Overview of the session The Pre-service team In as long as mation about the Pre-service course In as long as mation about the Pre-service course Our trainees

Overview of the session The Pre-service team In as long as mation about the Pre-service course In as long as mation about the Pre-service course Our trainees www.phwiki.com

Overview of the session The Pre-service team In as long as mation about the Pre-service course In as long as mation about the Pre-service course Our trainees

Hall, Marlon, Contributing Editor has reference to this Academic Journal, PHwiki organized this Journal UNIVERSITY OF HUDDERSFIELD SUPPORTING PRE-SERVICE TRAINEES ON PLACEMENT LIZ DIXON Pre-service Mentor Training 2013-14 Overview of the session Introductions Provide an outline of the Pre-service course Discuss requirements as long as a trainee placement General issues Teaching practice Role of the mentor Observations in addition to assessment Documentation The voices of trainees Case studies in addition to questions The Pre-service team Head of department : Dr Roy Fisher Course Leader : Dr Martyn Walker Personal Tutors Gwyneth Allatt Liz Dixon Judith Kidder John McNichol / Sarah Williamson Alison Ryan Admin support – Geraldine Allport in addition to Linda Bed as long as d

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In as long as mation about the Pre-service course The Pre-service course is a one year, full time course in initial teacher training at the University of Huddersfield, leading to the award of Post-Graduate Certificate in Education (PGCE) Professional Graduate Certificate in Education (PGCE) Certificate in Education (Cert Ed) as long as Lifelong Learning Post Graduate Diploma in Education (PGDip) Different routes to the award depend on the level of study of the modules undertaken on the course (level 4-7). In as long as mation about the Pre-service course Due to the changes over the last few years in the Lifelong Learning Sector, it is now a requirement as long as teachers across the sector to have a teaching qualification. As part of the qualification it is also a requirement that each trainee have a subject specialist mentor. The course maintains a Mentor database which is used to support our mentors, send them in as long as mation in addition to comply with the requirements as long as Ofsted. Our trainees Typically are well-qualified in their specialist subject area Often have relevant experience of working in their specialist field Usually have limited experience of teaching

Our expectations of trainees Show a professional attitude Develop their awareness in addition to underst in addition to ing of the working practices of the organisation in addition to of the teachers with whom they work Participate in an active teaching role Fulfil the other duties in addition to responsibilities associated with their teaching role Seek out in addition to be receptive to feedback in addition to support from their mentor in addition to other specialist staff Prepare, maintain in addition to evaluate schemes of work, lesson plans in addition to assessment records as long as all of their teaching Demonstrate a commitment to reflect, evaluate in addition to develop their own per as long as mance. Aims of the teaching practice placement Provides the opportunity as long as trainees to achieve many of the outcomes as long as the course Acquire guided experience in teaching their own specialism Develop professional skills in addition to techniques associated with the teaching role. Develop expertise in per as long as ming the teacher’s role both in the classroom in addition to the wider context Acquire personal experience of the structure, organisation in addition to work of the placement. Involve themselves in effective working relationships with staff in the placement. Role of the mentor (1) The mentor would normally be: a suitably qualified in addition to experienced teacher who underst in addition to s the requirements of teaching/training in the subject area a critical friend in the trainee’s placement who is able to provide advice, guidance in addition to constructive feedback available to meet the trainee regularly to discuss their progress in addition to development needs

Role of the mentor (2) The mentor can assist the trainee in the following areas: Induction within the specialist department Planning in addition to Curriculum: Supervise trainee’s planning at the lesson in addition to course level. Provide access to module/unit specifications in addition to resources Teaching observations: including constructive feedback, especially relating to subject specialist pedagogy. Progress reviews: Development of the trainee’s teaching in addition to their general progress in the placement . The extent to which the trainee is working towards the grading criteria. Support in addition to identification of any problems in addition to where appropriate, liaison with the trainee’s personal tutor Liaison with University – completing relevant documentation in addition to contact with University tutors / admin team Teaching practice modules Trainees complete 4 modules in total on the course 2 of these modules relate directly to their teaching practice Personal in addition to Professional Development (DFD7130 / DMD7130) November – February, 2/3 days a week Teaching a Specialist Subject (DID 7230 / DHD7230 / DMD7230) February – April, full time 6 week block placement St in addition to ard requirements as long as assessment of teaching practice A minimum of 100 hours of teaching practice 50 hours as long as each module 8 teaching observations 4 observations as long as each module A teaching file Evidence of planning, resources in addition to reflection relating to teaching in each of the two teaching practice modules

Placement overview Early in the placement: Trainees settle in in addition to familiarise themselves with key people, places in addition to procedures in the placement (department in addition to the wider institution). Induction – including relevant health in addition to safety issues Trainees have an Induction Checklist which they need to complete. It will help trainees to settle in if they could be allocated a space where they can work / leave belongings. Trainees have a first meeting with their named mentor Trainees shadow in addition to observe staff to help them to see a range of different student groups, courses in addition to approaches to teaching in addition to learning. Trainees agree a timetable with their mentor/ a manager. Teaching practice Teaching hours can include teaching whole classes, team teaching, small groups in addition to one to one Where possible trainees should be phased in, taking on increasing responsibility as long as planning in addition to delivery Experience of a range of groups, courses, settings Opportunities to observe other teachers Timetable Agree with individual trainees Block 1 – attend part-time November – February Trainees are available as long as placement 3 days Monday / Thursday / Friday Wednesday / Thursday / Friday Days will depend on their University timetable Typically 6-8 hours teaching over two or three days. Block 2 – full-time Feb – Easter (6 weeks) Typically 10-12 hours teaching per week.

Teaching file as long as each module The trainee’s file should include: An on-going log of teaching hours Teaching observation reports Records of discussions with mentors, including subject specialist issues Full documentation evidencing lessons which the trainee has planned in addition to taught Personal Development Plan records Placement report as long as m completed by the mentor First phase of teaching practice Personal in addition to Professional Development 2 or 3 days attendance at placement (negotiated) Minimum of 50 hours teaching A minimum of 4 satisfactory observations Generic in addition to subject specialist observations Typically carried out by: 1 subject specialist (usually the mentor) 2 generic (teacher trainers or specialists in the department) 1 university tutor Completed by mid February Teaching practice block 1 During this phase the trainee should shadow in addition to observe teaching in addition to , as appropriate, take on increasing responsibility as long as preparing in addition to delivering part or all of a session. For this module, the trainee needs to complete : 50 hours teaching practice – this can include team teaching, small groups, one to one in addition to whole classes Receive 4 satisfactory teaching observations with written feedback. Trainees should be completing a log of all their teaching hours in addition to building a teaching file. This file should include relevant schemes of work, lesson plans, resources, records of student assessment in addition to feedback in addition to trainees’ reflections on their teaching. Trainees should have discussions with their mentors in addition to any other staff they are working with. Discussions could focus on: their lesson planning the content of their teaching files observations in addition to action planning progress in addition to how they are working towards grading criteria Form PDP6 should be completed in addition to signed as a record of discussions.

Second phase of teaching practice Teaching a Specialist Subject 6 weeks full time attendance at placement 75 hours teaching A minimum of 4 satisfactory observations Generic in addition to subject specialist observations Typically carried out by 1 subject specialist (usually the mentor) 2 generic (teacher trainers or specialists in the department) 1 university tutor Completed by Easter May extend beyond 6 weeks to complete hours Teaching practice: 6 week full time block In this second part of their teaching practice the trainees should be developing their range of experience of teaching in addition to their underst in addition to ing of the wider teacher role. Trainees should be encouraged to observe other staff. They should also, where possible, attend relevant meetings in addition to events in the department in addition to the wider institution. Trainees will be expected to focus on particular aspects of their teaching to improve their skills in addition to extend their use of more advanced techniques. Teaching practice 6 week full time block The trainee should be continuing to log all teaching hours in addition to building a second teaching file which includes observations, relevant schemes of work, lesson plans, resources, records of student assessment in addition to the trainee’s reflections on his/her teaching. This file should demonstrate the trainee’s increasing engagement with more varied in addition to challenging teaching situations. Trainees need to continue to discuss their teaching, planning in addition to the content of their teaching files regularly with their mentors in addition to any other staff they are working with. They should also discuss observations in addition to action planning, general progress in addition to how they are working towards grading criteria

Observations of trainees Observations in addition to feedback should be constructive in addition to developmental in addition to take account of the stage the trainee has reached in their training Joint observations – with University tutors, other mentors, teacher trainers Individual observations are not graded Assessment of trainees does include a grade which is indicative of progress in addition to achievement as long as that particular module Grades are determined through a trainee’s self assessment in addition to their University personal tutor. Mentor feedback given to the trainees will be an important consideration in that process. Additional assessment in addition to projects During the course trainees may be required to complete a range of different assignment tasks relating to teaching in addition to learning Projects might include : Assessment projects Curriculum development Creativity/ Innovation projects Where projects link to placement, it is often helpful if trainees are able to discuss their ideas in addition to work in progress with their mentor Examples of projects trainees might undertake Curriculum development Schemes of work Development of new modules / units Resource development to support a module Creativity / Innovation Use of technology to support teaching in addition to learning Resource packs Displays of student work Materials as long as college intranets / VLEs Use of games Resources as long as interactive whiteboards

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In addition trainees should be encouraged to Become involved with the department Discuss their progress with their mentor Identify points as long as development following observations Attend events such as course team meetings, staff development as appropriate Documentation : Placement Report Form This as long as m is designed as long as you, in addition to other staff in the department, to provide feedback in addition to comments on the trainee’s overall progress in addition to development during their placement. The as long as m should be completed once towards the end of block 1 of the teaching practice in addition to again on completion of the placement. Trainees are required to return the completed as long as ms to their personal tutor. The comments on the as long as m can provide trainees with some of the evidence required as long as their grading. Documentation: Personal Development Plan (PDP) Trainees keep a record of their progress in addition to development within their PDP. Of particular note as long as mentors: PDP2 – log of teaching hours in addition to other placement activities. Should be countersigned by trainee’s mentor PDP6 – record of meetings with mentors PDP7 – grading documentation

Grading process Trainees self-assess in addition to agree a grade with their personal tutor, documented in PDP 7 Mentors can play a significant part in the process Includes grading criteria used by Ofsted to grade trainee teachers 4 areas within the grading: Trainee’s personal characteristics as a trainee teacher The quality of the trainee’s practical teaching The quality of the trainee’s teaching files The quality of trainee’s explanations, as demonstrated as long as example in observation documentation, teaching files in addition to reflective journal Summary of the mentor role Providing opportunities as long as the trainee to learn more about the setting in addition to organisation Acting as a gateway to other people in addition to sources of knowledge in the institution Helping the trainee to evaluate their own teaching in relation to increasing their insight into the wider role of the teacher Challenging the trainee to face up to opportunities in addition to problems in addition to to recognise personal strengths in addition to weaknesses Discussing with the trainee strategies in addition to issues appropriate to maintaining in addition to managing an effective learning environment relevant to their particular subject or discipline Observing the trainee teach in addition to using this as a basis as long as providing constructive feedback, so facilitating the development of their teaching effectiveness Enabling the trainee, when appropriate opportunities arise, to broaden their outlook in addition to experience e.g. attend certain meetings, observe more experienced colleagues, become involved in projects in addition to other developments Encouraging the trainee in addition to helping them to develop the skills necessary to evaluate their own per as long as mance in the teaching role in addition to to explore the resultant issues Providing the challenge as long as the trainee to take the next step in their professional development in addition to growth OFSTED Inspections of Initial Teacher Training Short notice inspections Significant focus on mentors in addition to trainees in placements Visits in addition to observations Talking to mentors in addition to trainees Progress in addition to attainment of trainees Documentation Quality assurance Partnerships with the University

Questions And finally . Please ensure you maintain close links with the University. Make known any concerns you have about a trainee. Let us know of any changes during the placement – mentor, contact details etc Joint observations, especially new providers / mentors Thank you as long as attending in addition to as long as the ways in which you support our trainees.

Hall, Marlon Contributing Editor

Hall, Marlon is from United States and they belong to Outreach Magazine and they are from  Vista, United States got related to this Particular Journal. and Hall, Marlon deal with the subjects like Christian (non-Catholic); Religion

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