and information for members o professional representation o free membership for trainees o online application process

To help you decide which one to join, you could:

o study their websites o talk to teachers in a setting, school, or college o take out multiple free student memberships, before choosing one union to subscribe

to as an NQT/Former Trainee

Union

Website

The National Union of Teachers

http://www.teachers.org.uk/

The National Association of Schoolmasters Union of Women Teachers

http://www.teachersunion.org.uk/

The Association of Teachers and Lecturers

http://www.atl.org.uk/

Union representatives are normally invited to give a brief introductory talk to trainees during the course of their programme.


Faculty of Education Initial Teacher Training (ITT) Professional Code of Conduct Introduction

1. All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner.

2. You are entitled to expect that your professional practice settings mirror the professional

experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher. This could mean, for example, attendance at start of day staff meetings, or attendance at an after school club.

3. The Professional Code of Conduct is additional and complementary to the Edge Hill

University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web.

4. The Professional Code of Conduct is additional and complementary to both the Edge Hill

University Student Charter and a professional practice setting’s own policies and practices.

5. This code has been drawn up in collaboration with the ITT partnership. The code takes

into account the relevant and current policy and legislative frameworks including the Teachers’ Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation.

6. This code sets out the Faculty’s expectations of you as you engage with a professional

programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards.


Behaviour and attitude: As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you are expected to demonstrate consistently high standards of personal and professional conduct. You will maintain and model the highest standards of ethics and behaviour. For all aspects of the programme you are following, you will: 1. Demonstrate high standards of honesty and integrity 2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff in

the Edge Hill University Partnership, with humility and dignity

3. Show respect for the rights of others including individual liberty and mutual respect and tolerance of those with different faiths and beliefs

4. Show due regard for the ethos and values of the university and any other setting. You will

follow the policies, procedures and codes of practice and conduct, including safeguarding pupils’ well-being, in accordance with statutory provision

5. Demonstrate professional behaviour and relationships towards all staff, pupils/learners

and trainees in both formal and informal contexts, including via social media. You will observe boundaries in line with a teacher’s professional position and responsibilities

6. Take responsibility for your own learning and development, ensuring a professional and

accountable approach to all aspects of the programme

7. Take responsibility for managing the demands of the profession by looking after your personal well-being and actively developing resilience strategies

8. Show an active willingness to engage with, listen to and act on feedback and advice from

Mentors across the Edge Hill University Partnership 9. Actively reflect on your learning and teaching experiences in order to target set, action

plan, improve, achieve and attain highly 10. Participate and actively engage in all learning and teaching experiences, and activities;

and engage with the full range of feedback mechanisms, such as trainee surveys, trainee consultation and focus groups

11. Ensure that the requirements of all elements of the programme are carried out in line

with the guidance in module, course and programme documentation, and at briefings. This includes subject specific codes of practice


Professional responsibilities: In addition, this will mean that you are required to: 1. Commit to attend all training sessions. You will reflect an exemplary attendance record

that can be reported within your completed reference from the Edge Hill University Partnership. You will follow the procedures for notifying absence which are clearly set out in the programme documentation and avoid last minute cancellations of meetings wherever possible

2. Complete, adhere to and retain all compliance-related documentation in an appropriate

manner. This will include DBS Enhanced Disclosure, relevant safeguarding checks, and good health and good character declarations

3. Complete, and keep up-to-date, The Student Allocation Profile Survey 4. Fully engage with the programme that you have enrolled upon, as required by the

teaching and learning strategy for your programme; including attendance at all Personal Tutor meetings

5. Take responsibility to access, read, fully understand and engage with the policies,

procedures and practices across your training programme; and ensure all safeguarding procedures are fully adhered to

6. Maintain a professional approach to all communications, including e communications and

social networking, ensuring that comments made do not bring yourself, your family, your colleagues, or the Edge Hill University Partnership into disrepute

7. Use the Edge Hill University email system to communicate professionally with staff, to

maintain an appropriate approach to e-safety and to comply with the university’s and setting’s policy2

8. Be punctual at all times 9. Use the relevant support networks to raise any issues/concerns you may have with your

training 10. Maintain an appropriate standard of professional dress and appearance, particularly

whilst on professional practice and in relation to special activities

11. Ensure that all assessed work relevant to your training programme is available if requested

2IT Acceptable Use Policy http://ehu.ac.uk/aup

http://ehu.ac.uk/aup


12. Take full advantage of the range of professional development opportunities, including the NQT/Former Trainee programme, in order to support your ongoing training and development


Breaches of the Professional Code of Conduct When at Edge Hill University: 1. Code of Behaviour/Misconduct The Edge Hill University Student Regulations, incorporating the Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct. 3 You must comply with all rules and regulations of the university. The current versions of all university polices are housed on the Edge Hill University intranet and it is your responsibility to make yourself aware of these. Some rules and regulations may be supported by sanctions, including fines, or exclusion from facilities and services. 2. Academic and Professional Requirements The academic and professional requirements of each ITT programme are specified in The Edge Hill University Student Handbook, produced on an annual basis. The handbook sets out what is expected and required of you in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:

Academic failure

Malpractice

Failure to meet the academic and professional requirements of the programme. Within the Edge Hill University Academic Regulations, please also refer to Appendix 19: Professional Review Procedures 3. Academic and Professional Review procedure The ITT Academic and Professional Review Procedure acts as a necessary first stage in the tracking and monitoring of trainees’ progress on their ITT programme. The process is designed to be supportive of you in outlining clear actions to support your success, progression and achievement. In addition, the procedure allows decisions to be made with regard to your suitability to teach and/or remain on the programme. Whilst on professional practice:

3Student Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html


1. Minor breaches of the Code of Conduct will be dealt with initially by discussion with the

mentor and/or visiting tutor, an informal warning, and/or improvement targets set through the normal training process. Provided that you act on such warnings and/or targets, and comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined below will apply.

2. If you commit a serious breach of the Code of Conduct and your behaviour gives rise to

concern about professional standards, the head, manager or principal of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified and appropriate action will be taken. This may include the triggering of the Academic and Professional Review Meeting procedure (APRM) usually at Stage 2.

3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in

your immediate removal from the school/setting/college and serious disciplinary consequences. These consequences will usually include a Stage 3 Academic and Professional Review Meeting.


APRM Review Process: Academic and Professional Review Procedures for Initial Teacher Training programmes, 2016-17

All trainees on ITT programmes receive robust training at the start, and throughout their programme, about professionalism. In addition, trainees are introduced to the expectations set out within the ITT Professional Code of Conduct which they must sign both at the beginning of their programme of study, and on an annual basis, as acknowledgement of their commitment to uphold the expectations. The ITT programmes’ Academic and Professional Review procedure (APRM) is the Faculty-based, staged approach that operates within the University’s Fitness for Practice Academic Regulations, and alongside the ITT Professional Code of Conduct. The APRM procedure has been drawn up by the ITT partnership. It takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards in England, 2012, and the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS).

1. The ITT Academic and Professional Review procedures are staged, transparent, fit for purpose and documented for every ITT trainee

2. The ITT Academic and Professional Review procedures form part of the overall

tracking and monitoring of trainees’ academic and professional progress on their ITT programme

3. Review meetings will be triggered4 if trainers wish to meet with a trainee in order to provide a specific level of support; or to clarify/address concerns that may be impeding a trainee’s progress and/or development, including possible breaches the Code of Conduct; these may be linked to: - attendance and engagement - performance and/or engagement whilst in university or partnership setting - performance through assessment - ability to meet the requirements of the ITT Professional Code of Conduct

4 Note - all trainees who fail a Professional Practice must attend a Stage 2 APRM meeting


4. The procedures should be easily operational, with realistic timescales at Programme and Area level, taking into account ethics, confidentiality and safeguarding

5. Clear, easy to understand documentation relevant to each ITT Programme will be provided to trainees to enable the procedures to operate smoothly and efficiently

6. The purpose of a scheduled APRM will be communicated prior to the meeting to the trainee

7. The Faculty Academic and Professional Review procedure has four stages, including

an initial tutorial stage; the stages are detailed in each ITT Programme Handbook. Trainees who fail to meet their targets from Stage 1 are referred on to a Stage 2 review meeting. If a significant concern emerges, this may trigger a direct move to Stage 2 of the review procedure, by-passing Stage 1. If trainees fail to meet the targets set as part of Stage 2, they move to Stage 3. Academic staff may exercise academic and professional judgement to undertake an APRM meeting at any stage outlined in the following procedure depending upon the nature of the first infringement of the Code of Conduct The final stage of the process, Stage 4, involves referral by the Faculty Associate Dean (ITT and Quality), to the Academic Registrar and Director of Student Services, as identified in The Professional Review Procedures within the University Academic Regulations, 2014/15. The referral will result in action which is dealt with under the Edge Hill University Code of Behaviour and Disciplinary Procedures and/or under the Fitness for Practice Procedure

8. The Head of Area will liaise with the Faculty Associate Dean (ITT and Quality) in

relation to the triggering of review procedures beyond Stage 3 and in a case which could potentially either involve gross misconduct or where there are concerns in relation to fitness to practice

9. These agreed principles will be reviewed and, if necessary, revised on an annual basis

by the ITT Board


Exceptional Mitigating Circumstances (EMC) The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The guidelines can be found on the Academic Registry wiki https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014 If you have questions about the content please discuss with the Programme Leader who will advise you on the best course of action.

https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014


Section A: Personal Details

Name:

Course:

Title of Project:

Supervisor(s):

Section B: To establish whether your project requires approval from the Faculty Ethics Research Committee (FREC)

Yes No

1. Will your project involve collecting and analysing data rather than solely consisting of a literature review?

2. Will your data be anything other than the material routinely produced and collected as part of your teaching or professional practice (e.g., lesson plans or evaluations)?

3. Will your data be anything other than documentary data (e.g., policy documents, schemes of work, awarding body specifications)?

4. Will your data be anything other than publically available secondary data that is in the public realm (data already collected for another purpose) such as national archives or DfE performance tables?

5. Will you collect new data from or with persons (e.g., interview or questionnaire) purely for purpose of completing this project?

If you have answered yes to all of these questions your project will require approval from the Faculty Ethics Research Committee. You must not begin data collection until you receive approval and this form has been signed off by an FREC representative. Failure to comply with this procedure is considered by the university as academic malpractice that will result in failing the module associated with this project and may also result in you being withdrawn from your course.


Section C: To be completed only if your project requires FREC approval Before designing your project you will need to become familiar with the standards expected to be followed in educational research by reading the British Educational Research Association Ethical Guidelines for Conducting Educational Research. If the participants in your study involve persons under the age of 18 years you may also find it helpful to read the Ethical Guidance for Undertaking Research with Children and Young People. These documents can be found on the Faculty of Education Research wiki: https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics

Project Details

What are the research question(s) for your project?

Who are the intended participants?

How will you access these participants?

What is the proposed design of your study?

What is the proposed method of data collection?

Ethics Checklist Yes No

https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics


1. Participants can freely provide consent to participate

2. Participants understand what the project is about

3. Participants are informed that they can withdraw from the study during or after data collection

4. I confirm that participants are not deceived or caused any distress by their participation.

5. I have attached a participant information sheet that explains what the aims of the study and what participation will involve.

6. I have attached a consent sheet that allows participants to provide written consent, informs participants that they can withdraw from the study during or after data collection up to a specified time (e.g. two weeks) and explains how the researcher can be contacted if they wish to withdraw participation retrospectively.

7. I have read the British Educational Research Association Ethical Guidelines for Conducting Educational Research

If you have answered no to any of these questions your project may require an additional level of scrutiny by the FREC. Please contact the FREC Chair (Prof. Tim Cain [email protected] or the FREC Secretary (Julie Kirby [email protected]) Section D: Supervisor/ FREC Approval

Trainee to confirm all details are correct

Signature of trainee: Date:

Supervisor(s) Please tick one of the following options:

Does the project require FREC approval Yes No

Signature of supervisor(s): Date:

FREC Representative

Signature: Date:

This form must be attached to the trainee project that is submitted and a copy sent to the FREC secretary.




Assignment Extension Policy: Trainees who experience difficulties that may adversely affect their ability to submit work for assessment by the published hand in date are advised to contact their Subject Course Leader as soon as possible. Trainees are encouraged to attempt to submit their work by the published hand-in date, but in some cases this is not possible and in these circumstances it is reasonable to grant an extension. The maximum extension period is two weeks. An extension has to be approved by an approved member of the Programme team. A form is provided for this process and must be signed before the extension is granted.

Overview of practice relating to the tracking of assessment extensions All students should submit their work by the published hand-in date. However, there may be occasions where students’ experience serious difficulties that may adversely affect their ability to submit work for assessment by the published hand-in date. Under such circumstances students are advised to contact their Module Tutor as soon as possible. It is recognised that, in some cases, timely submission of assessments is not possible and in these circumstances, following discussions with your Module Tutor, it may be appropriate to grant an extension. The maximum extension period is for a maximum of two weeks. An Extension Request form is available for students to complete and submit following the meeting with the Module Tutor. The form should contain clear details of the reason for the extension together with supporting evidence where appropriate. Extension requests should be submitted no later than one full week, and no earlier than 3 full weeks before the published submission date, although unforeseen circumstances may be considered on an individual basis. Students are reminded that serious and on-going personal circumstances may require the submission of an Exceptional Mitigating Circumstances request rather than an Extension Request form. The Personal Tutor will be able to offer guidance as required.


On Programme Self-Declaration

All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. In addition, statutory guidance requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list, a prohibition order check, and, for those trainee undertaking Early Years or Primary programmes, a check that the candidate, or, to the best of their knowledge, any member of their household, is not disqualified from working in childcare settings. These checks are undertaken prior to enrolment. If any changes occur whilst on programme in a trainee’s circumstances relating to their health and physical capacity to teach; or relating to a criminal record, or safeguarding check, the trainee must inform their Head of Area without delay in order that appropriate support can be put in place.


MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to identify and minimise any risks to children/vulnerable adults. This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding 5 and welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also clarifies how a student/trainee will be supported throughout any process of enquiry.

POLICY TITLE

MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

NEXT REVIEW DATE

June 2017

REVIEW RESPONSIBILITY

N. Baker

LAST REVISION MADE

June 2016

5 Please note this procedure also applies to a cause for concern which may fall under The Prevent Duty


MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE

RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT

The following sets out the actions to be taken by a student/trainee

and Faculty staff

Student/trainee must inform

the school/college/setting’s DSO immediately (within

24 hours) using the details provided during the

induction into the Professional Practice.

Student/trainee must inform the Faculty of Education DSO

immediately (within 24 hours) using the designated email

[email protected] and

must be copied to the appropriate HoA.

The HoA will ask the trainee to complete an incident

reporting form and submit this to the Faculty DSO, who

will refer to the appropriate body, as necessary (and

concerns of a serious nature will be reported directly to the

local authority’s Safeguarding Officer).

The HoA will advise the student/trainee to seek support

from their Personal Tutor.

The school/ college/setting’s DSO will guide and

support the student/trainee in following the

school/college/setting’s relevant procedure.

The FoE’s DSO will contact the *relevant

school/college/setting’s DSO to ensure the appropriate

procedures are in place.

Student/trainee to be informed of

outcome by HoA.

As appropriate, the HoA will work with the relevant

Personal Tutor to ensure the student/trainee is supported

in their Professional Practice.

Student/trainee has concerns relating to

safeguarding of a

child/vulnerable adult

DSO – Designated Safeguarding Officer

FoE – Faculty of Education

HoA – Head of Area

The FoE’s DSO will seek and record the outcome, and

share with HoA and with other colleagues within the

University, as necessary.

The FoE’s DSO will ensure the partnership database

details are amended, as necessary.



* The FoE (DSOs) are Nadine Baker, email: [email protected], Tel: 01695 584336, and Leon Fraser,

email: [email protected], Tel: 01695 584314.

Please note it is courteous for the student/trainee to also inform their Mentor of the fact that an issue has been

reported (please note the specific details should not be shared).



Teachers’ Standards (Revised 2013)

PART 1 - TEACHING

S1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS

Indicative prompts:

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS

Indicative prompts:

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study

S3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE

Indicative prompts:

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

S4. PLAN AND TEACH WELL STRUCTURED LESSONS

Indicative prompts:

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge & understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS

Indicative prompts:

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them


S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT

Indicative prompts:

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

S7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT

Indicative prompts:

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES

Indicative prompts:

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being

PART 2: PERSONAL & PROFESSIONAL CONDUCT

Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school.

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.

Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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