postgraduate teacher apprenticeship · sbt1 pb/sb 25/10/2019 13/12/2019 sbt2 pb/sb 14/02/2020 if...
TRANSCRIPT
School of Education Inspiring learners, enriching communities
Postgraduate Teacher Apprenticeship Handbook
2020/21
Contents
1. Welcome ................................................................................................................................... 1
1.1 Finding Your Way Around................................................................................................... 1
1.2 Using the Apprentice Handbook ......................................................................................... 1
1.3 Additional Handbooks......................................................................................................... 2
1.4 Key Contacts ...................................................................................................................... 2
1.5 Explanation of Key Roles.................................................................................................... 4
2. Student Support ....................................................................................................................... 5
2.1 Student Support & Guidance Tutors: School of Education................................................... 5
2.2 My Studies (previously StudentCentral) .............................................................................. 5
2.3 Student Services ................................................................................................................ 6
2.4 Apprentice Voice ................................................................................................................ 8
2.5 References......................................................................................................................... 9
3. Academic Guidance and Support ......................................................................................... 11
3.1 M-Level Study .................................................................................................................. 11
3.2 Mitigating Circumstances.................................................................................................. 11
3.3 Academic Misconduct....................................................................................................... 11
3.4 Submission of Assignments .............................................................................................. 12
3.5 Complaints Procedure ...................................................................................................... 12
4. Specific PGTA Requirements ................................................................................................ 13
4.1 PGTA Compliance Requirements ..................................................................................... 13
4.1.1 Employment-Based Criteria ...................................................................................... 13
4.2 The Partnership Agreement .............................................................................................. 14
4.3 The Commitment Statement ............................................................................................. 14
4.4 The End Point Assessment .............................................................................................. 14
4.5 Tripartite Progress Reviews .............................................................................................. 14
4.6 Training Commitment ....................................................................................................... 15
5. Course Information ................................................................................................................ 16
5.1 Becoming a Teacher ........................................................................................................ 16
5.2 Expectations .................................................................................................................... 16
5.2.1 Module Overviews and Assessment Tasks ............................................................... 16
5.2.2 School and University Based Training ....................................................................... 19
5.2.3 Attendance ............................................................................................................... 20
5.2.4 Communication......................................................................................................... 20
5.2.5 Appointments ........................................................................................................... 20
6. University-Based Training (UBT) Information (Off-the-job training) .................................... 21
6.1 Important Dates ................................................................................................................ 21
6.2 University-Based Training Delivery Schedule .................................................................... 21
7. School-Based Training (SBT) Information (On-the-job training) ......................................... 22
7.1 Induction Information ........................................................................................................ 22
7.2 Important SBT Dates ........................................................................................................ 22
7.3 School-Based Training Delivery Schedule ........................................................................ 22
7.4 Employing School Experience .......................................................................................... 23
7.5 Contrasting School Placement Experience ....................................................................... 23
7.6 Weekly Mentor Meeting .................................................................................................... 24
7.7 Mentor-Trainee Professional Development Meeting Forms (PH / SH) ............................... 25
7.8 Ongoing Assessment of Teacher Apprentices .................................................................. 25
7.9 University Tutor Visits ....................................................................................................... 26
8. Introduction to the e-Portfolio (PebblePad) .......................................................................... 27
8.1 What is the e-Portfolio (PebblePad) .................................................................................. 27
8.2 What does the e-Portfolio (PebblePad) include? ............................................................... 27
8.3 Who can see your e-Portfolio (PebblePad)? ..................................................................... 28
8.4 Who can I turn to for help? ............................................................................................... 28
8.5 How will my e-Portfolio (PebblePad) help me in my NQT year? ........................................ 28
Appendices
Appendix 1: Admissions Policy for Initial Teacher Education Programmes .................................. 29
Appendix 2: PiE Handbooks ........................................................................................................ 29
Appendix 3: Acronyms ................................................................................................................ 29
Appendix 4: Link to School Direct QA Framework 2020-21 .......................................................... 29
Please note: This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may be made to some of the information during the academic year. The Partnership reserves the right to make changes as necessary.
1
1. Welcome
On behalf of the team it is my pleasure to welcome you to the School of Education (SoE) at the University of Brighton (UoB). We are excited to have you join our Postgraduate Teacher Apprenticeship (PGTA).
Becoming a teacher is challenging but exceptionally rewarding. We are incredibly proud of our provision for our initial teacher education courses, and all our tutors are passionate about education and highly committed to supporting the development of new teachers.
Our course is carefully adapted to the current, shifting demands in education, and throughout the year the whole team will be helping you to prepare for the teaching profession. Fundamental to this is the establishment of principles about effective practice and helping you to develop as autonomous, critical and reflective practitioners. This includes, but also goes beyond, the Teacher Apprenticeship Standard. Throughout the course you will be working with children, exploring their learning and making a difference to their lives.
We value working with all of our apprentices and know that you have the potential to make a real impact on children’s lives and aspirations. Ultimately, our programme aims and principles are driven by our beliefs that teachers can positively influence the lives of children and effectively equip them for successful futures.
We hope you enjoy your journey at the University of Brighton where you will be challenged in a supportive environment to become the best practitioner possible. Together with our Partnership schools, we pride ourselves in shaping the next generation of teachers.
Lis Bundock Programme Leader
1.1 Finding Your Way Around
Information about the campus is included in the pre-course blog and an interactive campus map can be accessed here.
Library: The Falmer Library is located in the building adjacent to the Checkland Building. In addition to a range of resources, has spaces to work. In order to keep everyone safe all access to the library must be booked via the My Brighton app, further details here
1.2 Using the Apprentice Handbook
This handbook is designed to provide you with some specific information about the PGTA and a range
of more detailed information about being a student and apprentice teacher in the School of Education.
As such it complements the University’s regulations, policies and codes of conduct which together form
the University of Brighton Student Contract, the basis of the contractual relationship between you and
the university.
Please make sure that you are able to access this website as you will need to refer to documents
contained within, throughout your programme. As the course progresses you will become familiar with
the procedures that exist within the School of Education and we will also endeavour to keep you
informed about significant events and any changes that might occur.
2
1.3 Additional Handbooks
In addition to your apprentice handbook(s) you will also be provided with the following handbooks:
• Partnership in Education (PiE) Agreement and Handbook:
This handbook provides information and guidance relevant to all school-based training,
alongside information relating to the overall ITE Partnership Agreement we maintain and enjoy
with our partner schools.
We endeavour to include all the information you will need to support your studies within your handbooks. However, if you cannot find out what you need to know, do not be afraid to ask a tutor or a member of the administrative staff in the School of Education Office who will be happy to assist.
1.4 Key Contacts
Programme Leader: Postgraduate Teacher Apprenticeship
Lis Bundock [email protected]
Assistant Programme Leader: Postgraduate Teacher Apprenticeship
Bhav Prajapat [email protected]
Deputy Head of School: Partnership and Engagement
Sarah Fitzjohn-Scott [email protected]
Deputy Head of School: Academic and Professional Education
Sheridan Denis Le Seve [email protected]
The Partnership Office:
Partnership Office [email protected] [email protected]
SBT Absence Reporting [email protected]
01273 641041
(24hrs – to only be used for absences from SBT)
Senior School-Based Training Supervisors (QA)
Kathryn Clements [email protected] Wayne Jones [email protected]
Link Tutors
Hilary Ellworthy [email protected]
Wayne Jones [email protected]
3
Primary Subject Tutors
Art Alison Herman [email protected]
Computing Lis Bundock [email protected]
English Polly Herbert [email protected]
Humanities Hilary Morris [email protected]
Maths Lesley Hope [email protected]
Science Jason Brooker [email protected]
Music Ali Bishop [email protected]
PE Tim Laing [email protected]
Secondary Subject Tutors
Religious Studies Tom Newlands [email protected]
Science Subjects Mark Deacon [email protected]
4
1.5 Explanation of Key Roles
Throughout your training you will work with key individuals in roles designed to support your progress:
University subject tutors: In university-based study your primary point of contact will be your Programme Leader and university tutors. As well as leading the programme of university-based sessions they will also form part of the team that visits you during school-based training.
Professional and Academic Tutors: All teacher apprentices have a named PAT tutor to discuss and review personal, academic and professional progress.
Programme Leader: The Programme Leader is responsible for the overall programme and also available for meetings where there are specific challenging circumstances or to review progress. The Programme Leader is Lis Bundock.
Lead School: Lead schools must be Local Authority (LA) maintained (primary or secondary), a special school, an academy, free school or a sixth-form college. They are the agreed point of contact for the Partnership and hold the allocations from the DfE for the Partnership’s Apprenticeship and School Direct training places. They will be responsible for communications across the Partnership to and from the DfE and between each participating member of the Partnership. The Lead School is responsible for Partnership activity and actions, for the distribution of the training and salary grant funding.
Course Reps: Every course elects student representatives. Course reps play an active role in developing the programme by gathering the views of the teacher apprentices on their programme, ensuring these are heard by staff and acting as a conduit back to the members of their course. Further details on the roles of course reps can be found at: https://www.brightonsu.com/studentvoice/coursereps/
Partnership Team: The Partnership Team are based in Checkland Building room A308 and they work with colleagues in schools to organise and coordinate school-based training.
Mentors: In each school-based training period you will have a mentor who will organise your teaching programme, review your progress towards the Teacher Apprenticeship Standard and coach you in weekly appraisals.
Professional Tutors: In Secondary schools there will be a senior member of staff who oversees the school’s mentors and runs the ‘professional studies’ programme. The professional tutor will collaborate with your mentor to complete interim and final reports.
Link Tutors: During each school-based training period your experience will be monitored by a link tutor. They will meet with you and review your progress towards meeting the Teacher Apprenticeship Standard as well as the consistency of standards across different schools.
End Point Assessor: The independent assessor collates the evidence and determines the final assessment of the apprenticeship. The apprentice needs to pass each assessment in order to pass the EPA overall. The decision is made solely by the independent assessor.
5
2. Student Support
It is of vital importance to the course team that you feel supported during your training. There may be times that you feel out of your depth and worried about the workload and at those times there are a number of avenues of support. While questions and concerns will normally be shared with PAT tutors and course reps there are a number of services available to help you succeed in and enjoy your studies.
2.1 Student Support & Guidance Tutors: School of Education
The School of Education Student Support and Guidance Tutors are available to provide support, information and guidance on a range of issues. These include: making the most of your course, juggling home life, work, and study, getting support if you have additional learning needs, accessing study skills support, adapting to part-time study. They can provide a listening ear as well as practical and emotional support. They can also refer you on to other services that are able to give you more specialist help. However, they cannot offer counselling advice.
The SSGT team is part of the Student Services department, meaning that personal information you disclose to them will not be revealed to others in the School of Education without your express permission. They might suggest that it is in your interest to share certain information with your PAT tutor or Programme Leader (for example, information that could be used as evidence for mitigating circumstances). However, it is your final decision as to whether this information is shared. Confidentiality will only be broken in exceptional circumstances: for example, where you are deemed to be a danger to yourself or to others, or if there is a legal duty.
The Student Services statement of service (pdf) contains more information about confidentiality. For a friendly, informal chat about the issues concerning you, you can locate the School of Education SSGT Team in the Checkland Building, room B112. You can arrange an appointment by contacting them at [email protected] or on 01273 643375. They can also provide support and information via email or over the telephone.
2.2 My Studies (previously StudentCentral)
My Studies is the virtual learning environment for all University of Brighton students. It has links to general programme and module information as well as study and assessment materials for individual subject routes.
If you are a returning student My Studies is the new name for studentcentral – you’ll use it in the same way as before but moving to My Brighton will allow you to see everything in one place with easy access on any device. It’s easy to access My Studies through the My Brighton portal and you’ll automatically be logged in.
If you are a new student My Studies is a secure online space for students with access to learning materials, assessment and other study related content. There’s also a range of collaborative tools for sharing information, as well as signposting to other University of Brighton services, such as libraries. You'll be able to log in to the My Brighton portal after you enrol. Then, when you access My Studies through the My Brighton portal you’ll be automatically signed in.
Additional details relating to your specific course can be found in the ‘my course’ section of My Studies.
All ITE programmes in the SoE operate according to principles found in the UoB’s General Examination and Assessment Regulations (GEAR) This document is available in full on My Studies.
6
2.3 Student Services Opportunities and support to help you get the most out of your time at university
Student Services is a central department that provides a range of services to support you through university and to help you get the most from the student experience.
Our experienced and supportive staff offer advice on a range of issues, including:
- Advice about money worries and how to live on a budget. - Support in finding jobs and volunteering opportunities. - Help accessing academic support if you have a disability, learning difficulty or long-term
medical condition. - One to one support for students with worries or concerns in a safe, confidential space.
Here for you, whatever the issue
Below is an outline of some of the ways in which we can help you during your time here.
Careers and Employability
Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities.
You can find further information about Careers and Employability at: https://www.brighton.ac.uk/careers/index.aspx
Student Advice
The Student Advice Service provides support to students on finance-related issues. These include checking you are getting the correct funding, accessing DWP benefits, how to make your money go further, and additional help if you are facing financial difficulties. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and homesickness.
Get ahead of the game and subscribe to the Money Matters blog which has all the latest money news, advice and tips.
You can find further information about Student Advice at: https://www.brighton.ac.uk/current-students/contacts/index.aspx
Student Wellbeing
We take a holistic approach to wellbeing and provide a range of wellbeing support services including:
Chaplaincy
The University Chaplaincy is here to offer pastoral care and support to all students and staff, whatever their faith. There are also a range of activities to get involved with including social events, retreats, worship, and discussions.
Childcare
The One World nursery is based at Tithe Barn on the Moulsecoomb campus. Further information is available here: https://www.brighton.ac.uk/brighton-students/your-student-life/childcare/one-world-nursery/index.aspx
7
Counselling
We offer a range of support to students experiencing stress, anxiety and other mental health issues. Your Student Support and Guidance Tutor (SSGT) may be the best person to support you initially. Or counselling may be more suitable for you. Counselling offers you the opportunity to talk about how you feel and to share your concerns. You can register with our service and a professionally qualified counsellor will then call or email you as soon as possible, within two weeks, to determine how best we can help you.
Disability and Dyslexia Support
If you have a medical condition, physical disability, mental health condition or Specific Learning Difficulty (e.g. dyslexia), please let us know as soon as possible so we can talk to you about the support we can offer. We have a dedicated team who will support you, and we can talk to you about which facilities and equipment may be appropriate to help you make the most of university.
Health Services
When you arrive at university, it’s important to register with your local health services so you can get help if problems arise. You can register with our Medical Centres on the Eastbourne and Moulsecoomb campuses. Or you may want to register with a doctor and dentist surgery in your city.
Residential Life
If you’re a student living in halls or university managed accommodation, you can access a range of wellbeing support from your Residential Life team. We are here to make you feel welcome and help with the transition to university life. We provide wellbeing support plus community building and social opportunities to enrich your student experience.
Student Support and Guidance Tutor (SSGT)
Student Support and Guidance Tutors (SSGTs) are an invaluable source of information and advice, working to provide relevant and timely assistance on a range of issues that might be impacting your studies. SSGTs are part of the Student Services department but work within schools alongside academic staff, meaning that information is only shared with schools with your permission.
Wellbeing
Our Wellbeing team provide a range of support including: self-help guides, the peer led programme Mood Boost, wellbeing workshops, and coaching. Whatever the problem might be, we are here to listen, support and guide you.
You can find further information about all our Student Wellbeing services at: https://www.brighton.ac.uk/brighton-students/your-student-life/my-wellbeing/index.aspx
Get in touch
You can find further information about our services and answers to your student life queries at: https://www.brighton.ac.uk/brighton-students/contacts/index.aspx
We can help answer your questions in confidence via email, at [email protected] or you can access our services at each campus by visiting our student centres, or call us to find out more or book an appointment.
Eastbourne – Trevin Towers, Gaudick Road T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – Student Centre, Ground Floor, main building T: 01273 643187 Moulsecoomb – Manor House, Moulsecoomb Place T: 01273 642895
8
2.4 Apprentice Voice
Each year our programme is adjusted in light of feedback from apprentices and schools. We are committed to canvassing apprentices’ perspectives during the programme as well as at the end. Apprentices are offered a number of facilities to share feedback, make their perspectives known and to engage with the process of programme improvement.
• Course representatives: Each course is asked to agree on two representatives who will liaise regularly with the PAT tutor and Student Support & Equalities Lead. They are also invited to attend a Student Staff Forum, which is made up of key stakeholders: Course lecturers/tutors, school representatives, trainee representatives and university tutors. Course representatives enable the views of apprentices to be communicated to tutors and the programme board; they are expected to share the course team’s responses to their feedback with their apprentice groups.
• Module feedback: At the end of each university-based module you should be invited, formally or informally, to complete an evaluation which informs programme and module development. Lecturers regularly review their course content and style of delivery in the light of this feedback. Tutors might also use other informal techniques to elicit feedback about confidence and progress during taught sessions. Do get involved and let us know what is working, as well as what you feel needs attention.
• End of school-based training evaluations: These are read by the team as well as analysed by the Academic Standards Office for trends and issues that drive our improvement work in schools.
• Focus groups: Apprentices are invited to share feedback on aspects of their studies with module/other tutors which we use formatively to shape later provision.
• External examiner visits: As part of our quality assurance procedures colleagues from other institutions/initial teacher education programmes are invited to act as critical friends each year. This entails talking with and observing trainees and provides another mechanism to support programme improvement.
We very much hope that you consider that you have appropriate opportunities during your studies to give feedback on the quality of all aspects of your training and that this feedback impacts on the quality of training you receive.
9
2.5 References
Our ITE courses aim to prepare you for an exciting career in teaching. The following FAQ explains the process for requesting a teaching reference when you start applying for teaching posts.
Who should reference requests be emailed to and what is the email address for requesting a reference?
Reference requests should be addressed to John Smith (Head of School, Education) [email protected]
NB. To ensure we are compliant with the General Data Protection Regulation (GDPR) references can only be provided if a trainee has first given permission for us to do so.
How do I give my consent for SoE staff to provide a reference for me? If you wish to give your consent for us to provide references for you please complete the online GDPR reference consent form available here: https://brighton.onlinesurveys.ac.uk/uob-ite-partnership-trainee-reference-consent-form-2021
Please note that there is no obligation for you to consent to us providing a reference for you and you are entitled not to do so.
What happens if I have not given my consent and a reference request is received? We will send a GDPR reference consent form to your university email address (current trainees) or your listed personal email address (former trainees) to ask if you wish to provide your consent. As this is an opt in process we allow 10 working days for a response, after which time we assume that consent has been refused. We then decline the reference request received.
For how long after I finish my course can references be requested for me? There is no cut off point to us providing references for former trainees. References will continue to be sent in response to requests providing the necessary information is available and we have been able to obtain consent to do so.
What information does a teaching reference contain? SoE teaching references include: Your name, title and overview of your course, sections written by your tutor(s) on your academic and professional progress to date (SDS references do not include an academic progress section), the location(s) and dates of your school-based training (SBT), the assessments from your most recent SBT report, statements about safeguarding and personal and professional conduct, and the date the reference was created.
10
Additional GDPR Reference Consent Information
How long does my consent last for the SoE to provide references for me? For current teacher apprentices and former teacher apprentices who finished their course less than 1 year ago, consent lasts for the duration of their course and for 1 year after they finish their course. For former teacher apprentices who finished more than a year ago, the consent form gives the option for consent to be provided as a one off or for up to 6 months following the date that consent is given. Proof of ID (scanned driving licence/passport) will also need to be provided.
Can I change my mind about giving my consent? If you complete a GDPR reference consent form and later decide that you wish to withdraw your consent you can do so at any time by emailing [email protected] and asking for your consent to be removed.
If we later receive a reference request for you we will email you the GDPR reference consent form again to give you the option of opting back in if you wish to do so.
11
3. Academic Guidance and Support
3.1 M-Level Study
In order to gain the award of Postgraduate Certificate in Education (PGCE) (Professional Education Studies) you need to pass all the modules you take (i.e. gain all 60 credits). However, the university can confer an alternative award, the Professional Graduate Certificate in Education (ProfGCE) (Professional Education Studies), to an apprentice who has not achieved at least 60 credits at M Level, but meets alternative Level 6 assessment criteria. Both of these awards include the recommendation for QTS.
Further details on the following information relating to assessment regulations can be found in The University of Brighton Student Contract: https://www.brighton.ac.uk/studying-here/student-contract.aspx.
3.2 Mitigating Circumstances
If you have serious personal problems or exceptional circumstances that have caused poor performance in any of your modules, these can be taken into account by the Board of Examiners provided that you have submitted a properly completed mitigating circumstances form (available on My Studies). On this form you need to explain the nature of the circumstances, how these have affected your performance on particular elements of the programme and you must attach documentary evidence, such as a doctor’s certificate or letter from a relevant professional.
If you think you have mitigating circumstances, you are advised to read the detailed guidance on mitigating circumstances on My studies before submitting a claim. Forms and queries should be submitted to [email protected]. All properly submitted mitigating circumstances will be considered by a small sub-group of the Board of Examiners who will ensure that the details remain confidential.
3.3 Academic Misconduct
If you attempt to gain a grade by any fraudulent means you can be severely punished by the Examination Board. Penalties range from being awarded a mark of 0% for the piece of work to exclusion from the university and denial of an award. Academic misconduct includes, but is not limited to:
• Plagiarism and collusion: where a student submits work originated in sum or in part by someone else, with or without their consent but without acknowledgement.
• Collusion: presenting a piece of work as your own when it is, in fact, the work of a group and this is a form of fraud.
• Falsification: fabrication of results, data or references.
• Duplication: where a student submits work for assessment that is the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission.
• Personation: Where one person assumes the identity of another with the intention of gaining unfair advantage for that person.
• Ghosting: Where a student submits as their own work that has been done as a whole or in part by another person on their behalf.
• Unethical: Conduct which deviates from accepted ethical standards.
12
3.4 Submission of Assignments
All assignments must be submitted by 4.30pm on the published submission date (unless specified otherwise for assignments such as presentations). Most assignments will be submitted electronically through Turnitin and tutors will inform you clearly and well in advance where this is not the case.
Extensions: All assignments have a clear submission date and time which will be treated as an absolute deadline. It is realised that very occasionally students may be prevented from completing the set work in time for that date. In these circumstances you must apply in writing to your Programme Leader for an extension at least one full working day before the due submission date using the university extension pro forma (available online through My Studies). Your Programme Leader will respond by e-mail either setting a new submission date for the work, or rejecting the application. In the latter case the original submission date stands. Extensions cannot be granted by tutors others than the designated Programme Leader who has strict guidelines about what constitutes an acceptable reason for granting an extension. Poor time management or computer failure are not acceptable reasons for granting an extension.
Late submissions: If work is submitted past the agreed deadline but within two weeks of the agreed submission date it will be treated as a late submission and the maximum mark that can be awarded is the minimum pass mark. This is subject to the approval of the Board of Examiners.
Non-submission: If the work is submitted after two weeks it will not be accepted and it will be considered as a non-submission. This will result in a failed module. The consequences of this may be far more serious than a failure for any other reasons as it is likely that the Board of Examiners will require you to repeat the module in full at your own expense. Thus, it is better to submit work late (i.e. within two weeks of the agreed submission date) than not to submit an assignment at all!
3.5 Complaints Procedure
The University recognises that students and members of the public may have legitimate complaints about its provision, facilities, services or staff. The University complaints procedure seeks to ensure that such complaints are treated seriously and resolved as quickly as possible. For full details regarding the University complaints procedure please follow this link: https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx
13
4. Specific PGTA Requirements
4.1 PGTA Compliance Requirements
4.1.1 Employment-Based Criteria
Employment-based criteria (C4.1-C4.3) are set out in the document ‘ITT Criteria and Supporting Advice’ (April 2019) available here.
Please note:
• For the period of training all apprentices must be employed as unqualified teachers at a school,
and (except apprentices employed in academies or independent schools) must be paid in accordance with at least point one on the unqualified teachers’ pay scale for the period of their training. Evidence of the apprentice’s contract and salary must be provided to the university within the first three weeks of the course.
• Applicants are only admitted to employment-based programmes by either the DfE or by an accredited provider.
• No apprentice will be required to perform more than 90% of the teaching duties normally required of a full-time qualified teacher.
For 20/21 the DfE have recognised that it may not be possible for Partnerships to meet all ITT criteria for every trainee and so have relaxed some elements. The revised criteria can be seen on the gov.uk here We have designed our programmes to meet the criteria prior to relaxation, but will utilise the revisions should the need arise due to COVID-19.
14
4.2 The Partnership Agreement
The Partnership Agreement should be signed by all schools who work in partnership with the university. If you are a new or existing partner who has not previously completed the form, please contact Sarah McGillivary [email protected] and we will send it out to you.
4.3 The Commitment Statement
The Commitment Statement summarises the planned schedule, roles and responsibilities, and funding that supports the successful completion of the apprenticeship.
• The information set out in the document forms part of the evidence required for every apprentice and it must be signed and dated by the apprentice and the UoB before the apprenticeship can start. The latest version must be held by the employing school or LA.
• The Commitment Statement is intended to be used at, and to inform, the regular tri-partite reviews between the UoB, the employing school and the apprentice.
4.4 The End Point Assessment
Having completed a programme of ITE and been recommended for QTS, the apprentice will then go on to complete an end-point assessment in the final stages of the apprenticeship. Once the gateway has been reached, the end-point assessment must be completed within three months. It is anticipated that the end point assessment will take place in September 2021.
The end-point assessment comprises:
• A lesson observation observed, and assessed, by the independent assessor.
• A short professional dialogue about the observed lesson.
• A professional discussion, which will assess the apprentices’ knowledge, skills and behaviours with regard to the Teacher Apprenticeship Standard. This will be held between the apprentice and a panel, composed of the independent assessor, a representative from the apprenticeship training provider and a representative from the employing school.
• The independent assessor will assess the content of the professional discussion.
4.5 Tripartite Progress Reviews
• The Tripartite Progress Review is undertaken at least twice a year (more frequently if
additional support is required). These reviews form part of two of the scheduled university
tutor visits and involve the training provider (UoB), the employer (school / mentor) and the
apprentice. These distinctive reviews evaluate progress in relation to academic assignment
results, the Teacher Apprenticeship Standard and also consider any challenges that the
apprentice might be facing.
15
4.6 Training Commitment
i. Within the University of Brighton ITE Partnership we recommend that no apprentice performs more than 80 per cent of the teaching duties normally required of a full-time qualified teacher;
ii. It is recommended that apprentices engage in training that is distinct from the apprentice’s teaching commitment. This will take place both on site at the university and in schools, including the employing school and contrasting placement school;
iii. Apprentices must attend all training opportunities as required by the university and record these on their professional development record in the e-Portfolio (PebblePad).
Examples of training opportunities are:
i. School-based training, e.g. phase, staff, subject meetings, INSET; ii. Observations of experienced practice in employing, contrasting and other schools; iii. Apprentice self-study/directed school-based tasks; iv. Relevant external courses within the Postgraduate Teacher Apprenticeship year.
In order to be valid all training opportunities must be undertaken with a relevant learning intention and have an impact on the apprentice’s individual development. Where appropriate, apprentices are provided with opportunities to apply their learning to their practice. Apprentices’ development is reviewed in relation to the Teacher Apprenticeship Standard, with particular attention to their impact on pupil progress.
16
5. Course Information
5.1 Becoming a Teacher
The process of becoming a teacher is an exciting and demanding one and central to this is the Partnership which exists between schools and the university: the two strive to work seamlessly together to provide a coherent professional experience. Fundamental to this is the development of you as a professional and all that entails.
Your course is designed to prepare you for the realities and challenges of teaching in the twenty-first century. Throughout your training, the university team and school-based partners will help you to prepare for the transition into the teaching profession by developing your understanding of effective practice and your skills as critical, reflective practitioners. We will support you to achieve the Teacher Apprenticeship Standard necessary to gain qualified teacher status (QTS), and through academic study, help you develop the skills, knowledge and understanding necessary to thrive as informed and critical professionals.
5.2 Expectations
The PGTA is made up of the following three strands:
• School-based training (SBT) – you are required to complete 80% of your year engaging in ‘on-the-job’ training in two contrasting schools or other suitable settings in order to meet the requirements for Qualified Teacher Status (QTS) and the Teacher Apprenticeship Standard;
• University-based training (UBT) – you are required to complete 20% of your year engaging in ‘off-the-job’ training through university directed study.
Professional development underpins all modules and school-based training activities, and the Programme is designed to enable you to evaluate critically and reflect upon learning in order to develop as a professional. Fundamental to your training is the development of a professional approach and attitude. This is at the heart of any successful school team and central to employability. Our expectations of you – from the outset – mirror those you will meet in school. The modules undertaken are detailed in the following section.
5.2.1 Module Overviews and Assessment Tasks
Principles and Issues in Education (20 L7/L6 credits) EV751 / EV651
This module develops apprentices’ knowledge and understanding of the principles of education through an informed and critical exploration of the pertinent issues that aim to make education effective and inclusive for all learners. Engagement with this module will ensure that students are able to think critically about inclusion in relation to national, local and school policy and examine the impact of these policies on their own understanding of practice.
Learning Outcomes:
• LO1. Analyse, interrogate and synthesise the principles of inclusive practice in relation to the physical, social and intellectual needs of all pupils
• LO2. Critically evaluate and synthesise current priorities in teaching and learning within a specific age phase
• LO3. Critically examine the implications of the relationship between policy, theory and practice in relation to inclusion
Details of Assessment:
A 20 minute presentation that critiques a current educational issue within the relevant age phase.
17
Principles and Issues in Education (20 L7/L6 credits) EV753 / EV754 / ES754 / EB754 / ER754 / EV653 / EV654 / ES654 / EB654 / E6754
Brief description of the module:
This module will enable the development of secure subject, curriculum and pedagogic knowledge for the early years foundation stage and primary phase or primary stage or secondary stage. Students will reflect on and evaluate the development of their subject knowledge. Students will have the opportunity to consider current educational theory and policy issues within an area of professional relevance.
Learning Outcomes: EV653 / EV654 / ES654 / EB654 / E6754
• LO1: Demonstrate confidence in engaging with and using a range of educational literature relating to theory, policy and practice;
• LO2: Undertake a critical analysis of educational theory and its relationship with professional practice;
• LO3: Reflect on and appraise the implications of their reading for their professional identity;
• LO4: Synthesise ideas to produce a coherent academic argument.
Learning Outcomes: EV753 / EV754 / ES754 / EB754 / ER754
• LO1: Critically engage with and use a range of educational literature relating to theory, policy and practice within the field of biology;
• LO2: Examine the complexities and contradictions in applying educational theory to professional practice in biology;
• LO3: Critically evaluate the implications of their reading for their professional identity;
• LO4: Construct, sustain and conclude a coherent and critically informed academic argument.
Details of Assessment:
A 2500 word (maximum) literature review of an aspect of biology education of professional interest and relevance, highlighting the tensions between theory, policy and practice and identifying the implications for practice.
18
Professional Enquiry in Education (20 L7/L6 credits) EV752 / EV652
This module will introduce students to the concept of Professional Enquiry as a form of professional development in education. Students will have the opportunity to design and conduct a small-scale enquiry in the field, evaluating the approach in relation to personal and professional learning.
This enquiry will allow students to demonstrate originality and creativity in their critical thinking about teaching and learning and identify the professional implications arising from their study.
Learning Outcomes (EV652)
• LO1: Demonstrate a systematic understanding of current theoretical and policy approaches
within a focussed aspect of the professional field;
• LO2: Identify, select and use Professional Enquiry processes appropriate to the professional
context;
• LO3: Critically analyse and evaluate the impact of Professional Enquiry on children’s learning;
• LO4: Analyse and evaluate the impact of Professional Enquiry for professional identity and
practice.
Learning Outcomes (EV752)
• LO1: Demonstrate a critical understanding of current theoretical and policy approaches within
a focussed aspect of the professional field;
• LO2: Act with initiative in designing a professional enquiry with advanced methodological
approaches consistent with the enquiry process and professional context;
• LO3: Analyse and critically reflect on the implementation of Professional Enquiry on children’s
learning;
• LO4: Analyse and critically evaluate the implications of Professional Enquiry for professional
identity and practice.
Details of Assessment:
An A1 sized poster and accompanying reference list detailing the student’s Professional Enquiry focus, approach and outcomes.
19
5.2.2 School and University Based Training
• School-Based Training:
Please read this section in conjunction with the DfE Teachers' Standards Publication and The Teacher Apprenticeship Standard
School experience during the PGTA enables apprentices to meet the The Teacher Apprenticeship Standard. The assessment pattern for school experience is designed so that competences are achieved with a level of understanding and judgement that is appropriate for a graduate profession. In each period of school-based training, apprentices will be expected to demonstrate their professionalism and understanding through:
• Completion of school-experience tasks (set by university tutors and supported by schools);
• Personal and professional conduct;
• Practical teaching; including preparation and evaluation (assessed by school staff and supported by university tutors).
• University-Based Training:
University sessions start promptly and are usually in 2-3 hour blocks. Most of the time you will be taught in phase groups or as a whole cohort. Scheduled activities during study days will be delivered via a blend of face to face, online and directed study tasks.
Throughout the programme, you are expected to uphold the professional standards of the teaching profession. Both in university and school, we have high expectations about attendance, punctuality, professional behaviour, and your engagement and contribution to university sessions.
Please refer to the Code of Personal and Professional Conduct for Trainee Teachers (see PiE Handbook).
20
5.2.3 Attendance
We are required by the University to keep a record of your attendance and in an apprenticeship programme it is vital that you engage with all face to face, online and directed study tasks record your hours of engagement. Full attendance is expected.
All teacher apprentices must sign the Code of Personal and Professional Conduct for Trainee Teachers (see PiE Handbook).
Please remember that you are now an adult learner in Higher Education and entering the teaching profession, and as such you must assume a very high degree of responsibility for your own learning and professional development. There is of course support available when you need it.
Absence is permitted only for medical reasons or other personal reasons agreed in advance with your Programme Leader. All scheduled activities contribute to the requirements for the university award and/or the recommendation for Qualified Teacher Status. Poor attendance may also impact upon the decision to allow you to progress through the Programme or undertake your school-based training.
You must follow the procedures below to report any absences. This will enable the university to provide support during your absence and on your return will ensure that you are treated fairly.
If you are ill or cannot attend a university-based session for some other good reason, you are expected to contact the tutors concerned and your Programme Leader to explain your absence preferably by email. You should note that it is your responsibility to catch up with any work that has been missed through illness and you should not expect additional tutorial support. Tutors are asked to report all cases of unexplained or frequent absences to year leaders.
If you are absent for more than three days or if your absence will make it difficult for you to catch up with missed work or missed assignment deadlines, you must inform your personal academic tutor and keep in touch with them during your absence.
Where your record of engagement is considered unsatisfactory, you will be invited to attend a meeting to discuss the issue. In the event that you do not attend this meeting, you will receive a further letter inviting you to a re-arranged meeting. If you do not attend this meeting, then you will be considered to have withdrawn from the course.
5.2.4 Communication
Email is used extensively. Your Unimail account should always be used when communicating with university staff in preference to personal email accounts. We will always contact you using your Unimail account so please do check it regularly (ideally daily).
Tutors will aim to respond promptly to requests during normal office hours (between 8am and 6pm), although tutors are not always on campus and also have other commitments outside of the university. Tutors will place an automatic reply when they are on leave, notifying you of their return date. This includes tutors who work on a part-time basis. They will include details of their normal working days.
5.2.5 Appointments
Tutors often teach on many different programmes - on this site as well as on other campuses - as well as leading training in schools both locally and internationally. If tutors are not in their room, it is likely they are teaching. Please try to be patient. You should be aware that tutors often share offices and usually cannot have confidential conversations without an appointment.
21
6. University-Based Training (UBT) Information (Off-the-job training)
6.1 Important Dates
Apprentices will attend training at the university throughout the year on regular scheduled days, usually Fridays.
6.2 University-Based Training Delivery Schedule
The UBT delivery schedule can be found here.
22
7. School-Based Training (SBT) Information (On-the-job training)
7.1 Induction Information
University induction days: 1st and 2nd September 2020.
7.2 Important SBT Dates
Postgraduate Teacher Apprenticeship:
School-based training Form type Form due
SBT1 PB/SB 23/10/2020
SBT1 PC/SC 11/12/2020
SBT2 PC/SC 12/02/2021
SBT3 PB/SB 26/03/2021
SBT3 PC/SC 11/06/2021
7.3 School-Based Training Delivery Schedule
The school-based weekly schedule is a timetable of school-based activities and progress reviews that provides a basis on which to build the individual apprentice’s bespoke school-based training plan. It also indicates required observations and teaching time as a percentage. This is a guide and should be viewed as negotiable between the apprentice and the school depending on the apprentice’s prior experiences and progress during the course.
The apprentice's teaching load should be introduced gradually as suggested in the weekly schedule. This allows apprentices to undertake other activities that will help them to extend their understanding of the teacher's role and to meet the Teacher Apprentice Standard. Examples of other activities in which apprentices must engage are continued observation of good and outstanding practice, visiting other partner schools with a key focus, set subject and professional tasks and developing original resources.
The SBT delivery schedule can be found here.
23
7.4 Employing School Experience
Apprentices will gain the majority of their school experience in their Lead school. This will:
• Facilitate the development of apprentices’ professional attributes, skills, knowledge and understanding;
• Provide specific experiences that enable apprentices to critically analyse professional practice and take responsibility for their own professional development;
• Enable apprentices to work collaboratively with colleagues in order to develop an understanding of the ways in which the attainment, development and well-being of all children should be promoted;
• Provide opportunities that enable apprentices to adopt a creative and constructively critical approach towards innovative practice, supported by appropriate reading and research.
7.5 Contrasting School Placement Experience
The contrasting school placement experience is arranged in collaboration with the lead school and must
be in a contrasting setting.
The allocation of the contrasting experiences is quality assured by the Partnership Coordinator in collaboration with the Programme Leader. Two contrasting schools enable apprentices to experience and understand the different challenges provided by different schools, in different contexts, serving different communities to enable them to meet all the Teacher Apprenticeship Standards for QTS.
The following are examples of differences considered when quality-assuring contrasting schools for school-based training:
• % disadvantaged pupils
• Number on roll
• Type of school, e.g. Academy, Grammar, Special
• Most recent Ofsted grade
• Faith schools
• Age phases catered, for e.g. Junior, Nursery
• Curriculum, e.g. specialist schools
24
7.6 Weekly Mentor Meeting
Teacher apprentices will benefit greatly from professional dialogue with their mentor. It is important for
trainees to be provided with regular opportunities to articulate and unpack teaching and learning in
relation to their specific school context.
We advise that mentor meetings are:
• Weekly
• Timetabled
• Held in an appropriate space to minimise distractions
• Structured using the mentor meeting (PH/SH) pro forma
• Prepared for beforehand by the trainee
These weekly mentor meetings are an important part of teacher apprentices’s ongoing professional development and a support mechanism to enable them to increasingly make effective pedagogical decisions that are informed by evidence of pupil learning. As teacher apprentices make progress through their programme it is expected that they will become progressively more pro-active so that as an NQT and beyond they are able to autonomously drive their own professional learning needs. The mentoring approach will be tailored to the specific needs of the individual teacher apprentice and move between being directive and given advice to asking more open questions that promote the teacher apprentices’s ability to critically reflect and understand themselves as learners.
The mentor meeting is structured in three parts as detailed on the PH/SH pro forma:
• Teacher apprentice reflection on professional learning and review of targets
• A professional development discussion
• Completion of Professional Action Plan targets and actions
This pro forma can be found in the teacher apprentice’s e-Portfolio and it is their responsibility to complete it.
Within the three parts are five steps that support the cycle of professional learning:
Step 1: Preparing for the meeting It is expected that the teacher apprentices will be working on a maximum of two professional development targets every two or three weeks. In order to prepare for the meeting, on the PH/SH form, the trainee should review their professional action plan targets, reflect on any additional learning where relevant and note where evidence of their progress can be found.
Steps 2-5: During the Meeting The e-Portfolio should remain open throughout the mentor meeting. In order to minimise workload the teacher apprentice should complete the PH/SH pro forma as the meeting progresses. It is a record that contributes to evidence that demonstrates the teacher apprentice’s progress towards meeting the Teacher Apprenticeship Standard.
After the Meeting Having agreed and recorded the following week’s professional action plan targets and actions in steps 4 and 5 it is important that the teacher apprentice demonstrates how they are acting on feedback and show in their lesson planning how their targets are being applied in practice. The teacher apprentice’s progress and development in their targets is then evaluated as part of the lesson planning process. These plans are shared during the next mentor meeting as evidence of progress. Where possible this should be linked to the impact on pupil response and learning.
25
7.7 Mentor-Trainee Professional Development Meeting Forms (PH / SH)
The PH / SH forms can be accessed via the SBT Blog.
• PH Form (for primary trainees): http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
• SH Form (for secondary trainees): http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/
7.8 Ongoing Assessment of Teacher Apprentices
Please note: Teacher apprentices should be assessed against the Teacher Apprenticeship Standard
(Teachers’ Standards) in a way that is consistent with what could reasonably be expected of a trainee
teacher prior to the award of QTS. For full details on the assessment of trainees please see ‘Assessing
Trainees’ in the PiE Handbook. Interim Reports (PB/SB) This report should be finalised following a
professional dialogue in a mid-point meeting between the trainee and mentor. The meeting should be
used to consider the progress the trainee has made and the potential final grade, as best fit against the
UoB assesment descriptors, by the end of the schoolbased training period.
End of School-based Training Reports (PC/SC) This is a strong indicator of strengths, areas for
development and overall performance. It will be used to set targets in further professional development.
This report should be finalised following a professional dialogue between mentor and trainees prior to
being sent to the Partnership Office.
26
7.9 University Tutor Visits
All trainees will be allocated a university tutor (primary) or subject tutor (secondary) from the School of Education. University tutors would normally visit the trainee five times per year to review progress.This year the progress reviews will take place remotely rather than on site in school. Depending on the trainee’s progress the number of reviewsmay be increased. The pattern of progress reviews will normally take place as follows:
• Review 1 During the second half of the autumn term / term 2
• Review 2 During the first half of the spring term / term 3
• Review 3 During the second half of the spring term / term 4 Review 2 must be arranged in order for the university tutor to ‘visit’ the trainee whilst on their second school experience (SBT2).
• Review 4 During the first half of the summer term / term 5
• Review 5 Final Assessment visit, during the second half of the summer term / term 6 The university tutor will contact the trainee to arrange a date and time for the review meetings that is mutually convenient for all parties concerned. It is important that the mentor is available to enable the university tutor to fulfil the requirements of the visit.
Prior to each review the university tutor will scrutinise and comment upon the trainee’s e-Portfolio (PebblePad).
27
8. Introduction to the e-Portfolio (PebblePad)
In addition to My Studies you will be given access to a PebblePad account where you will build your e-Portfolio. Your e-Portfolio (PebblePad) will enable you to track your professional development during your course and enable you to draw upon evidence in your NQT/RQT year to support you in getting your QTS ratified.
On the PGTA, the e-Portfolio is a key tool for ensuring that you are able to curate evidence to demonstrate progress towards the Teacher Apprenticeship Standard, record ‘off-the-job’ training hours and hold key documentation.
8.1 What is the e-Portfolio (PebblePad)
PebblePad is an electronic portfolio (e-Portfolio) designed to organise, record and structure your professional development as it:
• drives the cycle of critical reflection, targets and action planning;
• keeps you focused on strengths and areas for development;
• records and tracks your progress and achievements;
• enables you to demonstrate autonomy and show initiative;
• houses evidence towards meeting the Teacher Apprenticeship Standard and the award of QTS.
8.2 What does the e-Portfolio (PebblePad) include?
There are ten sections to the e-Portfolio (PebblePad):
• Pen Portrait: This is a single page record of your relevant previous experience and progress throughout the PGTA.
• Curriculum Experience: For Primary, this is an area for you to track the subjects you have observed, planned for and taught across the year. For Secondary, this is where you will store your subject audit.
• Teachers’ Standards: This section is where you can upload evidence towards the Teacher Apprenticeship Standard.
• Behaviour Management: This is a tool for tracking the development of your behaviour management competencies.
• School-Based Training (SBT) 1 and 2/3: This area allows you to upload key SBT report forms (records of mentor meetings, observations, interim and final reports) and lesson plans.
• Assignment / Feedback: This contains completed assignments and assignment feedback.
• Training Schedule: A record of your engagement in all scheduled activities.
• Critical Reflections: Evidence of your developing professional practice through critical reflection.
• Career Entry Plan (CEP): This is completed towards the end of the course in preparation for the NQT year.
• Support: This section provides details of support to assist you in using your e-Portfolio (PebblePad).
28
8.3 Who can see your e-Portfolio (PebblePad)?
At the start of each phase of school-based training you must share the link to your e-Portfolio (PebblePad) with your professional tutor and mentor. During your weekly mentor meetings your e-Portfolio must be open and used to review previous targets and inform new action planning. Furthermore your professional tutor; mentor; Programme Leader, link tutor, university tutor and PAT tutor will all have access to your e-Portfolio.
Given that this has such a wide audience it is important that you consider carefully what you are writing and ensure that this is professional and will not cause offence.
8.4 Who can I turn to for help?
Within the first three weeks of the course you will have an induction session on the e-Portfolio (PebblePad) with a Technical Demonstrator and your support / academic tutor to set up your e-Portfolio and expectations. Throughout the year, a number of optional e-Portfolio (PebblePad) drop-in sessions can bel run that you can attend for further support if you need it.
For technical issues including accessibility, in the first instance you should turn to the support materials that can be found on My Studies.
If you are unable to resolve this using the guidance then you should email [email protected]. For issues of clarification regarding expectations for your e-Portfolio (PebblePad) you should read the material contained in this section and on My Studies and if still unclear email your PAT tutor.
8.5 How will my e-Portfolio (PebblePad) help me in my NQT year?
You will complete a Career Entry Plan (CEP) towards the end of the year that will be used in an initial discussion with your mentor at the start of the NQT year and support your ongoing professional development. At that time you will also be given access to an NQT Workbook that can be used to record and support your ongoing professional development in your NQT year.
29
Appendices
Appendix 1: Admissions Policy for Initial Teacher Education Programmes
The admissions procedure provides an excellent way for colleagues across the ITE Partnership to collaborate in the shared exercise of recruiting and selecting the very best apprentices. A summary of our recruitment policy is as follows:
• The process for admissions for the PGTA is usually coordinated by the Lead School and involves collaboration and agreement with the university on application, interview, final selection and quality assurance processes and procedures.
• Candidates are selected on the basis of their application forms and are interviewed by both the university and school.
• Interviews are either held jointly, or one institution will interview first and recommend successful candidates to the other for interview. Successful interviewees from this second date will then be offered a place.
• All apprentices must be employed and sponsored by their employer.
• An Apprenticeship Training Services Agreement is drawn up and issued to the employing school.
• Following the admissions procedures, the employer, the apprentice and Programme Leader will complete the University Commitment Statement prior to enrolment.
• Any changes to policies and procedures are agreed at the Partnership in Education Strategic Committee (PiESC) or via consultation with Lead Schools and LAs.
Appendix 2: PiE Handbooks
The PiE Handbooks can be accessed via the SBT Blog.
Primary PiE Handbook: http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
Secondary PiE Handbook: http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/
Appendix 3: Acronyms
Acronym / Abbreviation Full Phrase
CEP Career Entry Plan
DfE Department for Education
GDPR General Data Protection Regulation
GEAR General Examination and Assessment Regulations
NQT Newly Qualified Teacher
PAT Professional and Academic Tutor
PiE Partnership in Education
QTS Qualified Teacher Status
RQT Recently Qualified Teacher
SBT School-Based Training
UBT University-Based Training
UoB University of Brighton
Appendix 4: Link to School Direct QA Framework 2020-21
A copy of the School Direct QA Framework 2020-21 can be located via the following link, under the ‘Further information’ section of the webpage:
http://about.brighton.ac.uk/education/work-with-us/partner-schools/school-direct.php?PageId=3