graduate teacher programmegtpbangor.weebly.com/.../gtp_handbook_2017-18_eng.docx · web viewthe...
TRANSCRIPT
GRADUATE TEACHER PROGRAMMECOURSE HANDBOOK
2017-18
Contents
1. Welcome2. School of Education Staff3. General information4. The GTP Course Aims and Objectives5. Monitoring and Assessment of Teaching Competence6. Required Evidence Record of Professional Development File Portfolio File7. Problems that May Arise 8. Code of Practice9. Mentoring Process10. Summary of programme requirements
1. WELCOME
May I welcome you most sincerely to this training programme which has been planned jointly by the School of
Education and its partnership schools. The North and Mid Wales Teacher Training Partnership is based upon mutual
respect and understanding and a long history of collaboration in initial teacher training.
The Graduate Teacher Programme (GTP) is an employment-based route to Qualified Teacher Status (QTS). Under this
programme, graduates who do not have QTS are authorised by the National Assembly for Wales to work as teachers
while following an approved training programme designed specifically for them to attain QTS.
As you embark on this programme, you bring with you skills and experience that will benefit your pupils and will provide
a good foundation for a career in teaching. Schools in England and Wales have changed considerably in recent years,
particularly through the introduction of the National Curriculum in 1988 and its subsequent modifications in 2000 and
2008. The things that do not change are the pleasure and satisfaction of working with children and young people, and of
responding to challenges and overcoming difficulties.
Initial Teacher training (ITT) courses are also caught up in the process of change and different routes into teaching, such
as the GTP, are becoming possible. However all trainee teachers, whether on conventional courses or employment-
based routes, will be assessed against the same standards in DELLS Information Document Number 017/2009:
‘Becoming a Qualified Teacher: Standards for Qualified Teacher Status’.
I'm sure that you will take advantage of the opportunities which this training programme provides to lay solid
foundations for your future career. In turn, we will do our utmost to ease your way along the road to professional
status, but we expect you to accept much of the responsibility for your own development. I know that that this will be a
very demanding time with the responsibilities of working as a teacher as well as following a training programme but I
hope that it will prove to be both enjoyable and rewarding.
I hope that you will share your perceptions of the course with us and let us know if there is any way in which the
programme can be improved.
Prof Enlli Thomas Elin WilliamsHead of the School of Education Primary GTP Programme DirectorBangor University Rhys Coetmor Jones Secondary GTP Programme Director
1
2. SCHOOL OF EDUCATION GTP STAFF
Head of School of Education Prof Enlli Thomas
Primary GTP Course Director Elin Williams
Secondary GTP Course Director Rhys Coetmor Jones
GTP Course Tutors Tel. No (01248)-38 email: @bangor.ac.ukElin Williams 3059 edsc10Rhys Coetmor Jones 3008 edsc0aOwen Davies 2937 o.t.davies
Administration Tel. No (01248)-38 email: @bangor.ac.ukGTP Administrator: Ms Janet Thomas
3275 janet.thomas
2
3. GENERAL INFORMATION
3.1 THE EDUCATION LIBRARY
Books, journals and resources dealing with a range of educational issues are available in the Education Library which is
housed in the Normal Site Library. You are strongly advised to read widely during your training and to make use of
available resources; you should register with the library as a teacher in a Partnership school as soon as possible.
3.2 BLACKBOARD
You will be registered as a user on the Bangor University Portal called Blackboard. There you will be able to access
documents and training linked to the course. You will also be able to receive announcements from University tutors.
Providing there is Internet access, you can have access through an internet browser to Blackboard from either a
computer in university, in school or your own computer at home. See: http://Blackboard.bangor.ac.uk/
A help line will be available, so do use it; if you come across a problem, no matter how small please contact Mrs Rhian
Gardiner in Trefenai on 01248-382942 e-mail: [email protected]. All the details will be given to you at the initial
workshop.
3.3 BOOKS TO BUY
We recommend that all graduate teachers should buy certain key text which will provide you with essential background
reading while you are training.
Key Text. Essential Reading Background ReadingCohen L, Manion L, Morrison K., (2004) A Guide to Teaching Practice (5th edition), Routledge Jacques, K, Hyland, R (3rd ed. 2007) Professional Studies: Primary and Early Years, Learning Matters,James C, Connolly M, Dunning G and Elliott T (2006) How Very Effective Primary Schools Work Paul Chapman PublishingMedwell, J., (2nd ed 2007) Successful Teaching Placement: Primary and Early Years, Learning Matters
PublicationsWG, ACAC and ESTYN OFSTED, HMSO and DFEE/DfES DES Discipline in Schools: Report of the Committee of Enquiry Chaired by Lord Elton, HMSO 1989WG, The Code of Practice and Assessment of Special Educational Needs 2002WG, Inclusion and Pupil Support (NAHWC47/06)DfES, Special Educational Needs Code of Practice 2001DfES, Every Child Matters, 2003Schools SIN Research Matters No.7 Assessment Reform Group, Assessment for Learning: Beyond the Black Box, Cambridge University 1999
3.4 UNIONS AND PROFESSIONAL ASSOCIATIONS
All graduate teachers are strongly advised to join one of the Teachers' Unions or Associations. One valuable benefit of
union membership is the insurance cover that is provided.
3
4. THE GRADUATE TEACHER PROGRAMMECOURSE AIMS AND OBJECTIVES
STRUCTURE
The Professional Development element within the Programme enables the graduate teacher to fulfil the aims and
objectives listed below.
4.1 AIMS
The programme aims to prepare graduate teachers for the privilege and responsibilities of teaching young people so
that they may participate in providing a curriculum which promotes the spiritual, moral, cultural, mental and physical
development of pupils and prepares pupils for the opportunities, responsibilities, and experiences of adult life. It aims
to provide the trainee teachers with the skills they will need during their early years in teaching and to provide them
with a framework for further developing their skills and understanding during their careers.
The underlying principle is to help each graduate teacher to develop into a ‘Reflective Practitioner’; one who can
identify their strengths as well as their needs and who has a sound knowledge of a wide range of issues pertaining to
the education of children. Much of the responsibility is yours, the graduate teacher; your Mentors and Tutors will
support you. The professional development and action planning process will help you to develop the skills of critical
reflection, of evaluation and review.
4.2 OBJECTIVES
During the programme graduate teachers:
will be involved in a wide range of practical teaching and learning methods.
should meet the Standards for the Award of Qualified Teacher Status.
4
5. MONITORING AND ASSESSMENT OF TEACHING COMPETENCE
5.1 Graduate teachers' performance is assessed continuously by a variety of methods. The Graduate teacher's
development in meeting the Standards is monitored through your Record of Professional Development, and by the end
of the training year the Career Entry Profile will be completed. All records will be made available to the External
Assessor at the end of the programme.
Professionalism. A professional attitude by school teachers, including attendance, punctuality and the meeting of
deadlines is an important factor in the success and effectiveness of schools.
Active Participation in the programme and in the life of the school.
Assessment of Practical Teaching. The performance of trainee teachers in the classroom is monitored and assessed
continuously as described below and will be discussed regularly with the Graduate teacher.
5
6. REQUIRED EVIDENCEYou will be required to keep 3 files of evidence whilst on the programme, which will be reviewed at all target dates.
File 1 – Portfolio File
File 2 – Record of Professional Development File
Templates for these documents can be found in the Proformas section of Blackboard and ‘OneDrive’.
6.1 FILE 1 – Portfolio FileGraduate teachers will keep a Portfolio File which should be well organised and should include detailed records of
lessons taught. Your University tutor will review your school’s format for your mid-term planning, lesson plans and
evaluations. You will discuss your lesson plans regularly with your Mentors throughout your training who will provide
feedback to you and will keep a record. Your Portfolio File must always be available for scrutiny by tutors, mentors, and
class teachers. Unless they can refer to it, it will not be possible for them to see how the work you are doing at a
particular occasion fits into the overall pattern. Your mentor will monitor this at a regular basis; please make it available
to your Tutor on his/her visit and on your OneDrive account. This file provides evidence of your teaching competence
and may be seen by the external assessor at the end of the programme.
This file needs to include:
PART 1:
Introduction
Reading List
Mid Term Plan(s)
School Lesson Plans
Class profile(s)
Lesson Plans (University template)
PART 2:
Lesson Observation Forms
Lesson Plans & Learner Evaluations (x 12)
Interim Report
Summative Report (x 2)
PART 3:
Teacher Enquiry Project:
1,500 words
PART 4:
Microsoft Educator Programme
6
6.2 FILE 2 – Record of Professional Development FILE
During the programme trainees will maintain a Record of Professional Development File which will provide evidence
and records to show that they are meeting the Standards for award of Qualified Teacher Status and fulfilling the
requirements outlined in the Welsh Government Policy and Priority Statement. This will be monitored during the
programme and will be submitted at the end of the programme to provide evidence for final assessment. This is a
working document designed to help you monitor your progress towards meeting the standards and encourage you to
become a ‘reflective practitioner’.
Evidence to be included will be:
PART 1:
40 days School based training log
10 days Alternative School visits log
10 days University based training log
ALN Audit
Assessment Audit
Record of Mentor meetings
PART 2:
RPD –reference to evidence
7
Record of Professional Development (QTS standards)
The Record of Professional Development (QTS Standards) is an integral part of the programme and all Graduate
teachers will be involved in creating their own. It is a working document to help you in your own professional
development and is designed to help trainees monitor their progress towards meeting the Standards for the award of
Qualified Teacher Status. When completed, it provides a record of the evidence that trainees have met the Standards.
The formative nature of the process has intrinsic value, it is intended to help you to develop into a 'Reflective
Practitioner' by:
promoting learning autonomy;
encouraging reflection and self-evaluation;
increasing motivation by clarifying course aims and objectives.
The Operation of the Record of Professional Development scheme.
Your Record of Professional Development provides you with the opportunity to record a summary of the evidence or of
the experiences that have contributed to your professional development. You will update it regularly throughout your
training.
Your statements should say what the evidence is, how it has contributed to your professional development and what
your targets for further development are. You should also record where the evidence can be found.
Possible Sources of Evidence
● Written Assignment
● Lesson Observation Reports
● Record of Meetings with Mentor
● Action Plans for set Target Dates
● Summative Reports
● Record of Professional Development (QTS Standards)
● Professional Meetings response sheets
● Lesson plans and evaluation of lessons (relating to specific areas of learning)
● ICT Audit
● You have the responsibility for ensuring that you have the full evidence to support your statements in your RPD. You
may wish to discuss with your Mentor what evidence you offer.
● You will have regular tutorials with your Senior Mentor when you will be able to discuss your achievements, your
progress and the evidence that you are offering. You must update your form before each of these tutorials.
8
Relationship to Assessment
It should be stressed that the Record of Professional Development is not itself a document which is assessed but rather
that it provides a structure for relating the Graduate teachers' activities and accomplishments to the course criteria.
Classroom performance, assignments, professionalism are assessed and the assessed activities are presented as
evidence
Action Plans
In the first term you will set an 'Action Plan' to ensure that you get the necessary experiences to progress during the
next part of the programme . Remember that targets should be SMART:
Specific Measurable Attainable Recordable and within a Timescale
● Towards the end of the programme, the information on these forms will feed into your Career Entry Profile.
By this procedure of reviewing and action planning, we encourage you to be involved in the process of self-evaluation; to
identify areas of strength and areas which require further attention. This will be a valuable skill throughout your
professional career.
Formative Assessment Sheets
Graduate teachers appreciate constructive comments and practical suggestions both oral and written. Mentors/class
teachers will give Graduate teachers formal written feedback on 12 observed and assessed lessons during the training
period. The Senior Mentor will also observe the trainee and provide written feedback at least once per term in order to
maintain an overview of progress and to monitor standards.
The GTP Tutor will normally visit the school once per term (an additional induction visit in during the autumn half term)
to observe the trainee teacher teaching and to discuss progress with the Mentors. It is useful if the Mentor and Tutor
co-observe the lesson and provide feedback to the Graduate together. Mentors and Tutors will exchange reports. Other
people may be invited to observe the Graduate teacher teaching, as appropriate, at various stages during the
programme, such as the Course Director and LEA personnel.
Should a school mentor have any concerns about the Graduate teachers progress between University tutor visits they
should contact the University Tutor or Course Director immediately.
Please see guidance on writing reports. These reports will indicate strengths and areas to develop and should include
agreed targets for professional development. In this way progress is monitored regularly.
To develop the 'reflective practitioner'' it is important that the Graduate teachers are provided the opportunity to
discuss formally their experiences in the classroom, their strengths and their needs, with the Mentor or class teacher. It
is expected that the Mentor will discuss lesson feedback and the Graduate teacher's own evaluations of the lessons
during the weekly meetings.
9
Summative Reports
A summative assessment is made by the Mentor in December and June by means of the Summative Report Forms.
These are based on the Standards and as well as being a summative assessment at these points in the course. They are
used formatively to discuss with the Graduate teacher their progress under the five headings of the Standards.
Graduate teachers should discuss these report forms in a tutorial with their Senior Mentor; the form should then be
signed by both Senior Mentor and Graduate teacher as evidence of the discussion. The Senior Mentor will give a copy to
the Graduate teacher for their records and send a copy to the School of Education. The final report in June will form
part of the Graduate teacher's Career Entry Profile.
Grades for Teaching Competence will be awarded on the following 5 point scale:
1 denotes Outstanding2 denotes Good 3+ denotes Requires some improvement3 denotes Requires much improvement4 denotes Unsatisfactory
At various assessments points, you will be awarded a grade for each of the headings in the Standards to enable you to
identify your relative strengths and weaknesses.
The grades are awarded by comparison with the standards expected of a newly qualified teacher at the end of the
programme. The grading does not reflect potential.
Any Graduate teacher who receives a grade 4 will be a cause for concern, which could result in not successfully
completing the programme.
Record of Meetings with Mentors
Weekly meetings, usually one hour, will be organised by the Mentor. The agenda for these meetings will vary and will
include training in the subject, (a programme of training will be provided), help and support in lesson planning, feedback on
lessons observed and discussion of progress in meeting the Standards. The Graduate teacher will complete the 'Record of
Meetings with Tutors and Mentors' which will act as a record and encourage structured progression.
Professional Meetings Response sheets
There is a requirement that you carry out Professional Meetings over the year. These meetings can be conducted by the most
appropriate school member of staff, according to the content of the meeting.
ICT Audit
It is important that you use your own time to develop your ICT skills gradually throughout your training. To help you to
monitor your progress you will complete an ICT audit; you will discuss this during your progress tutorials with your Mentor
and Tutor. Your level of IT skill will be reflected in your work in the classroom and in your written work.
The potential of ICT for improving the quality and standards of pupils' education is significant. Equally, its potential is
considerable for supporting teachers, both in their everyday classroom role and in their continuing training and development.
Information Technology is one of the Common Requirements of the National Curriculum 2000 Subject Orders:
10
‘Pupils should be given opportunities, where appropriate, in their study of the subject to develop and apply their IT skills
to obtain, prepare, process and present information and to communicate ideas with increasing independence.’
Graduate teachers will begin their programme with different skills and experiences and during your training you will develop
your knowledge, understanding and skills to enable you to use ICT more effectively in teaching your subject. Supported self
study material is available. There is also an ‘Assessment Audit’, with the same procedure to be followed as the ICT audit.
Log of observations of other classes/other schools
It is a requirement of the programme that 10% of the Graduate teacher’s week is used for essential observation of other
classes and other schools where and when possible. These observations should focus on helping the Graduate teacher meet
the targets set in their personal action plan and should be documented.
Log of other Professional Development
In the Record of Professional Development file, trainee teachers will keep a record of seminars and workshops which they
have attended during training and which have contributed to their professional development.
Career Entry Profile
At the end of the programme a summative document, the Career Entry Profile, will be completed by yourself and your
Mentor. Its purpose is:
1. to set out what you, as an Newly Qualified Teacher (NQT), has shown that you know, understand and can do at the end
of initial training, in relation to the Standards;
2. to help you, as an NQT, take responsibility for:
● identifying your own professional achievements and development needs;
● setting targets for improvement which will form the basis of Career Profiles and continuing professional
development;
3. to help schools and LEAs decide how best to focus induction to take account of individual strengths and needs;
4. to help schools deploy you effectively to make the most of your knowledge skills and abilities.
11
7. PROBLEMS THAT MAY ARISEIf a Graduate teacher encounters problems of any kind during the programme they may approach any one of the
following for help and advice:
Senior Mentor
Headteacher
GTP Tutor
GTP Course Director
Procedure for Informing Graduate Teachers who are Cause for Concern
Any Graduate teacher who is cause for concern during the first term and/or who is failing to reach the required
standard in either written work or in practical teaching will be identified by the Tutor and the Mentor. Their case will be
discussed by Mentors and Tutors and Headteacher and a course of action will be decided, which may involve providing
extra support for the Graduate teacher or counselling the Graduate teacher to withdraw from the programme. As the
Graduate teacher is an employee of the school, this would come under the school’s HR and staffing remit.
External Assessor
The External Assessor may visit and assess the performance of a Graduate teacher towards the end of the programme,
by observing a lesson. S/he will evaluate the files also. All the assessment records and other evidence of the Graduate
teacher’s competence will be made available to the External Assessor. The External Assessor will provide a written
report on the trainee's suitability for QTS.
Programme Evaluation
Graduate teachers are asked to evaluate the provision made for them in the different elements of the programme. This
feedback is an important factor in the monitoring of the quality of the course.
12
8. CODE OF PRACTICE
The Code of Practice indicates how the programme will be organised and managed and what the various roles and
responsibilities are.
8.1 The School of Education, Bangor University, as the Recommending Body take the responsibility for:
(i) auditing the skills of the Graduate teacher against the Standards;
(ii) assessing the needs of the Graduate teacher;
(iii) devising and ensuring that the training programme is implemented;
(iv) monitoring the Graduate teacher’s progress against the Standards;
(v) arranging for External Assessment of the Graduate teacher’s at the end of the programme;
(vi) ensuring that quality assurance procedures are in place.
Although the University has the responsibility for the above, the Partnership school will play a major role. The GTP Tutor and
the Course Director in the School of Education will be directly involved in the programme.
8. 2. The Partnership school
(i) The Senior Mentor will organise a programme for the Graduate teacher in school to meet the requirements which are
detailed in the Professional Development Requirements handbook and other identified needs to enable the Graduate
teacher to meet the Standards. S/he will observe the Graduate teacher teach at least once a term and will be
responsible for compiling the progress reports.
(ii) The Mentor will discuss the Professional topics with their Graduate teacher to help them put the work into the context
of their subject teaching, as well as organise a programme for the Graduate teacher to meet the subject requirements
as detailed in the subject handbook. S/he will work closely with the Graduate teacher and regularly observe lessons. The
subject mentor will liaise with other class teachers as appropriate.
8.3 Graduate Teacher's Timetable
The Mentor, in conjunction with the Senior Management of the school will be responsible for the teaching timetable for the
Graduate teacher. This should allow for sufficient protected ‘Study Time’ in addition to the usual ‘preparation time’ expected
for all teachers in the school. While Graduate teachers undoubtedly benefit from teaching classes across a wide age range
and ability, they should not be asked to teach classes with whom only a very experienced teacher could hope to be
successful. In addition the mentor’s timetable should enable him or her to observe the Graduate teacher teaching and
working with him/her for a least one period a week.
8..3.1 Focused Observations
As part of the training, the Mentor should arrange for their Graduate teacher to observe, with permission, lessons given by
experienced teachers in their own and other subjects. Each observation should have a focus and should help the Graduate
teacher to gain insight into different classroom practices and the skills which experienced teachers have developed. These
periods should be arranged by the Mentor and their focus agreed when discussing the Graduate teacher’s needs at any one
13
time. The Graduate teacher will keep a record of this. Graduate teachers should read the references in the Key Text below to
help them structure their own observations and get maximum benefit from them.
Key TextCohen L, Manion L, Morrison K., (2004) A Guide to Teaching Practice (5th edition), Routledge Jacques, K, Hyland, R (3rd ed. 2007) Professional Studies: Primary and Early Years, Learning Matters,James C, Connolly M, Dunning G and Elliott T (2006) How Very Effective Primary Schools Work Paul Chapman PublishingMedwell, J., (2nd ed 2007) Successful Teaching Placement: Primary and Early Years, Learning Matters
8.4 Weekly meetings
Usually one hour, will be organised by the Mentor. The agenda for these meetings will vary and will include training in the
subject, (a programme of training will be provided), help and support in lesson planning, feedback on lessons observed and
discussion of progress in meeting the Standards. The Graduate teacher will complete the 'Record of Meetings with Tutors
and
Mentors' sheet which will act as a record and encourage structured progression.
8.5 Progress Tutorials
The Graduate teacher will discuss their progress in meeting the Standards with the Senior Mentor when Progress reports
are
written.
8.6 Attendance
Will be recorded by the Graduate teacher on the Attendance Record provided. This should be retained by the Graduate
teacher in their Record of Professional Development File and signed by the Subject mentor at the end of each term.
14
9. THE MENTORING PROCESS
Although mentors will spend much time talking to and supporting Graduate teachers, the weekly meetings will form the
focus of the mentoring process. These meetings are most effective when an agenda is produced and when targets for
the Graduate teacher’s development are agreed upon on and reviewed on a regular basis. The agenda will vary
depending on the stage of development of the Graduate teacher, but the Standards will form a useful focus for
discussion.
During the programme the mentoring process will consist of a series of discussions, lesson observations and debriefing
sessions. Before a formal lesson observation, Mentors will discuss the lesson with their Graduate teacher and together
will agree on what the focus of the observation will be. During the debriefing session, strengths and areas which need to
be developed will be identified; targets will be set and the focus for the next lesson observation agreed.
Writing Lesson Observation Reports and Giving Feedback
Mentors, class teachers and tutors will complete lesson observation report forms, in addition to giving regular oral
feedback. The purpose of these is to provide written feedback to the Graduate teacher on lessons observed, and to
form the basis of discussion after the lesson. Some lesson observation reports will provide an overview of strengths and
areas to develop while others will have a very specific focus. The former will be the type of report normally written by
Senior Mentors and by Tutors, while the latter will be the type of the frequent reports written by the Mentor and/or
class teachers.
The report should be addressed to the Graduate teacher. It should indicate to the Graduate teacher their development in
teaching competence and their understanding of the National Curriculum requirements. It should identify strengths in
addition to areas which need to be developed. Pure description of what took place should be avoided. Targets for
improvement should be identified with specific suggestions which will enable a Graduate teacher to develop.
The monitoring of these forms indicates the progression of the Graduate teacher during the course under the five
headings of the Standards. By this method, information is communicated between the training partners.
Lesson Observation Report Proforma
The proformas are available electronically.
This provides a more structured approach while still allowing the trainee teacher and the observer to choose a specific
teaching skill as a focus of the observation.
The proforma prompts the observer:
to comment on the quality of the lesson plan;
to comment on the teacher-pupil relationship and class management;
to comment on the quality of pupils’ work;
15
to comment on another specific teaching skill identified by the trainee and/or mentor;
to review previous targets and to set new ones.
Planning the focus of observations, will help the Graduate teacher to progress in a structured way. In the early stages,
the focus is likely to be on basic teaching skills (such as the beginning and ending of lessons, use of voice, classroom
management…) but the focus must progress so that the Standards are covered in a structured way.
As the Graduate teacher progresses, s/he gains confidence in basic teaching skills and is able to control and manage
classes competently; s/he has reached a plateau in the learning curve. At this stage it is important to move the focus of
his/her attention to higher level teaching skills; this can be done by changing the focus of the lesson observations from
the Graduate teachers own performance to what the pupils are actually learning.
During the debriefing session, the Standards that have been discussed should be marked on the report in the margin.
The session should end by identifying and recording on the report, some targets for further professional development
GIVING AND RECEIVING FEEDBACK
Guidelines for Mentors & Graduate teachers
Giving AND receiving feedback will form a major role in the GTP Programme. The purpose is to allow the recipient to
build on their strengths as well as their weaker areas.
As a graduate teacher you will receive feedback from mentors, tutors and peers and will give feedback to your pupils, to
other Graduate teachers and to your mentors and tutors.
As a mentor you will give feedback to your Graduate teacher and will receive feedback from them.
Feedback can be constructive and lead the learner on or it can be destructive and stop the learner short.
Constructive Feedback increases self-awareness, offers options and encourages development. It does not mean only
favourable feedback; critical and challenging feedback, given skilfully, is very important and useful.
Destructive Feedback means feedback that is given in a negative way and leaves the recipient feeling bad with
seemingly nothing on which to build.
Constructive Feedback has two main ingredients: SUPPORT AND CHALLENGE
SUPPORT means making sure you identify, praise and reinforce success, offer encouragement, make practical
suggestions, recognise difficulties, suggesting routes through or around them. This supports the learner’s self esteem,
because effort and success have been recognised.
CHALLENGE means pushing someone’s thinking, prompting new avenues of thought, promoting self-evaluation, setting
16
challenging but realistic targets. This supports the learner’s self esteem because skills and capacities are recognised.
Recipients of feedback are less likely to make effective progress if the feedback is:
EITHER too critical and judgmental without appropriate support
OR favourable and positive but without an element of challenge.
Progress is much more likely if feedback is balanced and shaped to the needs of the recipient.
A Graduate teacher who recognises the importance of self evaluation as part of the feedback process, is more likely to
make constructive use of feedback from others. Effective feedback is a dialogue.
GIVING CONSTRUCTIVE FEEDBACK
We cannot control how our feedback is received, but we can control how it is offered. There will be times when tact is required e.g. when a Graduate teacher is discussing their observations of an experienced teacher.
Feedback is most useful and most likely to be heard when it:
gives appropriate emphasis to the positiveWhen an inexperienced person is giving feedback, they will often tend to emphasise the negative and the focus is likely to be on the mistakes more often than on the strengths.
avoids the word “BUT”This tends to negate the previous comment, however positive and it is often a signal to expect the worst. The word “AND” is a useful alternative.
gives SPECIFIC information about what has been done well gives SPECIFIC and CLEAR information about what is needed to be done to improve
If you do offer negative feedback, then do not simply criticise, but suggest what the person could have done differently; turn the negative into a positive
refers to the learning outcomes i.e. the Standards refers to things that can be changed offers alternatives and leaves a choice doesn’t saturate the recipient; select the most important points.
And finally, choose the right time and place. Are you both ready to talk and listen?
RECEIVING CONSTRUCTIVE FEEDBACK
Graduate teachers will receive a significant amount of feedback on progress during the course. There is a tendency to selectively hear information that is fed back to us in the form of feedback. What we hear depends on a variety of things, such as our own judgements, our self esteem, our respect for the giver…
Please remember that the feedback you receive is being offered to help and support your development as a teacher. It can only help if you take it seriously and try to work constructively with both the feedback and the people trying to help you.
When receiving feedback:
listen to the feedback rather than immediately rejecting or arguing with itSome feedback can be uncomfortable to hear but trainees may lose opportunities to improve without its input.
be clear about what is being saidTry to avoid jumping to conclusions or becoming immediately defensive. Ask questions to clarify what has been said. Make sure you understand before you respond to it.
17
ask for feedback you want but has not been given to youSometimes you will not get feedback and you may have to ask.
decide what you will do as a result of the feedback and draw up a specific action plan before leaving the feedback session.
Receiving and giving constructive feedback are skills that can be learned and developed with practice..
Higher Teaching Skills Action Planning
During the latter part of your programme, or if you are on a short programme, you will need to focus more frequently on the higher teaching skills to develop your expertise and practice further. For each of the following areas of higher teaching skills note how you can address them during your teaching practice. Use this sheet in your discussions with your mentor, and incorporate these higher teaching skills in the ‘teaching skills focus’ section in your lesson plans and evaluations.
Early Years – KS 2 / KS 2-3 progression / KS 3-4 progression
incorporating key skills
awareness of research and developments in science teaching
dealing with pupils' misconceptions
responding to pupils’ development.
18
high expectations and challenges for pupils
differentiation
using assessment for planning
contributing to pupils’ social, cultural, and moral development
questioning and encouraging pupils’ contributions
evaluating own teaching
10. SUMMARY OF PROGRAMME REQUIREMENTS Senior mentor and class (Primary) / Subject (Secondary) mentor to be appointed to support Graduate Teacher
School to provide equivalent of 40 days training
10 days of training at another school(s). 2 days at either a Primary or Secondary school dependent upon in which
sector you teach
10 days of training led by the University
University GTP tutor allocated. Minimum of 4 visits during the training period. Two visits in the first term
Graduate teacher to be employed by the school on a 1-year contract as an unqualified teacher
Graduate teacher to keep two files (on OneDrive) – Record of Professional Development File & Portfolio File
12 observed and assessed lessons is required. Lessons which are assessed need to be planned to use the University
planning documentation(s)
- 5 X assessed lessons term 1: 3 x 1st half term & 2 x in the 2nd half term
- 4 X assessed lessons term 2: 2 x 1st half term & 2 x in the 2nd half term
- 3 X assessed lessons term 3: 2 x 1st half term & 1 x in the 2nd half term
Graduate teachers to complete 12 tracker forms to reflect on teaching performance and development and engage
with research and evidence based practice to inform their practice
GTP tutor to co-observe and assess 3 lessons with mentor/senior mentor for quality assurance and
development/support purposes
Senior mentor to observe at least 3 lessons with mentor for internal quality assurance and development/support
purposes
2 X Summative Reports to be completed by the senior mentor/mentor on the below dates:
- 1st Summative Report 18th December 2017
- 2nd and final Summative 18th June 2018
1 X Interim Report to be completed by the end of the half term in term 1 by the mentor and Graduate teacher. This
to be updated on a regular basis during the training period
Graduate teacher to complete a 1,500 word Teacher Inquiry Report in term 3
Primary Reading list:
Clarke, S. (2014) Outstanding Formative Assessment: Culture and Practice. London: Hodder Education
Dweck, C (2012) Mindset : Changing the Way You Think to Fulfil Your Potential. London: Little Brown Book Group.
Glazzard, J. and Stokoe, J. (2011) Achieving Outstanding on your Teaching Placement. London: SAGE
Grigg, R. (2014) Becoming an Outstanding Primary School Teacher. London: Taylor & Francis Ltd.
Hattie, J. (2013) Visible Learning for Teachers: Maximising Impact on Learning. London: Taylor & Francis Ltd.
Muncaster, K., Clarke, S. (2016) Growth Mindset Lessons-Every Child a Learner.
Oxon: Rising Stars
Paige, R., Lambert, S. and Geeson, R. (2017) Building Skills for Effective Primary Teaching. London: SAGE
Robinson, C., Bingle, B. and Howard C.(2015) Your Primary School-Based Experience : A Guide to Outstanding
19
Placements. Northwich: Critical Publishing Ltd.
Thomas, A. and Lewis, A. (2016) An Introduction to the Foundation Phase. Bloomsbury
Wyse, D. and Rogers, S (2016) A Guide to Early Years and Primary Teaching. London: SAGE
Secondary Reading list:
Capel, S. (2010) Readings for Learning to Teach in the Secondary School
Capel, S. (2016) Learning to teach in Secondary School: 7th Edition
Hattie, J. (2011) Visible Learning for Teachers: Maximising Impact on Learning
Kyriacou, C. (2014) Essential Teaching Skills: 4th Edition
Kyriacou, C. (2009) Effective Teaching in Schools Theory and Practice: 3rd Edition
Pollard, A. (2014) Reflective Teaching in Schools
Learning to Teach in the Secondary School
20