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New Standards Training and Initial Teacher Education University of Leeds, University of Huddersfield and Kirklees EBR 16 May 2007

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Title: New Standards Training and Initial Teacher Education University of Leeds, University of Huddersfield and Kirklees EBR 16 May 2007


1
New Standards Training and Initial Teacher
Education University of Leeds, University of
Huddersfield and Kirklees EBR 16 May 2007
  • This material was devised and produced on behalf
    of the Yorkshire and Humber ITT Partnership by
  • Judi Bainbridge (Bradford College) Jane Barber
    (Leeds Metropolitan University) Janet Blackburn
    (Minsthorpe Community College) Anne Bore
    (University of Hull), Paul Clarke (TDA) Liz
    Foster (TDA) Julia Morgan (Minsthorpe Community
    College) Dorothy Schofield (Kirklees LA) and
    Sarah Whitelaw (University of Leeds)

2
Purposes of the training
  • To introduce the suite of New Professional
    Standards for the Teaching Profession
  • To examine, in detail, the new QTS Standards
  • To identify ways in which working with ITT
    trainees helps ITT coordinators to work towards
    and demonstrate their own professional standards
  • To enable participants to become familiar with
    the new requirements for ITT

3
Key Questions to be addressed
  • What is different ? comparisons between the new
    and old Standards for QTS
  • What are the training implications?
  • What are the training and evidence collection
    opportunities?
  • What is the culture of the new Standards and
    how is it different?
  • How does the suite of Standards and the training
    programmes which incorporate opportunities to
    meet them relate to Every Child Matters?

4
Programme
  • 9.45 Welcome
  • The Suite of Standards
  • QTS Standards re/familiarisation task (sheet
    one and two)
  • Presentation Differences between new and old
    Standards
  • 11.00 11.20 Coffee Break
  • Presentation The New Training Culture
  • Group work on differences (sheet 3a and b)
  • 12.15 1.00 Lunch
  • Feedback 1 Key implication issue and how to
    address it in your school
  • How working with trainees links to ITT
    coordinators professional development
    exemplars using the Professional Standards
  • Group Work Strands across the Standards QTS to
    AST (sheet 4)
  • Feed back and collation of ideas
  • Requirements reminder of key points
  • 3.00 Close

5
The draft revised Standards
  • Three inter-linked sections
  • Professional attributes
  • Professional knowledge and understanding
  • Professional skills
  • 33 standards at QTS (42 standards currently)

6
Every Child Matters
  • Five outcomes
  • be healthy
  • stay safe
  • enjoy and achieve
  • make a positive contribution
  • achieve economic well-being
  • Key themes
  • the link between their achievement and well-being
  • support for those facing challenging
    circumstances
  • maximising opportunities for them to reach their
    full potential
  • minimising risks

7
Childrens agenda e.g. Q5, Q18, Q21
Q5 Recognise and respect the contribution that
colleagues, parents and carers can make to the
development and well-being of children and young
people and to raising their levels of
attainment. Q18 Understand how children develop
and that the progress and well-being of learners
are affected by a range of developmental, social,
religious, ethnic, cultural and linguistic
influences Q21 (a) Be aware of current legal
requirements, national policies and guidance on
the safeguarding and promotion of the well-being
of children and young people (b) Know how to
identify and support children and young people
whose progress, development or well-being is
affected by changes or difficulties in their
personal circumstances, and when to refer them to
colleagues for specialist support
8
Personalised learning
  • Put simply, personalising learning and teaching
    means taking a highly structured and responsive
    approach to each childs and young persons
    learning, in order that all are able to progress,
    achieve and participate. It means strengthening
    the link between learning and teaching by
    engaging pupils and their parents as partners
    in learning.
  • Personalised learning is...
  • learner-centred
  • knowledge-centred ...
  • and assessment-centred
  • (Gilbert 2020 Vision Report)

9
Personalised learning e.g. Q10, Q13 Q19
Q10 have a knowledge and understanding of a
range of teaching, learning and behaviour
management strategies and know how use and adapt
them, including how to personalise learning and
provide opportunities for all learners to achieve
their potential Q13 Know how to use local and
national statistical information to evaluate the
effectiveness of their teaching, to monitor the
progress of those they teach and to raise levels
of attainment Q19 Know how to make effective
personalised provision for those they teach,
including those for whom English is an additional
language, and how to take practical account of
diversity and promote equality and inclusion in
their teaching.
10
New professionalism
  • Workforce reform will usher in a new
    professionalism for teachers, in which career
    progression and financial rewards will go to
    those who are making the biggest contributions to
    improving pupil attainment, those who are
    continually developing their own expertise, and
    those who help to develop expertise in other
    teachers (Five Year Strategy)

11
Teacher new professionalism
  • Maintaining and improving professional practice
  • Professional development integral to teachers
    everyday life
  • Better teachers better able to support learners
  • Job satisfaction
  • Career progression

12
Personal professional development e.g. Q 7, 8 9
Q7 (a) reflect on and improve their practice,
and take responsibility for identifying and
meeting their developing professional needs
(b) Identify priorities for their early
professional development in the context of
induction Q8 Have a creative and constructively
critical approach towards innovation being
prepared to adapt their practice where benefits
and improvements are identified Q9 Act upon
advice and feedback and be open to coaching and
mentoring
13
  • Subject expectations e.g. Q14, Q15

Q14 Have a secure knowledge and understanding of
their subjects / curriculum areas and related
pedagogy to enable them to teach effectively
across the age and ability range for which they
are trained Q15 Know and understand the relevant
statutory and non-statutory curricula,
frameworks, including those provided through the
national Strategies, for their subjects /
curriculum areas, and other relevant initiatives
applicable to the age and ability range for which
they are trained
14
  • ITT Requirements Review

15
Age Range Requirement
  • Current two Key Stage requirement replaced with
    an age-range requirement in order to
  • increase providers flexibility to offer a range
    of training options including 7-11 and 9-14
  • ease pressure on the need to find Key Stage one
    placements for all primary trainees.
  • focus Key Stage 2/3 training on the secondary
    phase
  • focus foundation stage training on 3-5s
  • The new requirement includes the expectation of
    training content to cover the phases before and
    after the specific training phase.

16
Age Range Requirement
  • R2.7 That they prepare all trainee teachers to
    teach across two or more consecutive age ranges
    selected from the following
  • Foundation stage (ages 3-5)
  • School years 1-2 (ages 5-7)
  • School years 3-4 (ages 7-9)
  • School years 5-6 (ages 9-11)
  • School years 7-9 (ages 11-14)
  • School years 10-11 (ages14-16)
  • School years 12-13 (ages 16-19)
  • and engage them with the expectations,
    curricula, strategies and teaching arrangements
    in the age phases immediately before and after
    the ones they are trained to teach.

17
Time Training in Schools/Settings Requirement
  • Time spent training in school requirement
    replaced with requirement that shifts emphasis to
    programme design and sets out a normal
    expectation for primary, secondary and Key Stage
    2/3 programmes.
  • The normal expectation for all types of
    programmes remains the same as the current
    requirement.
  • Attention is drawn to employment-based teacher
    training where there is no minimum expectation.

18
Time Training in Schools / Settings Requirement
  • R2.8 That training programmes are designed to
    provide trainees with sufficient time being
    trained in schools and/or other settings to
    enable them to demonstrate that they have met the
    QTS Standards. This means they would normally be
    structured to include the following periods of
    time to be spent in training in schools or other
    settings
  • 4 year undergraduate QTS programme 160 days (32
    weeks)
  • 2/3 year QTS undergraduate programme 120 days
    (24 weeks)
  • Secondary graduate QTS programme 120 days (24
    weeks)
  • Primary graduate QTS programme 90 days (18
    weeks)
  • Employment based schemes Determined by programme

19
Legal Requirements
  • The alignment of the proposed requirements with
    other legal regulations, including
  • equality legislation
  • disability and race equality duties
  • accreditation criteria
  • conditions for employment-based schemes

20
Legal Requirements
  • R1.5 (That all entrants) can read effectively
    and are able to communicate clearly and
    accurately in Standard English
  • R2.5 That their training provision ensures
    equality of access to training for all trainees.
  • R3.3 That their provision complies with TDAs
    current accreditation criteria and all current
    legislation relevant to initial teacher training
    such as that relating to equality and
    discrimination
  • R3.6 ITT providers must ensure that graduate,
    registered, overseas trained teacher and Teach
    First programmes comply with General Conditions
    for the Graduate, Registered, Overseas-trained
    Teacher and Teach First Programmes in addition to
    the Secretary of States current requirements for
    initial teacher training.

21
Safeguarding and Two School Requirements
  • strengthening of the safeguarding requirement in
    the light of new Department safeguarding
    regulations and guidance
  • strengthening of the two-school requirement to
    require teaching in at least two schools or
    settings.

22
Safeguarding and Two School Requirements
  • R1.3 (That all entrants) have been subject to a
    Criminal Records Bureau enhanced disclosure check
    and/or any other appropriate background check.
  • R2.9 Each trainee teacher must have taught in at
    least two schools or settings prior to the award
    of QTS.

23
Development of standards and requirements
guidance
  • Non-statutory, and primarily web-based
  • To set out aim and scope of each standard and
    requirement
  • To provide exemplification
  • To link to other sources of information and
    resources
  • Published following sign-off the standards and
    requirements

24
QTS Standards re/familiarisation task
  • 15 mins Reading time (Sheet 1) followed by
    discussion
  • Discussion in 2s or 3s what challenges do the
    new Standards present? barriers to implementing?
    whats interesting/positive about them and the
    changes? etc.
  • 2 or 3 significant things to feedback (Sheet 2)
  • 3 mins Feedback session

25
Principles underpinning the Standards..
  • All the standards are underpinned by the five
    key outcomes for children and young people
    identified in Every Child Matters and the six
    areas of the Common core of skills and knowledge
    for the childrens workforce. The work of
    practising teachers should be informed by an
    awareness, appropriate to their level of
    experience and responsibility, of legislation
    concerning the development and well-being of
    children and young people expressed in the
    Children Act 2004, the Disability Discrimination
    Acts 1995 and 2005 and relevant associated
    equality duty and guidance, the special
    educational needs provisions in the Education Act
    1996 and the associated Special educational needs
    code of practice (DfES 2001), the Race Relations
    Act 1976 as amended by the Race Relations
    (Amendment) Act 2000, associated Race Equality
    Duty, and the guidance Safeguarding children in
    education (DfES 2004).


26
Some discernible trends? No surprises here!
  • It is clear that the Standards reflect the
    following agendas
  • Policy awareness and the promotion of diversity
  • ECM and Safeguarding Children
  • Curriculum Change and innovation

27
Some terminology explained.
  • The term learners is used instead of children
    and young people when learning per se is the
    main focus of the standard..
  • The term colleagues is used for all those
    professionals with whom a teacher might work.
  • The term classroom is used to encompass all the
    settings within and beyond the workplace where
    teaching and learning take place.
  • The term workplace refers to the range of
    educational establishments, contexts and settings
    (both in and outside the classroom) where
    teaching takes place.

28
Terminology continued..
  • The term subjects/curriculum areas is used to
    cover all forms of organised learning experienced
    across the curriculum. The terms lessons or
    sequences of lessons are used to cover teaching
    and learning activities wherever they take place,
    whatever their nature and length, and however
    they might be organised, and are applicable to
    all educational phases and contexts.
  • Where the phrase parents and carers is used, it
    is understood that the term parents includes
    both mothers and fathers.

29
And finally the end of terms.
  • The term well-being refers to the rights of
    children and young people as expressed in the
    Children Act 2004 (and subsequently in the five
    outcomes of Every Child Matters) in relation to
  • physical and mental health and emotional
    well-being
  • protection from harm and neglect
  • education, training and recreation
  • the contribution made by them to society
  • social and economic well-being.
  • The term personalised learning, means
    maintaining a focus on individual progress, in
    order to maximise the capacity of all children
    and young people to learn, achieve and
    participate.

30
A quick comparison of the old and the new
Standards for QTS
  • There are still 3 main areas
  • Professional Values and Practice shifts to
    Professional Attributes
  • Knowledge and understanding becomes Professional
    Knowledge and Understanding
  • Teaching is subsumed into Professional Skills

31
Professional Attributes (PA)
  • Some key ideas.
  • Communication
  • Collaboration
  • Policies
  • Creativity and innovation
  • Wellbeing

32
Professional Knowledge and Understanding (PKU)
  • Some key emphases..
  • Knowledge of Policies and their impact
  • Personalising provision
  • No mention of Degree Level knowledge
  • Using statistics
  • Promotion of diversity

33
Professional Skills (PS)
  • Some very specific strategies and teacher
    behaviours are mentioned

34
The New Training Culture key points
  • The Suite of Standards is a progression
    framework for teachers professional development
  • Mentors and ITT coordinators work with trainees
    in addressing the Standards provides a context
    for their own CPD
  • The Teaching and Learning Academy of the GTC
    provides a system of recognising teachers
    coaching and mentoring activities in relation to
    their own CPD
  • The Yorkshire and Humber Professional Development
    Framework for School-based Tutors (mentors)
    provides opportunities for the recognition and
    accreditation of work with trainees through
    regional providers

35
Teacher Learning Academy
  • The TLA has 4 stages differentiated by depth of
    enquiry, analysis and reflection, and breadth of
    influence
  • The TLA has 6 Core Dimensions
  • Engaging with the knowledge base
  • Coaching and mentoring
  • Planning your learning
  • Carrying out your plan
  • Sharing your learning and influencing practice
  • Evaluating your learning and influencing practice

36
Draft Revised Professional Standards for Teachers
in England (from Introduction. How the Standards
will be used)
  • All teachers should have a professional
    responsibility to be engaged in effective,
    sustained and relevant professional development
    throughout their careers and all teachers should
    have a contractual entitlement to effective,
    sustained and relevant professional development
    throughout their careers. There should be a
    continuum of expectations about the level of
    engagement in professional development that
    provides clarity and appropriate differentiation
    for each career stage. The expectations about the
    contribution teachers make to the development of
    others should take account of their levels of
    skills, expertise and experience, their role
    within the school, and reflect their use of
    up-to-date subject knowledge and pedagogy.2

37
Continued..
  • 9. In all these cases, performance management is
    the key process. Performance management provides
    the context for regular discussions about
    teachers career aspirations and their future
    development, within or beyond their current
    career stage. The framework of professional
    standards will provide a backdrop to discussions
    about how a teachers performance should be
    viewed in relation to their current career stage
    and the career stage they are approaching. The
    relevant standards should be looked at as a whole
    in order to help teachers identify areas of
    strength and areas for further professional
    development. For example, a teacher who aspires
    to become an AST will need to reflect on and
    discuss how they might plan their future
    development so they can work towards becoming an
    AST and performance management would provide
    evidence for the teachers future application.

38
Professional attributes

39
Examples of Professional Development
  • Engage in a process of observations and feedback
    with colleagues to improve specific aspects of
    practice
  • Develop mentoring skills for ITT with local HEI
  • Develop coaching skills with a colleague using
    the CUREE framework
  • Engage in research using the LA model and link to
    a MA module
  • Develop subject pedagogy and share with
    colleagues
  • Use TLA processes as an approach to Performance
    Management targets
  • Use TLA processes as an approach to SIP working
    party targets.

40
Demands of the Draft Standards for which the TLA
can provide evidence
  • There should be a continuum of expectations about
    the level of engagement in professional
    development that provides clarity and
    differentiation.
  • The contribution teachers make to the development
    of othersreflect their use of up-to-date
    knowledge and pedagogy.
  • PM provides the context for regular discussions
  • Professional standards will provide a backdrop to
    discussions
  • The relevant standardshelp teachers identify
    areas of strength and areas for further
    professional development.
  • A teacherwill need to reflect on and discuss how
    they might plan their future
  • Professional attributes
  • Evaluate their performance
  • Research and evaluate
  • Inform their own practice and that of colleagues
  • Act upon advice and feedback
  • Be open to coaching and mentoring

41
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42
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43
CPD / skills audit (see p1-3)
  • Based upon your knowledge, skills and values and
    on what you are able to do and how evidence can
    be shown.
  • Verification

44
Find out more
  • Schools in Partnership with Leeds University
    website
  • www.education.leeds.ac.uk/ITTpartnerships
  • Schools in Partnership with Huddersfield
    University via Blackboard (email
    l.pearson_at_hud.ac.uk)

45
Group work on Differences ..
  • Working in groups of 4-5, and cross-phase where
    applicable, explore the impact of one key
    difference for your practice in school
  • You will be assigned a topic/issue by the
    presenters (sheet 3 a)
  • 1 Key implication issue and how to address it in
    schools - to be reported back after lunch (sheet
    3 b)
  • we shall be collating all ideas from all
    training sessions for our training DVD
  • You may wish to consider the issue in terms of
    the following framework.

46
Framework for discussion in Group Task
  • Issues for the school
  • Training opportunities to be embraced
  • Assessment implications
  • Personnel organisation
  • Personnel development in school
  • Potential barriers

47
Some key differences to be explored today
  • The following differences were identified by the
    School Coordinator Executive Committee members of
    the University of Hull PGCE Secondary Partnership
    together with the PGCE staff.

48
Differences between the new and old Standards
  • Recognise the contribution that colleagues and
    parents and carers can make to the development
    and wellbeing of children and young people and to
    raising their attainment
  • Communicate effectively with children, young
    people, colleagues, parents and carers
  • Have a creative and constructive approach to
    innovation, being able to adapt practice when
    benefits and improvements are identified

49
  • Have a knowledge and understanding of Every Child
    Matters and Safeguarding Children
  • Know how to identify and support children and
    young people whose progress, development or
    wellbeing is affected by changes or difficulties-
    and to know about referral to specialist support
  • The fact that no mention is made of degree level
    subject knowledge and the impact that will have
    in secondary schools

50
  • Know how to adapt teacher language to suit
    learners when introducing new ideas, concepts and
    knowledge
  • Have a commitment to collaborative and team
    working
  • Be aware of policies and practices in the
    workplace and share in collective responsibility
    for implementation
  • Personalised provision
  • Actively promote diversity and equity and take
    practical account of SEN, disability and EAL
    learners
  • E learning is mentioned specifically, not just
    use of ICT

51
  • Specific strategies are prioritised e.g.
    explanations, use of plenary session etc.
  • Use local and national statistical information to
    evaluate effectiveness of teaching, to monitor
    progress and raise levels of attainment
  • Plan homework or other out of school contexts for
    learning
  • Three is no mention of summative assessment
  • No mention of experienced teacher assisting
    trainee to provide timely and accurate feedback
    to learners

52
1 Key implication issue and how to address it in
schools (examples of what could be the tasks
sheet 3 a)
  • Have a creative and constructive approach to
    innovation, being able to adapt practice when
    benefits and improvements are identified
  • Have a knowledge and understanding of Every
    Child Matters and Safeguarding Children
  • The fact that no mention is made of degree level
    subject knowledge and the impact that will have
    in secondary schools
  • Use local and national statistical information to
    evaluate effectiveness of teaching, to monitor
    progress and raise levels of attainment
  • Personalised provision
  • Actively promote diversity and equity and take
    practical account of SEN, disability and EAL
    learners
  • Have a commitment to collaborative and team
    working

53
TRAINING FOR THE NEW STANDARDS
  • How working with trainees links to I.T.T.
    Co-ordinators/Professional Mentors/School
    Coordinators professional development

54
Professional Standards for Teachers
  • Some basic principles-
  • The framework of standards applies to all stages
    in a teachers career.
  • At each stage there are 3 inter-related sections
  • professional attributes
  • professional knowledge understanding
  • professional skills
  • CPD is a fundamental aspect in the notion of a
    culture change

55
I.T.T Co-ordinators Continuing Professional
Development
  • I.T.T. Trainees benefit from their work with
    I.T.T. Co-ordinators in schools
  • (well, we hope so!!)
  • I.T.T. Co-ordinators also benefit from their work
    with I.T.T. Trainees as regards their own
    professional development.

56
Rewards and Benefits
  • I.T.T. Co-ordinators suggest that this role
    enables them to-
  • Keep up to date with new initiatives.
  • Have more self confidence when observing other
    colleagues, including I.T.T. trainees.
  • Be more confident in giving constructive feedback
    after observations to any colleagues.
  • Be more reflective about their own teaching.
  • Be more critical of their own work in the
    classroom.

57
Rewards and Benefits
  • continued
  • Have more opportunities to learn from trainees
  • Take more risks in their own classroom
  • Develop a working knowledge and understanding of
    the standards
  • Take on a whole school responsibility
  • Work with colleagues throughout the school
  • Engage in professional dialogue with a whole
    range of colleagues in the school
  • Work with others towards ECM and the 5 Key
    Outcomes

58
Rewards and Benefits
  • . Continued
  • Get to meet colleagues from other schools to
    share ideas and experiences.
  • Establish professional relationships with
    colleagues from other HEIs, LAs and other
    agencies.
  • Gain personal satisfaction from seeing other
    colleagues / trainees succeed.

59
Recognising the work of an I.T.T. Co-ordinator.
  • The I.T.T. Co-ordinator, through the suite of
    standards, can now be recognised and appreciated
    as having an important and valuable role in any
    school.
  • This can be evidenced through-
  • - improved self esteem
  • - The GTCs Teacher Learning Academy (TLA)
    recognition for teachers learning
  • - The Regional Framework The Yorkshire
    and Humber Professional Development Framework for
    School-based Tutors
  • - Links to Performance Management
  • - Leading meetings/INSET/ workshops within
    their own school
  • - Attendance at meetings, courses, workshops
    etc.

60
Working as an I.T.T. Co-ordinator made me
realise that as a teacher with 30 plus years of
experience, I had a lot to offer trainees and
other colleagues. Quote from one I.T.T.
Co-ordinator.
61
Groupwork Strands across the Standards -
linking work with trainees to your own/mentors
CPD
  • Task identify opportunities provided by ITT
    work (mentoring, coaching, training) to meet the
    Standards beyond QTS through to AST (sheet 4)
  • Task feedback 1 or 2 KEY ideas which you can
    put into practice in your school

62
How to enable mentors to evidence their
performance Link Performance Management,
Professional development, TLA
  • Q 3
  • Be aware of the professional duties of teachers
    and the statutory framework within which they
    work
  • Be aware of the policies and practices of the
    workplace and share in collective responsibility
    for their implementation.
  • Q 10
  • Have a knowledge of understanding of a range of
    teaching, learning and behaviour management
    strategies and know how to use and adapt them
    including how to personalise learning and provide
    opportunities for all learners to achieve their
    potential.
  • Q 11
  • Know the assessment requirements and arrangements
    for the subjects/curriculum areas they are
    trained to teach, including those relating to
    public examinations and qualifications.
  • Q 14
  • have a secure knowledge and understanding of
    their subjects/curriculum areas and related
    pedagogy to enable them to teach effectively
    across the age and ability range for which they
    are trained
  • Q 19
  • Know how to make effective personalised provision
    for those they teach, including those for whom
    English is an additional language or who have
    special educational needs or disabilities, and
    how to take practical account of diversity and
    promote equality and inclusion in their teaching.

63
SUMMARY WHAT WE HAVE ACHIEVED
64
  • To look at how the new QTS Standards fit into the
    new suite of Professional Standards for the
    Teaching Profession.
  • After looking at the new QTS Standards to have
    identified the challenges, barriers and
    positives.
  • Considered if the suite of Standards supports
    opportunities to meet the requirements of Every
    Child Matters.

65
  • How by working with trainees enables ITT
    Coordinators/Managers to develop their own
    professional development.
  • Enables ITT coordinators/Managers to cascade the
    new standards to colleagues at school.
  • The impact this will have on your own school and
    possible ways forward.
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