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Module 3 – Target Setting

Module 3 – Target Setting. AIM: to develop your ability to manage target setting with your trainees both orally and in writing and help trainees and understand their targets LEARNING OUTCOMES: Better understand the process of needs analysis, target setting and strategies to support them

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Module 3 – Target Setting

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  1. Module 3 – Target Setting AIM: to develop your ability to manage target setting with your trainees both orally and in writing and help trainees and understand their targets LEARNING OUTCOMES: Better understand the process of needs analysis, target setting and strategies to support them Create link between skills in target setting and developing action plans with trainees

  2. The Process of target Setting Set Targets /Action Plan 1. Provide Time Limits 2. Mentor & Trainee involvement 3. Establish clear success criteria

  3. Preparing for Target Setting – Activity 1 Before we can target set, we need to find out all we can about a Trainee. • It is Induction Week for first phase trainees. How do you determine the starting point for target setting with a new trainee? • How does this differ with a trainee starting phase 2? “All providers must ensure that training takes account of individual training needs”. R.2.3 – Requirements for ITT - TTA Qualifying to Teach

  4. Needs Analysis & Target Setting with a new Trainee in Phase 1 • CV – background: • prior experience in schools (eg. under-graduate schemes) • credits towards QTS already achieved • Interview & Pre-Course Tasks (from HE Provider) • University led Needs Analysis including subject & ICT audits • Professional Studies Programme and Assignments • Achievement in the 3 Skills tests • Ask to see Professional Portfolio – the above information should be contained within this. (This should all be contained within the Professional Portfolio) • DISCUSSION – take time to talk & listen to the trainee during the induction week. Involvement them in target setting • Usually, most providers require a Needs Analysis to be completed during the first week. • EXETER NEEDS ANAYSIS SHEET

  5. Needs Analysis & Target Setting with a new Trainee in Phase 1 ADDITIONAL SOURCES OF INFORMATION: • Summative Records (Progress Reports) at the end of the first placement clearly highlighting areas for development You will also be sent photocopies of any ‘Cause for Concern’ letters issues for Trainee’s at risk. • Recent formative lesson evaluations/(AA’s) completed by teachers in the previous placement – check for progression • Previous Needs Analysis/ Action Plan/Targets towards the end of Placement 1 • Minutes recorded by Trainee from weekly meetings • Have they got a job/applied for jobs? – if not (request draft letter of application to see if its OK) • Consider the type of first placement school & the timetable – teaching experience & extra-curricular involvement • How well has the paperwork been maintained? (look through P.P. & evidence base) • Good Communication with Professional Tutor SEE MY SHEET

  6. Target Setting – Task 2 Set Targets /Action Plan 1. Provide Time Limits 2. Mentor & Trainee involvement 3. Establish clear success criteria

  7. Setting Targets • Specific • Measurable • Achievable • Realistic • Targets Make sure that you set SMART TARGETS

  8. Target Setting – Activity 2 ACTIVITY 2A. Working with a colleague, you will act as a School-Based Tutor responsible for a trainee. Consider the CASE STUDY notes for Trainee Y. You will need to identify 3 targets to help you develop the trainee and produce action points that will ensure the trainee achieves the targets. Consider: • Time • Trainees Role & what you will do to help the trainee. • Success Criteria • ACTIVITY 2B • You have just observed Trainee X. (Case Study we considered last week) Using your notes on strengths and areas requiring development, plan 3 targets which will encourage progression within the key standard/s which you identified.

  9. Target Setting – Task 3 Set Targets /Action Plan 1. Provide Time Limits 2. Mentor & Trainee involvement 3. Establish clear success criteria

  10. Standard 3.3.9 Managing Behaviour is often a key area which concerns most trainees and which requires support. You will receive one of three Case Study Cards – all relating to S3.3.9 Managing Behaviour, but which relate to trainees at different stages in their PGCE course: A) a starting trainee B) a trainee mid-way through their programme who is exceeding expectations C) a completing trainee who has experienced problems meeting the Standards. When setting your targets think about what is reasonable to expect at this stage in the course and how much support you need to give the Trainee. Setting appropriate targets at different stages of the Training – Activity 3

  11. Target Setting – a Summary

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