To illustrate effective practice in the delivery of 14-19 Diploma ITT strand 2 'with experience' 2008/09 - St Mary's University College
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Conference Input January 2010
![To illustrate effective practice in the delivery of 14-19 Diploma ITT strand 2 ‘with experience’ 2008/09 - St Mary’s University College Ed Boyle, Academic Director, Secondary ITT [email_address] Jane Chambers, PGCE 14-19 coordinator [email_address]](https://image.slidesharecdn.com/toillustrateeffectivepracticeinthedeliveryof14-19diplomaittstrand2withexperience2008-09-stmarysuniversitycollege-100122074623-phpapp02/85/to-illustrate-effective-practice-in-the-delivery-of-1419-diploma-itt-strand-2-with-experience-200809-st-marys-university-college-1-320.jpg)
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To illustrate effective practice in the delivery of 14-19 Diploma ITT strand 2 'with experience' 2008/09 - St Mary's University College
- 1. To illustrate effective practice in the delivery of 14-19 Diploma ITT strand 2 ‘with experience’ 2008/09 - St Mary’s University College Ed Boyle, Academic Director, Secondary ITT [email_address] Jane Chambers, PGCE 14-19 coordinator [email_address]
- 2. To present a strategy for collating Diploma evidence and evaluating student teachers’ progress and attainment
- 4. SMUC Strand 1 & 2 allocations (2008/09) Strand 1: PGCE 11-16* & PGCE 14-19 (ICT and HSC) Strand 2 ‘with experience’: PGCE 14-19 (IT: 13/20 and SHD: 11/20) *Maths, Business Studies, Foreign Languages, Science, RE, Geography
- 8. SMUC Strand 2 model of delivery (2008/09) Strand 2 ‘with experience’: Series of tasks set out in the Diploma Development Handbook Handbook included tasks for strand 1 trainees
- 10. Initial evaluation findings Criteria Some trainees All trainees • experience of paired teaching of a Diploma in a school, college or work based learning environment √ • lesson observation of Diploma teaching with follow up discussions; √ • opportunity for occupational enhancement (with clearly identified outcomes); √ • teaching experience in a real or simulated work related environment; √ • observation of (or participation in) consortium Diploma planning sessions; √ • teaching experience which includes explicit incorporation of functional skills and/or personal, learning and thinking skills; √ • shadowing a Diploma teacher; √ • shadowing a Diploma learner; √ • moderated (by qualified teacher) assessment of aspects of Diploma learning; √ • lectures, seminars or workshops on 14-19 reforms and Diplomas; √
- 14. Thank you, and any questions?
Hinweis der Redaktion
- About St Mary’s University College : Located in South West London Catholic University College offering undergraduate, post graduate & Foundation degrees Provider of ITT, including Undergraduate and Post Graduate programmes in primary and secondary education PGCE secondary programme includes ICT 14-19 ICT and HSC Offered strand 2 ‘with experience’ in 2008/09 in IT and SHD 2009/10 migrating 50% of IT and SHD to strand 3 specialist Diploma training 2010/11 offer IT & SHD, in addition to 65 places of strand 2’ with experience’ in all subject - Diploma lines of learning at SMUC Objective for this workshop is to: (next slide)
- Offer you an opportunity to consider the way in which we collated evidence and evaluated from strand 1 and strand 2 trainees of Diploma teaching knowledge, understanding, skills from strand 1 and 2 trainees TDA offered an opportunity to bid for Diploma strands 1 & 2 which were to...
- At St Mary’s University College we successfully made a bid for two PGCE strand 2 ‘with experience’ pathways: Strand 1: PGCE 11-16 & 14-19 (ICT & HSC) Strand 2: PGCE 14-19 (ICT/IT & HSC/SHD) We select PGCE 14-19 trainees based on their vocational experience in addition to the standard ITT requirements, therefore all trainees come with experience of working in a health, social care, care, children and young people’s setting
- Allocation of strand 2 places numbers and all trainees on strand 1 What were the requirements that the TDA set out for strand 1 and 2 Diploma ITT training…
- Needed to ensure that all trainees were able to demonstrate and provide evidence of their: knowledge and understanding of the wider 14-19 reforms; knowledge and understanding of the scope and range of 14-19 Diplomas; demonstrated their ability to prepare, deliver and assess teaching sessions which embed functional skills; demonstrated their ability to prepare, deliver and record teaching sessions which support the development of personal, learning and thinking skills; sufficient understanding of the careers routes and pathways available to 14-19 year olds to be able to offer relevant information, advice and guidance to learners; know how and where their national curriculum subject area fits into the 14-19 Diploma structure We further broke these requirements down into what all trainees were required to demonstrate and evidence (next slide) and specifically what the ‘with experience’ requirements entailed. To begin all trainees were required to be able to demonstrate they...(next slide)
- Identified from TDA requirements strand 1 requirements And the ‘with experience’ trainees were required to demonstrate and be able to evidence...(next slide)
- Model of delivery : ‘ With experience’ is mostly integrated into the teaching of HSC and ICT programmes for strand 2 trainees For strand 1 trainees training offered in the General Professional Studies (GPS) programme and PGCE assignment tasks Additional provision is made for strand 2 trainees by way of delivering experience of occupational enhancement and for observation of and experience in teaching Diploma lines of learning. These strand 2 requirements were set as a series of tasks supported by a College-based and school-based training programme in collaboration and in partnership with s to implement strand 2 Diploma training and tasks: Director of Secondary Education, St Mary’s University College (SMUC) PGCE course tutors for IT and SHD, St Mary’s University College (SMUC Diploma Development Forum) FE College and school-based mentors of IT and SHD Richmond Education Business Partnership Lead Diploma Practitioners for IT and SHD, Specialist Schools and Academies Trust Gateway Consortia (Sutton) Skills for Care Edexcel
- An illustration of how the common strand 1 and 2 requirements were met through the PGCE and QTS programme is given on your handout 1 (Table #1) - Please see how the tasks are cross referenced to the Q-standards and therefore for all trainees the requirements are met as an integrated component of the PGCE Diploma programme The handbook….( handout 2 a copy of which is on your table …) is a mechanism for ….next slide…
- The handbook is a mechanism for all trainees, both strand 1 and 2 to present their Diploma tasks was Diploma Development Handbook . The handbook sets out all the set tasks for all trainees and for those following the strand 2 Diploma ‘with experience’ programme. It offers a record of Diploma achievement for the trainee It provides us as the provider of the training, a mechanism for judging Diploma progress and attainment Take an example of the occupational audit ; refer to the audit in the handbook (strand 2, task 5) – what they have to do, and to handout 3 for an example of one trainees completed audit The occupational enhancement task (strand 2, task 6) aimed to update and widen the trainees occupational currency and so if we consider handout 4 we can see what that same trainee did to enhance their vocational experience and see the outcomes of that task The set tasks were time-bound and the handbook was a feature of weekly email contact with trainees and through the course of tutorial programme Upon completion of the handbook, strand 1 trainees had their tasks were signed off by their subject tutors, and for strand 2 trainees, they were verified and signed off by their subject tutor and the Academic Director for award of ‘with experience’ payment All strand 2 trainees were involved in an evaluation of the Diploma Development Handbook, an initial review of opportunities for Diploma development learning indicated…see handout 5 for copy of trainee evaluation
- Lack of school/college places offering both IT and SHD BUT all trainees had opportunity to observe, shadow and have experience of applied IT and HSC teaching and learning – quality of partnership arrangements and provision
- Feedback from trainees
- Also counter the negativity of opinion against the Diploma and in particular the Diploma being a qualification for less able students (knowing placements) Currently have 1 SHD NQT, 4 will be teaching in 2010/11; 2 school has no plans as yet; 2 teaching in Northern Ireland and 1 NQT has resigned due to personal circumstances
- Subjects and lines of learning share the need for managing work experience and utilising an applied teaching methodology Degree of commonality between subjects and lines of learning is such that there should be an integration of HSC & SHD and ICT & IT in their subject titles: this would be in preference to the migration to SHD and IT respectively Like people and working with young people Not about roles and responsibilities Relational people
- knowledge and understanding of the wider 14-19 reforms;knowledge and understanding of the scope and range of 14-19 Diplomas;demonstrated their ability to prepare, deliver and assess teaching sessions which embed functional skills;demonstrated their ability to prepare, deliver and record teaching sessions which support the development of personal, learning and thinking skills;sufficient understanding of the careers routes and pathways available to 14-19 year olds to be able to offer relevant information, advice and guidance to learners;know how and where their national curriculum subject area fits into the 14-19 Diploma structure