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School of Health and Education
School Direct: Primary
Programme Handbook 2017-2018
Programme Leader: Zina Ioannou
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ContentsIntroduction ...................................................................................................................... 3
Your Programme Handbook...........................................................................................................................3
Information in Alternative Formats................................................................................................................3
The University Regulations and Student Charter............................................................................................3
Welcome to Middlesex!.................................................................................................................................4
Welcome from the Dean................................................................................................................................4
Welcome from your Programme Leader........................................................................................................5
University and Programme Academic Calendar.............................................................................................7
Part One: Programme Details ......................................................................................... 8 Your Programme Team...................................................................................................................................8
Your Programme..........................................................................................................................................12
Programme documentation.........................................................................................................................12
Postgraduate Certificate Teaching Programme............................................................................................13
Teaching Timetable......................................................................................................................................13
Audit and Individual Training Plan................................................................................................................13
Attendance requirements.............................................................................................................................14
Professional, statutory and/or regulatory body requirements.....................................................................14
Children’s Rights and Trainees’ Responsibilities...........................................................................................15
Targeted Support..........................................................................................................................................20
Your Programme Feedback..........................................................................................................................23
Partnership Responsibilities at ATS Review Points (School Direct)...............................................................26
Part Two: Resources and Support Available .............................................................. 28 Resources.....................................................................................................................................................28
Wellbeing Services........................................................................................................................................28
Disability and Dyslexia Support....................................................................................................................28
Counselling and Mental Health Services.......................................................................................................29
Employability................................................................................................................................................29
Reading.........................................................................................................................................................31
Appendices ..................................................................................................................... 34 Exit Interview: ITT programmes .................................................................................... 35 Return to ITT Programme .............................................................................................. 36 Affirmation of continued Suitability to Teach Declaration ......................................... 37 ITT Progress Support Plan (PSP) ................................................................................. 38 ITT Cause for Concern Form ......................................................................................... 39
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IntroductionYour Programme HandbookThe purpose of this Handbook is to introduce you to the school training elements (for QTS) of your School Direct programme. For the academic programme, please refer to your University PG Cert handbook which can be found here: http://mdx.mrooms.net/course/view.php?id=12353
You should share this handbook with your school mentor.
Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) with the name of the Programme Handbook to [email protected]
Information in Alternative FormatsThis handbook can be found online at: http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Direct
If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/index.aspx
We can supply sections from this publication as:
a Word document with enlarged type — sent by email or supplied on a CD or memory stick
printed copy with enlarged type
printed copy on non-white paper
as Braille
Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability.
The University Regulations and Student CharterAs a student of Middlesex University you agree to abide by the University Regulations when you enrol and therefore you should read this handbook in conjunction with the Regulations which are available online at; www.mdx.ac.uk/regulations
Some of the key regulations have been repeated on the Your Study pages on UniHubhttp://unihub.mdx.ac.uk/study.
You should also read the Student Charter which was co-developed by Middlesex students, staff and the Students’ Union. This sets out your responsibilities as a student and those of the University to ensure that all students have an enjoyable, rewarding and effective experience during their time at Middlesex. You can find the Student Charter on UniHub.
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Welcome to Middlesex!
Welcome from the Dean
Welcome to Middlesex University and to the School of Health and Education - Faculty of Professional and Social Sciences.
This programme handbook contains an overview of your programme and its modules – keep it safe so that you may refer to it throughout your time on the programme.
The School offers a wide range of study opportunities at undergraduate, postgraduate and doctoral level including diplomas, degrees, short courses and CPD opportunities. Many of our programmes are designed and accredited in conjunction with the relevant professional bodies.
The School of Health and Education is a leading centre for professional education in London. Along with our diverse range of programmes and research activities, we offer various approaches to learning and delivery to suit you and your commitments. We emphasise a flexible, lifelong learning approach to study - backed up by expertise gained through our pioneering developments in work based learning and knowledge transfer.
Middlesex has built a strong reputation as a leading innovator in higher education. Many of our programmes are UK firsts and have set the standard for others to follow. Teaching, learning and research in the School has a strong emphasis on interdisciplinary activity. Our aim is to link policy and practice, theory and action through high quality learning and research. Our excellent skills laboratories and access to high quality practice areas will support your learning. We intervene at the interface between academia and practice. In healthcare, social work and education, we apply our considerable resources to train the practitioners of the future. Essential to this is our very close partnership working with Schools, NHS Trusts, Local Authorities and other public and private sector organisations as well as our local communities and a wide range of UK, EU and international collaborative partnerships.
We aim to respond to student feedback to improve your experience at the university so that we will deliver the best student experience we can. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.
In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here; you are not expected to absorb everything in detail but to be aware of main documents and their contents. In particular as an enrolled Middlesex student you have certain rights but also specific responsibilities. For details see the full University Regulations, in particular ‘University Membership’ (www.mdx.ac.uk/regulations), and if you have not already done so, explore UniHub (http://unihub.mdx.ac.uk) the student website which contains detailed advice and support to assist you further.
We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be UniHelp (http://unihub.mdx.ac.uk/unihelp) which offers face-to-face, email and telephone information and advice, seven days a week. The UniHelp desk is located on the Ground Floor of the Sheppard Library and the advisors there will be pleased to help and direct you.
Here at Middlesex we are very proud of the achievements of our staff and students and we look forward to helping you build on your skills and knowledge to fulfil your full potential. We wish you well in your future studies.
Jan Williams
Dean of School and Pro Vice-Chancellor
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School of Health and Education
Faculty of Professional and Social Sciences
Hendon Campus
The Burroughs
Hendon
London
NW4 4BT
Telephone: +44(0)20 8411 5426
Web: http://www.mdx.ac.uk/aboutus/Schools/H&E/index.aspx
Welcome from your Programme Leader
On behalf of our partnership schools and the Primary Education team at Middlesex University, we would like to welcome you to what we hope will be one of the most challenging but rewarding years of your life. The Middlesex Initial Teacher Training (ITT) Partnership has gained well-deserved recognition for establishing high quality ITT and prides itself on offering quality programmes that support training teachers in achieving high levels of attainment and professional standards. You have been selected as someone who possesses the attributes and potential necessary to maintain and improve our high standards. The School Direct Programme is designed to provide inspiring and challenging school-led training in preparation for your career in teaching. During the course, you will be studying in both practical and theoretical situations. Reflecting on your progress and having clear precise targets for yourself is essential in ensuring your success. You will need plenty of energy and enthusiasm to motivate the pupils you teach and learn from the experienced practitioners around you. As a postgraduate student, you will be expected to be proactive in finding ways to progress during the year, with help from your colleagues, mentors and University tutors.
We hope that your experience on the programme provides you with the competence and confidence to embark on a fulfilling career in the teaching profession.
The School Direct programme is school-led. It is essential that you use this handbook in conjunction with other reference training documentation that you receive from your training schools. It should also be read in conjunction with the School Experience documentation and other documents that are published athttp://middlesexprimarypartnership.middlesex.wikispaces.net/School+Directand on your virtual learning environment (Moodle).
Very best wishes for a successful year, Zina IoannouProgramme Leader for School Direct [email protected]
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SD Alliance contactsBowes Primary School Kelly Hitchcock [email protected]
Brunswick Park Primary School
Andy Griffiths [email protected]
Coldfall Primary School Dan Walker [email protected]
Durants School Peter De Rosa [email protected]
Priestmead Primary Nursery Sash Hamidi [email protected]
Northgate School Beth Hanham [email protected]
Southgate School Benn Theobald [email protected]
University and Programme Academic CalendarThis is your schedule for the 2017/18 academic year. The full central training calendar is available on: http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Direct
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13th September University Welcome14th September University Welcome
4th October Central Training 11th October Central Training 18th October Central Training25th October Half Term Break1st November Central Training 8th November Central Training
15th November Central Training22nd November Central Training29th November Central Training
4th December (Monday) ATS Term 1 Deadline6th December Central Training
13th December Central Training20th December Winter Break27th December Winter Break
2nd January (Tuesday) Winter Break / PGCert Module 2 submission3rd January Winter Break10th January Winter Break 17th January Central Training24th January Central Training31st January Central Training
6th February (Tuesday) Central Training (Holocaust memorial)7th February Central Training
14th February Half Term Break21st February School Based Training28th February School Based Training
7th March Central Training14th March School Based Training
19th March (Monday) ATS Term 2 Deadline21st March School Based Training 28th March Spring Break
4th April Spring Break11th April School Based Training18th April School Based Training25th April School Based Training2nd May Central Training / Submit Assessment & Monitoring9th May School Based Training
16th May School Based Training23rd May School Based Training30th May Half Term Break
4th June (Monday) ATS Term 3 Deadline6th June Central Training14th June School Based Training18th June TTTP20th June Programme Evaluation & Farewell Gathering
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Part One: Programme Details
Your Programme TeamThe following members of staff are those who have a major input into your programme and you will be able to find most of these, as well as other important contacts listed in your Key Contacts on myUniHub; https://myunihub.mdx.ac.uk/web/home-community/mymiddlesex
Please contact staff by email.
Zina Ioannou [email protected] 8411 5297
Schools Direct Primary Programme Leader and Professional Studies
Dr Victoria Brook
[email protected] 020 8411 4303
Head of Initial Teacher Training
Alex Charalambous
020 8411 6083
English
Anne Cullen [email protected] 020 8411 4378
Science and SEND
Dr Victoria de Rijke
020 8411 6369
English
Helen Farmery [email protected]
020 8411 4751
BA Primary Programme Leader and Mathematics
Dr Elizabeth Flinn
[email protected] Science and D&T
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Fiona Bailey [email protected] 020 8411 5056
PGCE Programme Leader and Art and Humanities
Dr Debbie Jack
020 8411 6251
Head of Education
Atif Jaleel [email protected] 020 8411 4757
Mathematics
Lorraine Kaye [email protected] 020 8411 4387
IT & Computing
Lorraine Kessler-Singh
[email protected] 020 8411 5803
English
Dr Christine Khwaja
[email protected] 020 8411 5166
Director of Primary Programmes and Science
Rebecca Lerman
020 8411 6112
English, SEND, Inclusion andPrimary BA Year 2 Group Leader
Joe Beasley [email protected]
0208 411 4084
Senior Lecturer (Practice)
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Dr Anne Mulligan
020 8411 6055
Maths and GeographyYear Group Leader (Year 1)
Sarah Patel [email protected]
020 8411 6055
D&T and IT & Computing
Dr Linda Whitworth
[email protected] 020 8411 4781
Religious Education and Citizenship
Monica Johnson
[email protected] Library Liaison Officer
Alexandra Pitt
[email protected] Learning Enhancement Team Officer
Marzena Krzynowek
0208 411 4066
Department and Programme Administrator
Alina Ursuleanu
[email protected] Graduate Academic Assistant
Yvette Flood
[email protected] Graduate Academic Assistant
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Progression and Support Advisors Progression and Support Advisors work with Faculties to help students experiencing difficulties with their studies. Progression and Support Advisors may be able to assist with:
— A change of personal circumstance (for example a period of illness or bereavement)
— Understanding University and programme regulations
— Changing to part-time study
— Interrupting your studies.
— Navigating other support services where students’ cases are complex and/or severe and ongoing.
You may be referred to a Progression and Support Advisor by your Academic Adviser or other support service when appropriate, to support you through a period of difficulty in your studies.
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Your ProgrammeThe School Direct Programme is school-led with the majority of your training being school-based. The outcomes of successful completion are recommendation for Qualified Teacher Status (QTS) and the Postgraduate Certificate Teaching Programme (PG Cert).
The school-based training is supported by central training days at the University.
Throughout the training you will be required to develop your knowledge and understanding for teaching across the Primary age range. The school-based training, central training and the PG Cert Teaching assignments will all support this development and the demonstration of expertise required within the Teacher Standards.
School-based Training takes place predominantly in your school and at least one other partnership school, the second setting. It includes all of your work within both school settings which is arranged and facilitated in the main by your school mentor. As a school-based training model it is important that you recognise and engage with all forms of school based training. This can include the formal, concrete training you will receive during school Professional Studies sessions or staff INSET through to the more informal and implicit training you will receive from professional discussions and observations.
Second Setting Placements During Term 2 trainees should undertake a placement in a second-setting school where they are expected to demonstrate achievement of the Teachers’ Standards (TS) and impact upon pupil learning and progress. We recommend that this placement should last at least half a term and that it should take place within Term 2 and ideally within the first half of the term. Trainees should record evidence claims for the TS within their ATS documents and these claims should be confirmed by a second setting report. This report should be shared in the penultimate week of the placement with the host school mentor who will use it to inform the completion of the Term 2 progress report. The host school mentor will undertake a visit to the second setting and carry out a paired lesson observation with the second setting mentor. Both mentors will also meet during this visit to discuss your progress with you and identify targets and strategies to meet targets with you. Alliance leads will have a role to play in facilitating arrangements for second settings and reviewing second setting reports to ensure that transitions are as smooth as possible. In the event the host school mentor is unable to visit the second setting, the Alliance Lead will make alternative arrangements for another mentor to visit from the host school, or the Alliance Lead with undertake the visit to the second setting.
Central Training takes place on Wednesdays predominantly at the University and may also include other schools and settings in our partnership. Preparation and follow up tasks are an important part of your training in that they enable you to theorise your school-based learning and practice and apply theory back into your practice in order to support your achievement of the Teachers’ Standards.
Programme documentationThe course documentation relating to your school-based training and central training and PG Cert assignments can be accessed from:
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http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Direct
Postgraduate Certificate Teaching Programme
This PGCert Teaching Programme and the associated assignments have been designed as an integral part of your School Direct programme. More details can be found in the PG Cert Teaching Programme Handbook which can be found here: http://mdx.mrooms.net/course/view.php?id=12353
Teaching TimetableAll trainees will receive a training and development experience from the schools participating in their training. Trainees, together with the host school will have identified a training age range, and their teaching timetable must provide opportunities to meet the Teachers’ Standards when teaching in at least two different year groups, across the two key stages. Ideally trainees should also gain experience of a third year group.
Training Age Range Example of appropriate teaching timetable
*Pre and post phase engagement
3-7 FS and KS1 Nursery (under 3) and KS2
5-11 KS 1 and KS2 (ideally lower and upper)
Reception and KS3
7-11 Lower and upper KS2 KS1 and KS3
* Pre and post-phase engagement can comprise of visits and observation, familiarisation with curriculum documents and looking at pupils work and progression in order to complete the pre and post phase tasks as directed.
The timetable in school will form the core of your school-based training. It will reflect your prior experience and individual training needs including subject knowledge development, and as such it is likely to change throughout the training year. For example, in Term 1 you are likely to begin with a period of lesson observation, training and meetings. You will then gradually progress to taking whole classes and more solo teaching. This progression will be discussed during meetings with your mentor and university tutor. The percentage of contact time with whole classes will increase throughout the year. We normally recommend a maximum contact time of about 70%, but it is important to recognise that your training is school-led and timetabling decisions will also reflect school judgments on your progress and training needs. Contact time is a percentage of 4 days – one day per week is a training day. Your timetable will allow time for you to attend organised centre and school-based training sessions and to observe good practice.
Audit and Individual Training PlanSubject Knowledge Audits: You will continuously review your subject knowledge and pedagogy using subject knowledge audits which you completed as part of your pre-course tasks. The purpose of the subject knowledge audits is to identify areas of subject knowledge and pedagogy that you will target for development across the training programme. This will
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be reviewed regularly by your school mentor and university link tutor in order to support your development through appropriate target setting.
You will be required to self-assess your knowledge and understanding of the Teacher Standard areas and your subject knowledge for teaching. This will be recorded on the Assessment of Teacher Standards (Trainee Entry Profile (TEP)) document. You will be supported in this process by your school mentor. This will then inform an individual training plan which will be reviewed by your university link tutor during University Welcome. Your plan will contain clear and developmental targets which will focus aspects of your training, and your school timetable will reflect your individual training plan.
Attendance requirementsFull attendance is required for both the school-based and centre-based elements of your training.
You must contact the school/ your mentor and the university link tutor as soon as possible, ensuring you follow the school policy for notification of staff absence. Please refer to the school staff handbook for guidance. In addition, you must contact your University Programme Leader. If you are absent from school experience it could affect your ability to meet all the Teacher Standards, and so it is essential that you remain in contact. You are also strongly advised to seek medical opinion at the earliest point of any illness in case certification should be required.
Students are expected to arrive promptly for sessions, i.e. to be seated before the session is due to start. This minimises disruption for others and maximises time for learning. We appreciate that students might be late for reasons beyond their control, and so they will be allowed to enter the session within the first 15 minutes. Students who are late for a lecture will be held back and allowed in by a tutor at a convenient moment. Students who arrive for a class 15 minutes after the start time must not enter. Excellent attendance and punctuality is a professional requirement (see Part 2 of the Teacher Standards).
Professional, statutory and/or regulatory body requirementsThe School Direct Programme is designed to enable you to meet the standards for QTS. The standards addressed will be clearly communicated to you through weekly meetings with your school mentor and your University link tutor. You will also keep an on-going audit of evidence to show that you have met these standards by the end of the course, and maintain teaching files during your training year.
As you are embarking on a course that prepares you to take on the professional responsibilities of being a teacher as indicated in the Teacher Standards, you are therefore expected to demonstrate consistently high standards of personal and professional conduct both in school and in University settings. The Teachers’ Standards Part Two defines the behaviour and attitudes that set the required standard for conduct during training and throughout a teacher’s career.
In order to be recommended for QTS, you must demonstrate that you have met the Teachers Standards for QTS as stipulated by the Department for Education. On successful completion of the School Direct Programme you will be recommended to the NCTL for QTS .
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The School of Health and Education has a Fitness for Practice Policy and as part of that the Education Department has a Fitness for Practice annexe which outlines how issues relating to professional conduct or health matters are dealt with. Where it is deemed that a trainee or student may not be fit for practice then a case panel will be convened. The Fitness for Practice Policy operates alongside the University regulations and is available on UniHub.
An important aspect of being a professional is to respect confidentiality. You must, therefore, remember that all paperwork that you produce is public. In assessed work you must not reveal the identity of schools, teachers and pupils for example.
Ethical issues in relation to assignments, particularly with regard to school-based research, are discussed within central training and in the following publication:
Wilson, E (2009) School-based Research: A guide for education students London: SAGE
Children’s Rights and Trainees’ ResponsibilitiesThe UN Convention on the Rights of the Child is a human rights treaty (which the UK has signed up to) that enshrines specific children’s rights in international law. These rights define universal principles and standards for the status and treatment of children worldwide, where a ‘child’ is defined as every human being below the age of eighteen. UNICEF’s Rights & Responsibilities for Children Article 16 states: ‘Children have the right to privacy. The law will protect them from attacks against their way of life, their good name, their families and their homes.’ The teacher’s Code of Conduct and Practice lays out ‘Standards of propriety expected of the profession’ including ‘observing confidentiality and respect’ regarding pupils and misconduct such as ‘swearing or being offensive’ or ‘failing to safeguard pupils,’ which could result in disciplinary hearings for incompetence.
Being a teacher is a privilege. Large groups of children are placed under your care, and you are given a huge responsibility for their wellbeing. Teaching requires a high ethical standard, fully professional conduct and constant care of duty. Your University, schools, parents and class are depending on you to be responsible at all times in every way you can. You are a model for others.
This means that a teacher acting with thoughtlessness or disrespect about a child, children or their families could be breaking professional standards or breaking the law. Casual use of names, words or images on Facebook, etc, emails or text messages could be seen by others, cause offense, or be copied and misused, which is the writer’s responsibility. This or using resources carelessly from unchecked or inappropriate Internet sites, etc., could be a ‘violation of ethical standards, unprofessional conduct or the neglect of duty’, and could cost you your qualified teacher status (QTS).
It is our requirement at Middlesex University that all our trainees are always positive, professional and vigilant about children and for children in support of their human rights. All schools have an Acceptable Use policy for using technology from the internet to video or mobile phone cameras, which students must read and follow. If in any doubt about any of these matters, check with a tutor, mentor or practising teacher.
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AssessmentThe School Direct Programme includes assessment for QTS through the school-based practice and assessment of the PGCert Teaching Programme outcomes through the University led assignments.
PrinciplesAssessment on the School Direct Programme has been developed to meet the University’s aspirations expressed through its Enhancing Learning Teaching and Assessment (ELTA) Strategy to enhance the assessment experience for Middlesex students on innovative programmes leading to improvements in student achievement.
The School Direct programme will continue to adopt innovative approaches to assessment that integrate formative and summative assessment for monitoring and self-evaluation in an improvement cycle designed to continuously raise the standards of trainee teachers.
The following principles have been adopted:
Assessment at each stage of the course measures the progress made by trainee teachers against the standards for QTS.
Assessment informs and reinforces learning by students and is embedded in student learning. Assessment tasks are linked directly to taught sessions.
Assessment is clearly aligned with learning outcomes and is appropriate to the diversity of students
Assessment relates to a breadth of evidence developed through integrated study and school-based practice.
The assessment process is collaborative and involves trainees, mentors and tutors.
Detailed assessment criteria are published and shared with students and by all those involved in assessment. Audits and reports are made available to all parties in order to provide information to support planning.
Trainee teachers are required to take responsibility for their own learning and aspire to the highest standard in a continual process of self-assessment. This is an essential feature of their professional development and characteristic of professional practice. Students engage in peer and self-review of assignments.
Formative feedback to trainees by tutors and mentors supports a process of target setting and action planning for development
Students receive prompt, clear and constructive feedback and feed forward where appropriate on their performance.
The Primary initial teacher education team take responsibility for ensuring that the assessment process is carried out consistently and fairly for all trainee teachers through monitoring and moderation processes.
The Primary initial teacher education team are responsible for ensuring that the university assessment regulations, standards and criteria are applied rigorously and consistently across all Primary School Direct pathways through the process of moderation.
There are staged deadlines to manage the assessment workload.
Guidance is provided on academic writing with targeted individual support
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Assessment regulationsThis section should be read and considered in conjunction with the assessment guidance within the University Regulations, and is covered in more detail in the PG Cert Teaching Programme Handbook.
You will be provided with separate guidance for these assignments which will clarify the nature and style required. Submission dates are published in advance and comply with university regulations. The workplace focus of assignments will both feed into and draw from the trainee teacher’s professional experience and individual training needs. In addition to the school-led Initial Teacher Training programme, which is based in schools and allows School Direct (SD) trainees to work towards gaining qualified teacher status (QTS).
Assessment of School ExperienceTrainees must meet all the Teacher Standards in order to be recommended for QTS by the end of the programme. Evidence for meeting these standards will be collected throughout the training year and collated in your Professional Development Portfolio (PDP). Your PDP is where you will gather together full records of your progress, your teaching and reflection on your learning and professional practice.
The assessment criteria for all courses leading to QTS are nationally specified and all schools and trainee teachers are given the detailed revision of the Teachers’ Standards (TS).
Specialist external examiners visit the course as part of the University’s quality assurance procedures.
The external examiners then moderate a sample of Trainees. This entails external examiners in the observation of trainees teaching and a discussion with the school mentors and the University subject leader.
Consistent with grading across the programme final assessment of teaching is graded with best fit on a 4-point scale:
Grade 1: The trainee is meeting the TS to and outstanding level
Grade 2: The trainee is meeting the TS to a good level
Grade 3: The trainee is meeting the TS to a minimum level
Grade 4: The trainee is failing to meet any one TS to a minimum level
This is for quality assurance purposes: however, at the final assessment board all that is recorded is simply ‘pass’ or ‘fail’ but the comprehensive profiling system forms a wealth of supporting information. Trainees who have failed to reach the necessary level of teaching standards will be considered individually, and the School Direct assessment board will make a ruling on the period of further assessed school experience needed, if appropriate. Partnership schools will also be involved at this stage with any decisions made. Trainees are reminded that there is no automatic right to reassessment of the TS.
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School-based AssessmentElements include:
Use of the appropriate TS linked guidance during lesson observation
Grading Trainees
Mentor sessions, target setting
Supporting assignments
Targeted individual support
Use of the appropriate guidance during lesson observation and the assessment profiles allows tutors and mentors to provide feedback to trainees that develops a sense of progress and identifies targets in relation to the TS. Evidence of achievement against the TS must be logged by the trainee and appropriate progress records collated within the PDP.
Grade characteristics of trainees are shared with mentors and trainees. These have been mapped to the TS areas that are used for reporting in order to ensure that they are applied systematically and that the data resulting from assessments are rigorous and robust. The use of these characteristics for assessment and reporting is discussed at mentor training sessions to ensure consistency and where possible, training mentors observe other trainees and discuss grades to support their understanding.
Mentor weekly meeting sheets have clear discussion points to focus the school-based training. Trainees are required to target specific standards each week, according to individual need. Mentor development sessions stress the use of QTS TS in observations and target setting and monitoring progress.
Trainees are required to continually update a Teachers’ Standards ‘mapping document’. You will be given detailed guidance regarding the range of evidence required, which should come from all elements of the training programme.
The formal assessment of school experience requires mentors to reflect on and judge trainees’ performance against the TS before pointing towards clear and specific ways forward to address gaps and areas of weakness. As part of their individual training plans trainees devise action plans through self-evaluation linked to their TS mapping and their knowledge audits.
The assessment procedure is reviewed annually following the end of the last academic programme, one of the advantages of a one-year course is that change can be initiated and introduced rapidly. The assessment processes have been designed to allow a more holistic assessment of achievement against the TS. Groups of TS are defined more broadly to allow feedback to address linking themes such as the personalisation of learning, collaborative practice and the well-being of children.
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Lesson ObservationGaining feedback on your lessons comprises a large element of both formative and summative feedback. You will be observed regularly during the training year. Some of these observations may be informal with verbal or informal feedback provided. However, on a weekly basis you should receive a formal lesson observation from either your mentor or one of the class teachers with whom you are working. The feedback you receive will be recorded on a lesson observation template and will record achievements and targets in relation to the Teacher Standards. When your University tutor visits they are likely to observe you teach jointly with your mentor. When you are being observed you need to provide the observer with:
A copy of your lesson plan which shows how this lesson relates to the unit/scheme of work (lesson plans should be completed using the Middlesex University lesson planning guidance)
Previous lesson evaluation(s)
Class list (and where possible, seating plans) with information regarding the class profile, for example, SEND, EAL, levels of achievement
The role of the University Link TutorYou will be visited up to three times during your training year by a University link tutor. Each visit will have a different focus and purpose, but at each visit the tutor will meet with your mentor and yourself to review progress and plan for development. You will receive an indicative grade for your progress towards meeting the TS at least once a term.
The Professional Development PortfolioYour PDP is a professional document which you will use to support all evidence claims for meeting the QTS Teachers’ Standards. It will also be assessed as part of the PG Cert Teaching Programme. Further guidance about compiling the PDP is available in the PG Cert Teaching Handbook and the School Based Professional Development: Module 1 Guide. You will also maintain other school and professional development files to which you will cross reference when claiming evidence of achievement against the TA. Your PDP should always be up to date and available for scrutiny when your University tutor visits – and for the weekly mentor meetings with your mentor.
ATS documentsThese are the documents that you will use to map evidence claims and record assessment of the Teacher Standards as you progress through the course. They include:
Trainee Entry Profile (TEP): Initial audit and training plan
ATS Term 1, ATS Term 2, ATS Term 3: End of term mapping of evidence claims and grading against each of the Teacher Standard areas
ATS Second School Setting Record and Report: Report of evidence claims against the Teacher Standards from the second placement experience
Transition to Teaching Profile (TTTP): Record of targets for transition to being a newly qualified teacher
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Working FilesYou will be expected to maintain orderly teaching and professional development files from both school settings. These should always be up to date and available for scrutiny when your University link tutor visits – and for the weekly mentor meetings with your school mentor. You will refer to examples of evidence from these files within your standards mapping document.
These should include:
Reference to schemes of work or examination specifications
Lesson planning and your own lesson evaluation
Lesson observation feedback
Lesson resources
Records of pupil progress and assessment for your classes
Examples of pupils marked work
Records of school-based and centre-based training
Assessment FeedbackAssessment is an integral part of learning and you may hear it referred to as formative or summative.
Formative assessment is developmental in nature and designed to give you feedback on your performance and how it can be improved. As a result, you will get detailed feedback on formative assessment but not a grade. Formative assessment is an important part of the learning process and has been shown to contribute to enhancement of learning and the raising of standards.
You will receive feedback from tutors and your fellow students throughout the course both in University through group activity and tutorials and in school through peer coaching and guidance from mentors and tutors.
Summative assessment is designed to measure the extent to which you have achieved the intended learning outcomes of a module and therefore the appropriate grade to be awarded. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner and on this programme will mainly comprise the three PGCert Modules and your performance in school which is assessed and monitored by your school mentor and the visiting University link tutor.
Assessment may also involve self, peer or group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding and also identifying areas where can see you have room to improve. Assessment may also be a peer process where students, individually or as groups, offer feedback on one another’s work.
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Feedback on your assessment (both formative and summative) provides the opportunity for you to reflect and to use the feedback as the basis for learning and to improve your work. Understanding your feedback is very important and to achieve this you are encouraged to discuss feedback with your peers and academic staff.
Targeted Support It may become apparent when reviewing progress at weekly meetings that the Trainee is not making the expected progress in relation to the Teachers’ Standards (The Profile of Expected Progress for Each Teaching Standard is included in the Mentor Handbook and Partnership Handbook). If this is the case, it is important that you use the weekly mentor meeting record to indicate that targets are ‘Not being Met’.
The next stage is to write a Progress Support Plan (PSP) detailing clear targets and strategies. The PSP will also include identifying additional support that the school and/or University will provide. Mentors should notify the Trainee’s University tutor or Programme Leader at this stage, and the PSP should be shared and discussed with the University tutor, the Trainee and the School Lead for ITT or Professional Coordinating Mentor (PCM). The University Link Tutor will discuss with you whether they need to arrange a visit or whether the process can be managed at school level.
The targets on the PSP should be time-bound and a review date identified. This is most likely to be with 2 or 3 weeks, so that the trainee has sufficient time to act upon the additional support provided and to demonstrate progress.
At the review date, a decision should be made against three possible outcomes:
The trainee has taken action, made sufficient progress and met the targets identified The trainee has made some progress but further time and progress support is
required to meet the targets. This will require an extension to the PSP The trainee has made no progress and targets have not been met, or progress is
very slight, and there is a real danger that the trainee will not meet the expected standard by the next assessment point (e.g. end of SBT). In this case, a Cause for Concern (CfC) Form should be initiated. A CfC form should be used whenever there is a strong concern that the trainee will not meet the expected standard in the time remaining.
In some situations, it is necessary to issue a CfC immediately, for example, if you have concerns over aspects of professionalism or towards the end of a SBT practice or ATS 3 assessment point for School Direct. The CfC should be issued with a PSP.
The mentor, University Tutor and ITE Lead/PCM will play a vital role in supporting the Trainee through any Progress Support or Cause for Concern procedure. The school will put support strategies in place to help the Trainee to make progress and monitor progress, together with the University Tutor and in communication with the Trainee.
The targets set during a Cause for Concern meeting should be SMART and monitored 1 week later during the weekly meeting (depending on holidays, illness, school trips, special weeks, etc.) and then with a final review typically 2 weeks after the DfC was initiated. The review should be carried out by the Mentor, University Tutor and possibly the ITE
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Lead/PCM. If it is likely that the Trainee will Fail, the University Tutor will arrange for another University Tutor to be present (i.e. the Head of ITT, DoP, Programme Leader).
If the outcome is Fail, University Tutors should ensure that the Trainee has made arrangements to meet with the Programme leader /DoP and Progression and Support Advisor as soon as possible to discuss the next steps.
The PSP and CfC process can be very stressful for the Trainee and they should be supported through the process, to enable them to have the best chance of meeting their targets and continuing with their training. The PSP stage is an intervention stage and additional support should always be identified and provided.
There are support mechanisms in place at University and these should be accessed via Unihelp if it is felt that the Trainee would benefit from this support.
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Weekly meetings have identified Trainee Progress as unsatisfactory
or
Outcome 2
Trainee has reached expected standard but PSP advised for
next stage.
Outcome 3
Trainee has failed SBT
no
no
Outcome 1
No further action is required; continue to support trainee
progress with weekly targets
yesyes
Issue a formal Cause for Concern and a Progress
Support Plan (PSP)
noyes
Issue a Progress Support Plan (PSP)
Can the trainee make accelerated progress
and meet the expected standard in the time
available?
Has the trainee met the targets by the time indicated?
Has the trainee met the targets by the time indicated?
If it is agreed that a trainee has failed to meet the targets set, the Programme Leader must be informed immediately. He/she will advise the Mentor and Trainee of the appropriate action to be taken.
For School Direct salaried trainee, all decisions must be taken with the employing school and in conjunction with the school performance management processes.
Quality Assurance: School Direct
Middlesex University has overall responsibility for the quality assurance of all aspects of provision leading towards the award of QTS. The quality assurance of all assessment processes in relation to achievement of the Teachers’ standards is supported by the different roles and responsibilities of School Mentors, Alliance Leads, University Tutors, Programme Leaders, Directors of Programme and Head of ITT.
There are a number of different tools that we use to monitor and record trainee progress, the quality of mentoring and the accuracy and consistency of assessment decisions. It is important that all records from meetings, visits and trainee progress review are shared appropriately across the partnership so that we can intervene as required when issues occur. University Tutors by necessity can only meet with mentors and observe trainees teach periodically and the quality assurance of training and assessment is also dependent on the valuable input from School Leads for ITT/Professional Coordinating Mentors (PCMs) and Alliance Leads. The table below aims to summarise partnership roles and responsibilities at key points within the process showing how this supports the arrangements for quality assurance.
Temporary and permanent withdrawal from ITT programmes (School Direct routes)During the course of your programme there might be reasons why you have to withdraw temporarily from your ITT programme and defer award of QTS, and in some cases the decision might be to withdraw permanently. It is important that you understand the processes that we follow in these circumstances with respect to the different reasons that might result in a withdrawal and how Programme Leaders will support you during the process. The University Progress and Support Team (PST) are also available for advice and fee-paying trainees must seek their guidance regarding the financial implications of withdrawal. Salaried trainees must discuss the implications of withdrawal from training with their employing schools.
Withdrawals (temporary or permanent) could result from the following situations:
School Based-Training (SBT)You may not complete the school-based training (SBT) requirement for the School Direct programme for the following reasons:
1. Personal circumstances may result in a temporary withdrawal from the programme. In some situations, your school mentor or Programme Leader or may suggest that this is the most appropriate way forward. If you decide you want to withdraw temporarily, you will need to have permission from the school alliance and apply for deferral from the University as appropriate. For salaried trainees, your employing school will need to agree any deferral possibilities, since this will require a variation of your employment contract. Temporary
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withdrawal (or permanent withdrawal) due to personal circumstances should be arranged with support and confirmation from the Programme Leader/DoP during an exit interview following discussion with your school mentor and alliance lead, (Appendix 4). Fee-paying trainees should seek guidance regarding the financial implications from the PST. There will also be implications for your status on the linked PGCert programme and so you may need to complete the University withdrawal form. This is available athttps://unihub.mdx.ac.uk/your-study/withdrawal
2. School-based Training Failure: Insufficient progress on SBT following use of the ‘Cause for Concern’ process would result in a recommendation of a Fail grade for QTS at the assessment board. It nearly all cases the CfC process should follow an extended period of progress support documented on a Progress Support Plan (PSP).
3. The training is terminated by the school: This is very likely to result in a recommendation of a Fail grade or referral to a Fitness for Practice Panel. However, the situation would be discussed as a matter of urgency with the alliance lead, and if there were any concerns about the decision taken by the school, then an alternative school might be considered.
4. Trainee withdrawal from training without agreement: This would result in a recommendation for a Fail grade at the assessment board. In all cases, you should attend an exit interview with your Programme Leader and complete the appropriate paperwork (Appendix 4) and following discussion with the PST team, the University withdrawal paperwork at https://unihub.mdx.ac.uk/your-study/withdrawal
Fitness for PracticeEvidence of professional and personal misconduct, occupational health concerns or incompetency will be considered as a potential FfP concern. See Fitness for Practice Policy and guidance (Education) - http://mdx.mrooms.net/mod/folder/view.php?id=605793
For salaried trainees FfP discussions would take place alongside the employing school performance management processes.
Exit InterviewsTrainees withdrawing temporarily or permanently should arrange to have an exit interview within 5 days.
Temporary Withdrawal: Temporary withdrawal from training can only be allowed for personal reasons (University deferral). There are no retake opportunities for School Direct trainees.
Extended Training
On occasion, the school alliance and Programme Leader may recommend an extension to your training, so that you can be recommended for QTS. The period of extended time would be agreed with the school and is unlikely to extend beyond the end of the summer term. Extensions will only be recommended if you are responding well to your Progress Support plan.
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Returning Trainees
In the majority of cases trainees return and successfully complete the ITT programme and are awarded QTS. You will agree a return date with your alliance and Programme Leader who will also arrange a return interview (Appendix 5). You will need to complete an affirmation of suitability declaration (Appendix 6) and/or use the DBS update service as advised by the compliance team prior to the return.
Your Programme Feedback
How you can feed back to usAs well as talking to your programme leaders about any issues, there are also other ways you can help enhance the quality your programme. You will have the opportunity to review, evaluate and provide feedback to your Programme Leader through the following channels:
As a result of student feedback through Programme Voice Groups, changes were made to the School Direct Central Training Programme which can be found at: http://unihub.mdx.ac.uk/your-middlesex/student-feedback .
There are also facilities to access how student feedback has been used through the;
You Said We Did facility (http://unihub.mdx.ac.uk/mdx/feedback/yswd/index.aspx)
Student Voice LeadersWorking in partnership, Middlesex University and MDXSU support students to talk, take action and to help make Middlesex better – understanding how everyone feels about their university experience and making change happen.
Each year of every programme is represented by a Student Voice Leader – a student who is elected to work with students and academics to get feedback on what is good and what needs improving on your course. They represent you and make students’ voices heard, collaborating with everyone at university to create the best possible student experience, and working with MDXSU’s President and Vice Presidents to create changes that will improve Middlesex for everyone.
Any student can stand to be a Voice Leader and every student gets a vote in the election – for more information visit http://www.mdxsu.com/voice-leaders.
Programme Voice GroupsThe Programme Voice Groups (PVG’s) are one of the main formal channels of communication between staff and students. They are a forum in which students (through the Student Voice Leaders) and staff can constructively discuss areas of good practice as well as areas needing improvement, with the collective aim of enhancing the student experience. Students and Staff should both be given assurances they will not be penalised for raising issues at a PVG.
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PVG’s occur each term and your Student Voice Leader will ask for programme feedback from you to report to staff at the pre-meeting to develop and agenda, for the issues to be addressed at the main meeting. You will also be given feedback from both staff and the Student Voice Leaders on the outcomes of the feedback.
The dates of the Programme Voice Groups for 2017/18 are:
Autumn Term: 9th November 2017
Spring Term: 15th March 2018
Minutes and actions from previous PVG’s (formerly Boards of Study) should be made available to you through MyUniHub. Further guidance on the PVG’s can be found here: https://unihub.mdx.ac.uk/your-middlesex/student-feedback/
SurveysThroughout your time at Middlesex you will be asked to complete several surveys that request your feedback on your programme or modules. The aim of the surveys is to gather your feedback to make improvements to current and future cohorts of students, and enhance the quality of your experience. During your studies, you will be asked to complete the surveys listed below;
Programme Feedback –. You will be asked to complete programme feedback surveys throughout your programme.
Facilities and support services – To ensure that we are delivering the best for students, we will ask students to take part in surveys about our support services. These surveys will be completed at different points during the academic year and are used to enhance your non-academic experience at Middlesex.
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Partnership Responsibilities at ATS Review Points (School Direct)
Review Point
When ResponsibilitiesAlliance Lead / School ITE leads (or PCM)
Mentors University Tutors(QA activities through visits or contacts)
Trainees
1 Start of programme: Early September
School Leads complete school self-evaluation and improvement planning needs. Share with Alliance Lead.Arrange school induction for Trainees.Make second setting arrangements.
Mentors support Trainees in completing the Trainee Entry Profile (TEP) early self-assessment against the TS – and draft the training plan.
Ensure school mentors and trainees have access to appropriate documentation.Distribute Partnership Agreements and school self-evaluation tool.
Trainees are responsible for ensuring the TEP and draft training plan has been completed before the University induction days – ready for discussion with Tutors.
University induction
Release Trainees to attend central training and induction
Release Trainees to attend central training and induction
Tutors meet individually with Trainees and agree the TEP self-audit and training plan.Release all training documentation.
Attend induction days.
September/October
Meet mentors and check trained. Complete mentor self-audit if not already completed. Discuss with University tutor at first visit. Jointly observe trainee teach with tutor and feedback.Book additional mentor training if required
Review weekly mentor meeting records.Visit trainee in school after half term. Carry out QA activity, e.g. joint lesson observation and feedback or participate in weekly mentor meeting. Model assessment process for new mentors and moderate assessment judgements.
Tutors complete a QA report (TVR) for school ITE leads and follow up any actions on TVR as result of QA.
University tutors sample paperwork, monitor progress during central training.
At end of term, provide link tutor report for school and alliance leads using trainee progress and feedback data.
Meet University Tutor. Discuss start of training and training plan (TEP)
Ongoing Alliance Leads monitor quality across partner schools and discuss any concerns with SD PLs. Read a sample of weekly mentor meting records
Weekly meeting records are shared with:- link tutors for review- a sample to ITE leads (PCMs) within
school and Alliance Leads.Meet with Tutors during visit and discuss trainee progress and grades.Complete end of term ATS 1 and share/discuss with School Leads and University Tutor. Agree targets for second setting.
Maintain weekly reflection and target setting and files as required. Documentation should be shared with Tutors, mentors on request – and used in weekly meetings with mentor.
2 End of Term 1 Review trainee progress grades. Identify any trainees who may need progress support plans and
Trainee completes ATS 1 and self-assessment using level descriptors.
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discuss with Mdx Tutors and Alliance Leads.
Feedback on programme (central and school based training).
3 Spring half term
Alliance Leads facilitate second setting moderation/QA arrangements.
Joint observation with alliance moderator (another mentor, school ITE lead, alliance lead)Second setting Mentors provide second setting report. Host school and second setting school mentor aim to meet together with Trainee.
Review second setting reports at central training.
Completion of ATS - second setting.Maintain weekly reflection and target setting and files as required.
4 End of Spring term
All school ITE Leads jointly observed trainees teaching with mentors. Review trainee progress grades and discuss issues with Mdx. Discuss any trainees causing concern with Mdx Tutors and Alliance leads.Complete feedback surveys to Mdx
Meet with University Tutors for joint observation with agreed focus, e.g. subject specialism for secondary, phonics for primary.Complete ATS2. Any trainee failing to meet minimum requirements for TS should be identified and progress support plan / cause for concern in place.Complete feedback surveys to Mdx
Follow up any actions from QA.Visit Trainee in school for joint observation and feedback. Moderate grades for each TS with Mentor and Trainee for ATS2.Agree targets for Term 3.
Maintain weekly reflection and target setting and maintain files as required.Completion of ATS2 – drawing upon second setting evidence.
5 Summer half-term
Opportunity for moderation visits as required, e.g. where there might be grade disagreement.
Moderation with University tutor. Carry out joint lesson observation and feedback. Agree ATS3 grades and final targets.Mentors and University Tutors discuss and agree final grading and targets for NQT year.Mentors complete ATS3 report and send to school and Alliance Leads and Mdx.
Mentors and University tutors meet. Carry out joint lesson observation and feedback. Moderate ATS3 grades and final targets.Mentors and University Tutors meet for final joint lesson observation and feedback. Agree final grades and targets for induction (TTTP)Final Link Tutor QA visit report for ITT leads and Mdx.
Maintain weekly reflection and target setting and maintain files as required.
6 End of summer term and programme
Alliance Leads collect feedback from School ITE Leads and Mentors. Analyse grade profiles for alliance mini Self Evaluation Document.
Completion of supporting evidence files - in good order – ready for final grading.Exit surveysTTTP
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Part Two: Resources and Support Available
ResourcesPlease refer to your University PG Cert Handbook for further details on support available. This can be found on http://mdx.mrooms.net/course/view.php?id=12353
Wellbeing Services
Disability and Dyslexia SupportThe Middlesex University Disability Service arranges reasonable adjustments and support packages for students with a wide range of disabilities and medical conditions, including:
Specific learning difficulties (i.e. dyslexia) Mental Health conditions Visual impairment Mobility issues Ongoing illness Hearing impairment Autism Spectrum Disorders
The sooner you disclose a condition to us the earlier we will be able to arrange support for you. To book an appointment to arrange support please contact the service on 0208 411 2502 or email us at [email protected]. If you’d like to call over and have a chat with a Disability Adviser please come along to our daily drop in session at 1pm in Sunny Hill House. There’s no need to book.
Do you think you might have dyslexia?
If you think you may have dyslexia but have never been tested before then book a dyslexia screening with us by calling on 0208 411 2502 or email us at [email protected]. The screening will give an indication of possible dyslexia difficulties and where appropriate we will refer you to an external assessor for a full diagnostic assessment.
In the basement area of the Sheppard Library you can find the North London Regional Access Centre where services for assessment of disabilities, including dyslexia, are available.http://unihub.mdx.ac.uk/your-support-services/north-london-regional-access-centre-nlrac Here you can find:
Advice and guidance about the needs assessment process On-going support to resolve issues about equipment and support recommendations Suitable equipment recommendations and practical support strategies to overcome
barriers to learning Recommendations for reasonable adjustments Assistive technology training to help you to use your recommended equipment
effectively Liaison with support providers to ensure support is arranged quickly and effectively.
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Counselling and Mental Health ServicesThe Counselling & Mental Health team provides mental wellbeing support and a confidential counselling/psychological therapy service to help you manage any challenges that arise while you study with us. We also run workshops on issues connected to mental wellbeing and university life during the academic year.
To refer yourself for an initial assessment appointment, please use this link on our UniHub Counselling & Mental Health pages:
https://unihelp.mdx.ac.uk/counsellingandmentalhealth
We have some same-day ‘mini’ appointments of 25 minutes each available Monday to Friday. To book an appointment, go to the Counselling & Mental Health UniHub page and follow this link:
http://mdxcounselling.libcal.com/rooms.php?s=counselling&_ga=1.180783015.1088726360.1463741628
For general enquiries, the team can be contacted at: [email protected] or you can call us on 020 8411 4118.
For opening times, please visit the UniHub website, and our service will be listed under Your Support Services.
EmployabilityMiddlesex University is committed to supporting you to develop your employability skills; we do this by designing your programme – School Direct: Primary - so that you have the opportunity to develop a key set of employability skills including team-working, self- management, business and customer awareness, communication, problem solving and the application of literacy, numeracy and information technology.
We also offer extra-curricular opportunities including:
access to our Employability Service that will help you plan a route into employment, gain skills and experience for the workplace and secure highly skilled graduate level employment
a range of services through our Enterprise Development Hub which is dedicated to nurturing innovative student ideas and supporting students into self-employment and entrepreneurship
paid work at Middlesex while you study; part-time roles pay the London Living Wage and provide work experience opportunities through our Student Ambassador and Student Learning Assistant schemes as well as our Sport & Recreation Service (which also offers volunteering opportunities). Work experience and placement opportunities are also available through redloop, the University’s centre for design and innovation
European and worldwide opportunities to expand your horizons through one of the most comprehensive exchange programmes in the UK; with over 100 different exchange partners to choose from, you can go on exchange on most degree programmes
Employability Service opportunities, tools and support are delivered through:
MDXworks on-campus – CG07 (College Building)
Employability Drop in Desk – face to face answers to your employability questions Middlesex Unitemps Branch – paid, part-time work opportunities at Middlesex University Employability workshops and seminars
Monday to Friday: 10am – 5pm
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T: 020 8411 6161
W: Unihub.mdx.ac.uk/mdxworks
Middlesex Unitemps BranchT: 020 8411 5151
MDXworks on-line – Website I Telephone I Email I Webchat
Tailored 1:1 employment support – from CV to interview Enterprise support – from business start-up to growth The Employment Portal – 24/7 access to interactive employability tools and resources,
thousands of jobs and a weekly employability newsletter Focused employment support for final year students including an on-line self-
assessment On-line skills-assessment Recruitment service for employers – linking you with recruiting employers Specialist LinkedIn support Employability blog posts – published in response to your needs Access to the Santander internship scheme Employment and enterprise support for Middlesex graduates…..for life
T: 01707 398293
W: www.mdxworks.com
Employability Business Partners – Faculty based specialists
Employer events and networking opportunities Sector / programme specific employability workshops and seminars Faculty employability projects 1:1 tailored employability information, advice and guidance sessions Placement/internship support and administration (including Erasmus+)
Book an appointment with a faculty based employability specialist through UniHub:
http://unihub.mdx.ac.uk/your-support-services/make-an-appointment
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ReadingThere are a number of texts that will support your school-based training and development as a teacher. It is recommended that you spend time reading and developing your interests and capacity for critical reflection on your practice. You will be referred to appropriate literature during central training sessions and provided with indicative reading for the modules that you take as part of your PGCert. Here are some titles for recommended literature that will support your training as a Primary teacher. Your subject tutors will also be able to recommend additional subject based texts.
Reflective Practice Reading List:Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit
Hatton,N. Smith,D. (1995) Reflection in teacher Education. Teaching and Teacher Education. Vol 11 p33 – 49
Kolb, D. (2015) 2nd ed Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, New Jersey
LaBoskey, V. K. (1994). Development of Reflective Practice: A Study of Preservice Teachers. New York: Teachers College Press.
McGregor, D. & Cartwright, L. (2011) Developing reflective practice: A Guide for Beginning Teachers Maidenhead: OUP
Moon, J (2006) Learning journals: a handbook for reflective practice and professional development London: Routledge
Pollard Andrew et al (2002) Readings for Reflective Teaching in Schools London: Continuum
Pollard, A. et al (2008) Reflective Teaching: Evidence-based Professional Practice London: Continuum
Schon, D. A. (1991) How Professionals Think In Action Aldershot: Arena (Ashgate) (Multiple copies available.)
Teachers’ Standards Reading List:Teaching and LearningAusubel, D. (2000). The Acquisition and Retention of Knowledge. Dordrecht: Kluwer
Academic Publishers.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730.
Costa, A. L. (2008). The School as a Home for the Mind: Creating Mindful Curriculum, Instruction, and Dialogue. Thousand Oaks, CA: Corwin Press.
Dewey, J. (1938). Expereince and Education. New York, NY: Touchstone.
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51(11), 1153–1166.
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Hattie, J. & Yates, J., 2014. Visible Learning and the Science of How We Learn. Oxon: Routledge
Howard-Jones, P. A., Jay, T., Mason, A., & Jones, H. (2015). Gamification of Learning Deactivates the Default Mode Network. Frontiers in Psychology, 6(1891), 1–16.
Kahneman, D. (2011). Thinking, fast and slow. London: Penguin.
Kolenick, P. L., & Hillwig, S. A. (2011). Encoruaging metacognition: Supporting learners though metacognitive teaching strategies. New York, NY: Peter Lang Publishing Inc.
McGuire, S. Y. (2015). Teaching Students How to Learn. Sterling, VA: Stylus Publishing.
Newton, D. P. (2012). Teaching for understanding. (2nd, Ed.). Abingdon: Routledge.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119.
Schunk, D. H. (2014). Learning theories: An educational perspective. Harlow: Pearson Education Ltd.
Vygotsky, L. (1978). Mind in Society: the development of higher mental processes Cambridge, MA: (M. Cole, Trans.). Cambridge, MA: Harvard University Press.
Lesson PlanningAbersonn, M. & Light, D., 2015. Lesson planning tweaks for teachers: small changes that make a big difference. 1st ed. London: Bloomsbury Education.
Berry, A., Loughran, J. & Driel, J. H. v., 2008. Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), pp. 1271-1279.
Butt, G., 2008. Lesson Planning. 3rd ed. London: Continuum.
Haynes, A., 2010. The Complete Guide to lesson planning and preparation. 1st ed. London: Continuum.
Behaviour ManagementBennett, Tom. (2016) ‘Developing behaviour management content for initial teacher training (ITT)’
Leaman, Louisa. (2007) ‘Dictionary of Disruption.’ Continuum.
Roffey, Sue. (2010) ‘Changing Behaviour in Schools: Promoting Positive Relationships and Wellbeing.’ Sage.
Rogers, Bill. (2011) ‘Classroom Behaviour.’ 3rd edition. Sage.
Tauber, Robert T. (2007) ‘Classroom Management.’ 4th revised edition. Praeger.
White, John, Gardner, John. (2012) ‘The Classroom X Factor: The Power of Body Language and Nonverbal Communication in Teaching.’ Routledge.
QuestioningBloom, B. S., Engelhart, M. D.. Furst, F. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay.
Brock, R. (2007). Differentiation by alternative conception: Tailoring teaching to students' thinking. School Science Review, 88(325), 97-104.
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Elder, L. & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and learning. The Clearing House, 71(5), 297-301.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up!. Journal of teacher education, 37(1), 43-50.
DifferentiationSilberman, S. (2015). Neurotribes: The legacy of autism and the future of neurodiversity. Crows Nest, Australia: Allen and Unwin.
Brock, R. (2007). Differentiation by alternative conception: tailoring teaching to students' thinking. School Science Review, 88(325), 97-104.
Department for Education (2015). Special educational needs in England: January 2015. London: DfE. Accessed 10th August 2016. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447917/SFR25-2015_Text.pdf
Assessment & FeedbackBennett, R., 2011. Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), pp. 5-25.
Black, P. et al., 2003. Assessment for Learning: Putting it into Practice. Berkshire: Open University Press.
Black, P. & Wiliam, D., 1998. Inside the Black Box: Raising StandardsThrough Classroom Assessment. Phi Delta Kappa International, pp. 139-148.
Butler, R., 1988. Enhancing and undermining Intrinsic Motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(I), pp. 1-14.
Clake, S., 2014. Outstanding Formative Assessment: Culture and Practice. Oxon: Hooder Education
Dweck, C., 2006. Mindset: How You Can Fulfil Your Potential. New York: Ballantine Books.
DfE, 2015. Final report of the Commission on Assessment without Levels, s.l.: Crown Copyright.
Primary Reading List:EnglishCore reading:Joliffe,W. & Waugh,D. (2012) Teaching Systematic Synthetic Phonics in Primary Schools,
London: Sage
Medwell, J., Moore, G., Wray, D. & Griffiths, V. (2012) Primary English Knowledge and Understanding (6th edition),
Exeter: Learning Matters
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Medwell, J., Moore, G., Wray, D. & Griffiths, V (2012) Primary English: Teaching Theory and Practice ( 6th edition),
Exeter: Learning Matters
Mercer, N. & Tweddle, S. (2008)Exploring Talk in School, London: Sage
Rose, J. (2006)Independent Review into the Teachingof Early Reading, Nottingham:DfES
MathematicsHaylock, D. (2010) Mathematics Explained for Primary Teachers: 4thEdit.London:Sage
nghileri, J. (2006) Teaching Number Sense, London: Continuum Askew, M. (2012) Transforming Primary Mathematics,
Abingdon: Routledge Boaler, J. (2009) The Elephant in the Classroom, London: Souvenir Press
Drews, D & Hansen, A. (2007) Using resources to support mathematical thinking: primary and early years,
Exeter: Learning Matters
ScienceHarlen, W. and Qualter, A. (2009) 5th Ed The Teaching of Science in Primary Schools,London: David Fulton Pub Chapters 4, 8 & 19
Harlen, W (Ed) (2010) Principles and big ideas in science,Hatfield: Association of Science Education
ComputingBarber, D, Cooper, L. & Meeson, G (2007) Learning and Teaching with Interactive Whiteboards,Exeter: Learning Matters
Beauchamp, G (2012) ICT in the Primary School: From Pedagogy to Practice,Essex: Pearson Education
R.E.Blaylock, L.(ed) (2004) Representing Religions, Birmingham: CEP
McCreery, E. Palmer, S. & Voiels, V. (2008) Teaching Religious Education: Primary and Early Years,
Exeter: Learning Matters
QCA (2004) Non-statutory National Framework for Religious Education, London: QCA DCSF (2010)
Religious Education in English Schools Non-statutory guidance http://media.education.gov.uk/assets/files/religious%20education%20guidance%20in%20schools
P.E.
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Casbon C. & Spackman L. (2005) Assessment for Learning in Physical Education,British Association of Advisers and Lecturers in Physical Education (baalpe)
Griggs, G. (ed.) (2012) An Introduction to Primary Physical Education,London: Routledge
Cross- CurricularBarnes, J.(2011) Cross-Curricular Learning 3-14(2nded), London: Sage
Beames, S., Higgins, P. and Nicol, R.(2012) Learning outside the Classroom: Theory and Guidelines for Practice
London: Routledge
Boys, R &Spink, E. (eds) (2008) Teaching the Foundation Subjects, London: Continuum
Kerry, T. (2011)Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons,
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AppendicesAppendix 1: Exit Interview Form
Appendix 2: Return Interview checklist
Appendix 3: Reaffirmation of suitability declaration
Appendix 4: ITT Progress Support Plan (PSP) Appendix 5: ITT Cause for Concern Form
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Appendix 1
Exit Interview: ITT programmesCONFIDENTIAL
This form must be completed during an exit interview for trainees who are to be withdrawn temporarily or permanently from all ITT courses. Trainees must also meet with the Progress and Support Team (PST) for advice regarding financial implications and which University paperwork for central student records needs to be completed.
Trainee Name: ITT Programme:School Placement: Interviewer/s:
Temporary Withdrawal from ITT due to SBT failure □This is not the same as a University temporary withdrawal. Trainees should seek advice about course fees and bursary payments from the PST Temporary Withdrawal (Personal circumstances) □Trainees must complete the University withdrawal paperwork and request a temporary withdrawalPermanent Withdrawal (not intending to return to University studies) □ Trainees must complete the University withdrawal paperwork.
Start date of Withdrawal: Indicate which of the following is most relevant and provide further comment as appropriate
Personal (e.g. health/family) □ Financial □Dissatisfaction with programme □Does not want to teach □ Transferred to another programme □
Failed Academic Modules □ Failed SBT □
Comments:
Trainees future intentions (include an intended return date if you have one)
Return Date (if known):
Refund/Withdrawal Policy I am aware that any student withdrawing from their studies needs to confirm the extent of any financial implications with their campus finance office. More information available from: https://unihub.mdx.ac.uk/your-study/withdrawal
Trainee’s Signature: …………………………… Interviewer’s Signature: ……………
Today’s Date: ………………………………… Date: ……………………………………
Copies to Departmental Administrator and Director of ProgrammeDPAs will update FileMaker and notify Placements, Compliance and Bursary Payments.
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Appendix 2
Return to ITT ProgrammeCONFIDENTIAL
Academic Year: This checklist should be completed during a return interview for trainees who are returning to complete a programme of ITT.
Trainee Name: ITT Programme:Interviewers: Intended return date:
Please tick the boxes to confirm all preparation for return has been completed:
Satisfactory completion of Bridging Experience Yes □ N/A □
Satisfactory completion of any pre-return tasks Yes □ N/A □
Completion of Reaffirmation of Suitability Yes □ N/A □
OH checks (if applicable) Yes □ N/A □
DBS Checks (if applicable) Yes □ N/A □
Access provided for all programme documentation Yes □ N/A □
Comments:
Trainee’s Signature: …………………………… Interviewer’s Signature: ……………
Today’s Date: ………………………………… Date: ……………………………………
Copies to Departmental Administrator and Director of Programme
DPAs will update FileMaker and notify Placements, Compliance and Bursary Payments.
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Appendix 3
Affirmation of continued Suitability to Teach Declaration
Applicant details:
Surname:
Forename:
Date of birth:
Gender:
Programme
Please be aware that any false declaration may lead to your disqualification from the programme.
The purpose of this declaration is for you to affirm that there have been no changes in your circumstances regarding your suitability to teach since suitability checks were carried out on your entry to Initial Teacher Training.
1. I can confirm that my criminal record information is unchanged and that I have no investigations or charges pending.
Yes / No
2. I can confirm that, as far as I am aware, there remain no members of my household who are disqualified from working in childcare settings.
Yes / No
3. I can confirm that there have been no changes in my health that Occupational Health (OH) should be made aware of.
Yes / No
Please note that if you have answered ‘No’ to any of the points above, new checks will be required for DBS, disqualification by association and Occupational Health.
Declaration: I declare that:
all of the information I have provided on this form is complete and correct to the best of my knowledge and belief.
I agree to tell the school and the university as soon as reasonably practical about any changes to my personal details.
I understand that if I fail to tell the university about any changes to the information in my situation, it may lead to disqualification
I understand that as a trainee teacher I am required to comply with the teaching standards and I will be responsible for upholding and promoting the high standards of the teaching profession.
Signature of applicant:
Date:
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Appendix 4
ITT Progress Support Plan (PSP)
The Progress Support Process is intended to support the trainee in making progress towards achieving the Teachers’ Standards at the level expected for the stage of training. Your mentor or link tutor will have initiated the process due to some concerns regarding your progress. The plan will identify some clear targets and strategies to help you to address the Teachers’ Standards at the expected level. These are likely to be short-term targets (typically 2-3 weeks).
However all parties involved must be aware that if the targets identified are not effectively addressed, and concerns remain that you will not meet the expected level in the remaining time, a Cause For Concern (CfC) may be initiated and the outcome could be a failure of the ITT course.
BA (Hons) Primary Education/PGCE Primary/SD Primary / PGCE Secondary / SD Secondary / Secondary Subject (if applicable):
Trainee:
School: Date:
Teachers’ Standard
Target School Action
Trainee Action
Review Date
Outcome (Met, Partially Met, Not Met)
Indicate Next Steps: (circle)
No further monitoring
Extended PSP CFC Tutor Initials:
Date:
This form electronically and email to the link tutor and relevant Programme Leader. Review of the targets will take place on the date indicated, and the outcome will be recorded in the relevant column. If the Trainee has been issued with a cause for concern the overall outcome must be recorded on the Cause for Concern review form
Signed: Mentor/Link Tutor:Signed: Trainee:
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Appendix 5
ITT Cause for Concern Form
Part A: Notification of a Trainee Causing Concern
BA (Hons) Primary Education/PGCE Primary/SD Primary / PGCE Secondary / SD Secondary Secondary Subject (if applicable):
Trainee: School: Date Issued:
Stage of training: SBT1 / SBT2 /SBT3 (BA only) Term 1 / Term 2/ Term 3 (SD only)
There are concerns about your progress towards meeting the Teachers’ Standards at the level expected at this stage of your training. These are identified below with a target for improvement that you must reach to meet the expected level of progress. You will also have a separate Progress Support Plan detailing your targets and strategies for achieving them.
Date for Review: (N.B The review date should only be extended if there is evidence that the trainee can reach the expected level)
Teachers’ Standard
Nature and evidence of concern Target (SMART) to address concern
Signed: Mentor/Link Tutor:Signed: Trainee:
Review of the targets will take place on the date identified, and the outcome will be recorded below on Part B
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Part B: The Review Process Tutor/Mentor (initials)
Date
QA(initials)
Monitoring of progress on targets:
Conclusion of process: There are three possible outcomes. Circle the correct one.
Fail Trainee reached expected standard (but will benefit from a PSP in next stage of training)
Targets met(No additional monitoring required)
If you fail to make the progress required, you will be able to discuss your next steps with your Programme Leader and/or Director of Programmes/Head of ITT. You should also arrange to meet with a Progression and Support Advisor. School Direct salaried trainees will need to discuss next steps with their employing school.
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