SECONDARY PGCE NEWS Core and School Direct Newsletter
Trainee autonomy & workload (revisit)
Edition 10 | Feb | 2019
If you have been part of our partnership in recent years, you will be aware that we have been trying, through development activities and consultation, to address some of the key issues for ITE and ‘early career teachers’ as regards excessive workload. This is an issue that the DfE state to be one of the most frequently cited ‘drivers for teachers leaving the profession and can be a disincentive for potential teachers to join’ (2018, p3). They go on to say that the ‘most effective actions to reduce workload are those that encourage better teaching – by focusing on what makes the most difference, supported by evidence, and making best use of teacher time’ (2018,p3).
Further guidance... Whilst it could be argued that the second statement above has always been a fundamental element of the UoC QTS assessment processes, the DfE go further in their paper published last November (final link on pIV) to provide more explicit guidance for providers and partners relating to certain aspects of ITE that are of the most concern. They say providers should: • consider workload management throughout ITE content • take account of evidence and research when addressing workload challenges • challenge all practices and process and remove those that have become established through custom rather than evidence of what works (particularly relevant to lesson planning) • monitor workload of trainees and implement strategies to reduce it • embed sessions on managing workload as part of transition work from trainee to NQT Although the above may appear to be guidance aimed at HE providers, as UoC works in close collaboration with all school partners, particularly in relation to the periods of professional placement, it is important that all stakeholders are aware of where they are able to make a contribution to workload reduction. For example, subject and professional mentors may be able to be particularly influential regarding bullet points three and four above? We will continue to work together to address this important issue but for more information and detailed guidance, please follow the last link provided on page IV.
In this issue....
• Trainee Workload (further guidance) • PebblePad & the SEP • The SEP at a glance • Key dates and contacts
The importance of PebblePad during the SEP... As the trainees embark fully on their Sustained Enactment Phase (SEP) they are likely to have less regular contact with the University. PebblePad, our online e-portfolio tool, acts not only as a reflective record of progress but also as a conduit for communication between tutors and trainees. Also, its importance as a data gathering tool cannot be undervalued. With that in mind, as a partnership, we need to encourage regular updates particularly of important information such as school and mentor details, timetables, subject tracker, employment success etc. Your help with this element is, as always, greatly appreciated.
How well trainees teach...
WHAT OFSTED SAY….
When inspectors observe teaching they are also observing the children’s/pupils’/learners’ responses, including in lessons and from work in their books/folders. The key factor in judging the quality of teaching over time is the impact teaching has on the quality of learning of children/pupils/learners. (Initial Teacher Education Inspection Handbook, Sept 2015)
the structure of the SEP. This will act as a refresher for those of you who have SEP AT A GLANCE..... with worked in partnership before and serve as an aide mémoire for partners that have The representation below is designed to allow you to quickly familiarise yourself
recently started working with the University. This outline is meant to support but not replace developing mentor training. Should you need further support, please also see the mentor support videos via the link on page IV. Whilst these videos relate to last year’s IEP in terms of dates etc. the other, more generic, guidance regarding what happens on placement may be of relevance to you. These videos will be updated as part of the newly validated programme from September 2019.
MENTOR GUIDANCE
UOC DEADLINES ETC.
JANUARY 7001 Summative Deadline 21/1/19
Use of weekly review sheet to inform weekly mentor meetings from start of placement.
HALF TERM
FEBRUARY
By mid-February trainees should be teaching 5-7 hours per week.
Regular use of the assessment matrix as a formative assessment tool including continued shading as progress is made
By the end of March trainees should be teaching 7-10 hours per week. EVIDENCE BUNDLE PREP
KAP GRADE DEADLINE 5/4/19
During an inspection:
As teaching begins, please use your weekly meeting to focus upon pupil progress, using the weekly review sheet as a guide for your professional learning conversation. Please also set S.M.A.R.T. targets using the assessment matrix as a guide. Please ask the trainee to share with you their shaded version of the matrix from the IEP Trainees follow the holiday pattern of their placement school. This half term break serves as directed study and they should be encouraged to think about their upcoming AFL assignment with a view to their chosen strategy. Typically this term, trainee’s thoughts turn to employment. Please do encourage and support the trainees in their quest. Time off for interviews is allowed as part of the programme and doesn’t count against the trainee’s attendance record
Continued use of weekly review sheet. (Pebble Pad upload)
Revisit initial subject knowledge audit as update required at KAP2
Please support the trainee in settling into the school and the dept. They will need a short period of observation in order to familiarise themselves with the classes they will be working with. Please make sure they have the all the information they require for the classes they will teach and that they know what the expectations are as regards school administration systems (SIMS/PARS etc.), staff ID badge?
MARCH
Trainees should be building towards teaching approximately 7- 10 hours as March starts, if progress is such that this is not possible, then it is important that professional mentors and University tutors are informed so that extra support or intervention can be arranged as appropriate During this period, you should be thinking about the upcoming grading point (KAP2). As was the case for the IEP, trainees will need to gather evidence (as a bundle) to help inform this grading judgement. The trainees should be part of any grading discussion and encouraged to use their evidence in support. You will also need to complete the UoC assessment documentation. It is likely that your deadline as a mentor will be a week or so prior to this date
WHAT OFSTED SAY….
Direct observation will be supplemented by a range of other evidence, including work in children’s/pupils’/learners’ books or folders, enabling inspectors to evaluate the impact that training has on trainees’ and NQTs’/former trainees’ quality of teaching over time and professional development. (Initial Teacher Education Inspection Handbook, Sept 2015)
SEP at a glance contd... UOC DEADLINES ETC. EASTER BREAK 7002 Summative Deadline 15/4/19
MENTOR GUIDANCE
APRIL
After the Easter break, trainees should be moving fairly quickly towards teaching 12 hours a week.
Continued use of weekly review sheet. (Pebble Pad upload) By the end of April trainees should be teaching approximately 12 hours per week. Regular use of the assessment matrix as a formative assessment tool including continued shading as progress is made
Guidance should now start to focus on the teaching standards much more than perhaps it has already and trainees should be given more specific targets to accelerate progress on the matrix so that a firm judgement can be reached for KAP3
MAY
Continued use of weekly review sheet. (Pebble Pad upload)
If not already complete, encourage trainees to organise a day’s of observation at a feeder primary school in order to increase their awareness of the KS2-3 transition
Regular use of the assessment matrix as a formative assessment tool including continued shading as progress is made
Trainees should be teaching 12 hours a week as June starts, if progress is such that this is not possible, then it is important that professional mentors and University tutors are informed so that extra support or intervention can be arranged as appropriate
7003 Summative Deadline 28/5/19
HALF TERM
Trainees follow the holiday pattern of their placement school.
JUNE Revisit initial subject knowledge audit as update required at KAP3 EVIDENCE BUNDLE PREP PEBBLE PAD EXIT DATA COMPLETION - COMPULSORY
Trainees follow the holiday pattern of their placement school.
During this period, you should be thinking about the final grading point (KAP3). Trainees are expected to discuss their evidence (as a bundle - PGSC9001) to help inform this grading judgement. The trainees should be part of any grading discussion. You will also need to complete the UoC assessment documentation. Please also encourage their completion of the essential elements of Pebble Pad.
With help from Professional Mentors, trainees to complete their ‘NQT Professional Development Profile’
NQT Professional Development Profile (old CEDP) is the trainee’s transition document for their NQT year, please support its completion
KAP GRADE DEADLINE 21/6/19
It is likely that your deadline as a mentor will be a week or so prior to this date
END OF SEP 21/6/19 FINAL DATE OF PGCE 28/6/19
Dates for your diary (2018-19)….. • • • • •
Mon 3rd Sept 2018 - Start of ‘Core’ PGCE Wed 5th Sept 2018 - School Direct Induction Day Mon 24th Sept 2018 - Initial Experience Phase (IEP) begins Thu 20th Dec 2018 - IEP ends Mon 4th Feb 2019 - Sustained Enactment Phase (SEP) begins • Fri 21st Jun 2019 - SEP ends The twelve PfL Dates (2018-19): (6/9/18), (7/9/18), (17/9/18), (18/9/18), (5/10/18), (19/10/18), (16/11/18), (30/11/18), (18/1/19), (25/1/19), (1/2/19) & (10/5/19) 2018-19 Trainee Grades and Reports submission to UoC: • Autumn Term - Thu 20th December 2018 • Spring Term - Fri 5th April 2019 • Summer Term - Fri 21st June 2019 (Final Grades)
Useful Links….
ITE Core Content: https://www.gov.uk/government/uploads/system/ uploads/attachment_data/file/536890/Framework_ Report_11_July_2016_Final.pdf
IEP Mentor Support video link: http://tinyurl.com/IEPmentorvideos New Mentor Framework: https://www.gov.uk/government/uploads/system/ uploads/attachment_data/file/536891/Mentor_ standards_report_Final.pdf NASBTT Toolkit: http://www.nasbtt.org.uk/wp-content/uploads/ Training-and-Assessment-Toolkit-April-2015.pdf Addressing Teacher Workload in ITE: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/753502/Addressing_Workload_in_ITE.pdf
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