The Open University PGCE

1. The Open University PGCE A presentation

2. Aims and Objectives • To give a brief outline of the Flexible PGCE course and its strengths • To explain the role of the mentor in the success of the course • To focus on some difficulties experienced by mentors

3. What is the Open University PGCE? • Same outcomes as other teacher training courses • leads to PGCE and QTS • Individual training plan (ITP) based on Needs Analysis • Full-time and part-time options • Flexible start and finish points • Modular materials • Training or assessment-only route

4. Aims: The Open University PGCE To provide a route to QTS and PGCE for students who require maximum flexibility to meet their personal needs and circumstances

5. Needs Analysis Audit Modules Modules Modules Subject knowledge Subject knowledge Subject knowledge School placement Schoolexperience Schoolexperience Schoolexperience Schoolexperience Assessment Assessment AssessmentPGCE/QTS AssessmentPGCE/QTS ITP Revised ITP Revised ITP Careerentry profile Careerentry profile Course structure Level 1Familiarization Level 2Consolidation Level 3Autonomy Assessmentonly

6. Level 1Familiarization Level 2Consolidation Level 3Autonomy Module 1A Module 2A Module 3A Strand A: Your subject Module 1B Module 2B Module 3B Strand B: Pupils Module 1C Module 2C Module 3C Strand C: Planning Module 1D Module 2D Module 3D Strand D: Teaching Module 1E Module 2E Module 3E Strand E: Assessment Module 1F Module 2F Module 3F Strand F: Professional role Study modules

7. Needs Analysis Route 1 Full course Audit Route 2 Entry at Level 2 School placement Route 3 Entry at Level 3 ITP Route 4 Assessment only Routes through the course

8. Connections Student Subject mentor Subject tutor School co-ordinator Subject leader Regional staff tutor

9. Crucial role of the mentor …1 • To interview the student before agreeing to mentor • To arrange a suitable timetable catering for the individual’s specific needs • To run weekly mentor sessions with the student, agree SMART targets to be met • To observe and document student’s lessons • To write an online report

10. Crucial role of the mentor….2 • To demonstrate/model good practice • To evaluate and challenge the student’s practice • To liaise with tutor and standardise assessment • To oversee the student’s in-school training • To consult with OU tutor as well as School Co-ordinator/other colleagues

11. What’s in it for the mentor? • An extra pair of hands in the department (particularly when the student nears completion of the course) • Input of new ideas/latest practice from the student and access to materials • A person they could employ with confidence in the event of a vacancy • Could negotiate for the department to receive part of the fee for buying new resources • Access to academic and other materials

12. Mentor’s training • Mentor materials from the OU, including a CD • Liaising with other mentors on FirstClass • Supporting Professional Development document • Chats with the tutor • Support from School Co-ordinator • Many have had training from other providers

13. Summary of Mentors’ Complaints • They are not given any/much free time for mentoring, so have to timetable mentor sessions in their free time • They have to “pick up the pieces” when students have moved on • A lot input in the early stages of the course leading to extra work/demanding students • Little recognition and no pay! • They don’t know when they will get a student • Receive no information about level of student success.

14. Suggestions to improve the mentoring experience • Don’t bombard with information before the placement • Tutor takes in essential documents at briefing • Mentoring could be used as part of Perfomance Management (“Threshold”) • Letter of thanks/recognition from OU to the Headteacher and mentor, could include appraisal

15. The Open University PGCE