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The Gloucestershire Initial Teacher Education Partnership: Gaining QTS

The Gloucestershire Initial Teacher Education Partnership: Gaining QTS. Gareth Nutt Department of Education University of Gloucestershire. GITEP: Distinctive Features. Established in 1994: A vital source of recruitment for Gloucestershire Schools Strong local network

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The Gloucestershire Initial Teacher Education Partnership: Gaining QTS

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  1. The Gloucestershire Initial Teacher Education Partnership:Gaining QTS Gareth Nutt Department of Education University of Gloucestershire

  2. GITEP: Distinctive Features • Established in 1994: A vital source of recruitment for Gloucestershire Schools • Strong local network • High degree of responsibility to schools • Continuity of involvement with schools • Collaboration between schools • The involvement of Headteachers through GASH Gloucestershire Association of Secondary Headteachers

  3. Scale and Range of Provision • The Postgraduate Certificate of Education Department of Education (9 subjects) The Gloucestershire School Centred Initial Teacher (SCITT) Training scheme (5 subjects) • The Graduate Teacher Programme (GTP) Gloucestershire Association of Secondary Headteachers

  4. 11-18 Secondary Training • Approximately 180 trainee teachers • In excess of 50 schools in Glos and neighbouring counties University of Gloucestershire Art & Design English with Drama Geography History Mathematics MFL Physical Education Religious Education Science The Gloucestershire SCITT Consortium Business Education Design and Technology ICT Leisure & Tourism Music GTP Provision provides opportunities to train in subjects other than those previously stated – currently Drama Gloucestershire Association of Secondary Headteachers

  5. PGCE Secondary Programme • 36 week course • 3 Strands: Professional Preparation Subject Pathway School Placements • Each trainee placed in two schools • 18 weeks in a Parent School • 8 weeks in a Twin School Gloucestershire Association of Secondary Headteachers

  6. The Professional Development Portfolio: Key Questions • What? • Where? • How?

  7. What? The Standards for Qualified Teacher Status • To set out what trainees have shown they know, understand and can do at various stages of their training. • To help trainees take responsibility for identifying their own professional achievements and development needs, and to set targets for improvement. • To help all those involved in the Initial Teacher Training programme to assist trainees in achieving an adequate level of competence and, wherever possible, strengths in identified target areas.

  8. THE STANDARDS FOR QUALIFIED TEACHER STATUS www.tda.gov.uk/teachers • Professional Attributes • Professional Knowledge and Understanding • Professional Skills Note:The Standards are nothing more than expressions of good practice.

  9. Gloucestershire Association of Secondary Headteachers Where can I find guidance? www.tda.gov.uk/qts

  10. WHERE? THE COURSE STRUCTURE

  11. How?The Professional Development Portfolio • A core requirement for the completion of the course and the award of Qualified Teacher Status • It has an integrative role in bringing together the various elements of the course • In essence, the PDP acts as a reference document for evidence against the Standards for QTS

  12. Sources of Evidence • Subject Knowledge Audit and ICT Audits • The Teaching Files (inc lesson plans & evaluations) • Coursework File(s): Subject Pathway and Prof Prep • Records of meetings with Training Managers, Subject Mentors and Subject Advisors (inc Target Sheets) • Assignments • The Professional Development Portfolio Record Sheet • End of Placement Summative Evaluations • End of Placement Reports • QTS Standards Tracker • Key Evidence File

  13. Some Final Thoughts • The PDP is not just a summative document because it will improve a trainee’s competence as he/she progresses through the course. • The dynamic nature of the learning means that no part of a trainee’s work towards the Standards for Qualified Teacher Status can ever really be regarded as "complete". • Any entry can be amended, added to, criticised retrospectively, rewritten, etc., as they seek to enhance their understanding. They will find themselves revisiting aspects of evidence as they gain more experience.

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