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Developments in ITE

Developments in ITE. Sheila King Secondary PGCE Course Director: partnerships. 1. Move to M level credits. 90 transferable M level credits (see leaflet) (180 credits= a full Masters qualification) 30 credits -Subject Studies 30 credits -Subjects in a wider context

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Developments in ITE

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  1. Developments in ITE Sheila King Secondary PGCE Course Director: partnerships

  2. 1. Move to M level credits • 90 transferable M level credits (see leaflet) • (180 credits= a full Masters qualification) • 30 credits -Subject Studies • 30 credits -Subjects in a wider context • 30 credits -3rd module which is chosen from a wide range of options (see next slide) • + 30 credits (non transferable) at H level • Professional Practice with recommendation for Qualified Teacher Status

  3. 30 credits gained from the 3rd module which is chosen from a wide range of options: • Professional Development Portfolio – number of tasks relating to practical teaching and whole school issues • Subject extensions e.g. fieldwork in geography • One module from existing Institute MAs e.g. special educational needs

  4. A PGCE with M level credits3 progression routes Route 1 A generic, professional master’s course with mixed mode and face to face learning e.g. Master of Teaching. Route 2 Subject specific master’s e.g. MA Art & Design in Education - extra module plus dissertation based on art education Route 3 Specialist master’s course e.g. MA Educational Foundations, Media Education, Teaching English to Speakers of other Languages.

  5. 2. ITE requirements and influences from TDA • Primary (inc KS2/3) to have science GCSE or equivalence tests. • New Standards in place in September 2007 • TTRB • Link advisors • Greater subject involvement(?)

  6. 3. Following the schools’ agenda • Personalised learning and Learning to Learn • Assessment for Learning • Every Child Matters and AOT • Building in non-subject - literacy and numeracy, ICT, citizenship (enterprise and work related learning) – short and fat not long and thin • Creativity and creative leadership especially in middle management (NCSL links) • Local collaboration ( e.g. school phobia, learning outside schools)

  7. 4. Ofsted – move to self evaluation • New framework since 2005 • 8 working weeks • Focus is M&QA • SED is lynchpin and then evidence required for all headings in the SED • Likely areas for focus: benchmarking, partnership, evaluations, peer review • Subject not necessarily seen – Appendix 3 plus handout of documentation we have requested.

  8. 5. Greater international links Beginning Teacher placements in Europe Pilot 06-7 Objectives: • Develop a new experience for the Beginning Teachers and add greatly to their training and “what it means to be a teacher” • Develop a European dimension to the Professional Studies element of the course • Provide an opportunity for differentiation • Innovative for the IOE- marketing and recruitment, part of the International Strategy • Establish links with European teacher training institutions and schools for tutor professional development • and….see next slide!

  9. Contribute towards the Bologna Declaration 1999. In particular: • “Student mobility and free movement shall be promoted” • “The European dimension shall be promoted in HE through curricula, inter-institutional co-operation and mobility schemes for both students and teachers/researchers”

  10. Timescale : 1 week in school/ training institution/both • Period: January 2007 • Supervision: 3 IOE tutors to visit the BTs during the week- Staff development funded • Number of Participants: 10 BTs would be selected from different subject areas and be prepared and de-briefed at the IOE. Host institutions will also be involved in this process. • Requirements: Completion of a reflective log based on the DfES Standards to be included in the PDP. Tutors will feedback to colleagues. • Costs: Travel, accommodation, insurance and subsistence for BTs and tutors will be covered. 600 Euros per BT and Tutor • Funding: European Development have already offered a contribution

  11. International links beyond EU • 5 BTs 10 weeks in Mexico, Norway, Russia, Canada. • Organised by outside group • Return to first placement for 3 weeks end of course assessment.

  12. 6. ICT – where next? • Very few beginners • Communication by electronic means? • Some exceptionally able BTs – how to spread their expertise • Huge variety of kit and access still in schools – expect nothing and everything! • GIS • Virtual lessons, e-assignments and e-marking

  13. 7. Coaching – the buzz word • ITE or ITE • Mentors or coaches

  14. What other changes do you see as important?

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