1. Welcome PGCE Secondary
Developing outstanding teachers in an outstanding partnership
March 2017

2. Working in Partnership
How do we work in partnership with Teaching School Alliances?
Leadership of programme (school and university)

3. Director: Postgraduate Initial Teacher Education – Keither Parker
Course Lead Secondary – Emma McVittie
Subject tutors:
PGCE English
Jenny Calvert
PGCE Mathematics
Diane Lewis and John Dyson
PGCE Biology/PGCE Physics/PGCE Chemistry
John Dyson
PGCE Computer Science
Christine O’Dea a
PGCE MFL
Alison Organ and Alison Hayes
PGCE History
Gary Craggs
PGCE Geography
TBC
PGCE Drama
Bev Veasey
PGCE Music
Catherine Birch
PGCE RE
Emma McVittie
PGCE PE
Marie Stansmore

4. Every child in Middlesbrough has the opportunity to go to a
great school and be
taught by great teachers.
MSTA
Because great teaching changes lives.
ETSA
Providing a stimulating & supportive environment in which trainees become enthusiastic, reflective and knowledgeable teachers
WRA
Values, Care & Achievement lived into being to establish educational excellence
PTSA
Developing outstanding teachers with a strong subject and wider professional identity
YSJU KP
Vision statements from all partners – ask student teachers what these 4 statements have in common

5. Developing outstanding teachers in an outstanding partnership
Shared vision
Developing outstanding teachers in an outstanding partnership KP
Activity on unpicking this statement – what does this mean in reality??

6. A focus on practice in schools
Initial Teacher Education at York St John University strives to produce outstanding, committed, creative teacher enquirers who are self-reflective and autonomous, able to articulate their personal philosophy for teaching and fulfilling Hodge et al’s (2008) definition of “student as scholar”. Three key principles underpin the PGCE programme:
A focus on practice in schools
A focus on individual student teachers and their needs
A range of approaches to learning including active learning and enquiry based learning. KP 6

7. transformative and creative professionals;
More specifically the PGCE Secondary programme is a community of learning with partnership at the heart of the programme. University based staff work together with schools, mentors, subject communities, local and national subject communities and other education professionals to develop outstanding student teachers who are:
transformative and creative professionals;
highly motivated and committed;
autonomous and independent;
enquiry-based practitioners;
self-reflective practitioners. KP 7

8. To allow you to develop into 1. Excellent teachers who:
Set high standards for all pupils
Make good relationships with pupils and colleagues
Have presence and control in the classroom
Plan for the needs of all pupils
Demonstrate good understanding of wider professional and whole school issues
Reflect on practice to support continuing improvements in teaching and learning. KP 8

9. To allow you to develop into
2. Subject teachers who:
Demonstrate a passion for their subject
Demonstrate competent background knowledge and understanding of their subject
Demonstrate the ability to make their subject relevant, interesting and challenging to all pupils
Have the ability to handle challenges about the subject from pupils, parents, colleagues and the community competently and sensitively. KP

10. Meet the professional Teachers Standards Maintain a sense of humour To
Meet the professional Teachers Standards
Maintain a sense of humour
Secure a teaching post for next year
Enjoy the journey!! KP 10

11. As a small group or in pairs discuss your ideas Task for September:
As individuals:
Consider what your own personal values are – try and write down up to 6 of your values
Next, consider how these personal values might influence your professional values
As a small group or in pairs discuss your ideas
Task for September:
Consider your values in relation to the Part Two of the Teachers’ Standards (Personal and Professional conduct)
Prepare a statement of 500 words on your personal values to bring with you in September KP 11

12. Professional Studies and Subject Studies
Phases of training: Introduction/Development/Consolidation/
Enrichment and Transition
University/school work includes academic modules (2 Professional modules and 2 subject modules)
Tutor contact time, Supported Open Learning, independent study and reading
School Experience and enrichment opportunities
Two end points to the course: Graduate Diploma and PGCE (all heading for PGCE!) KP

13. Calendar for the year
S:\Education and Theology\Education Office\Programme Calendars\ \PG Sec RE\PGCE Secondary RE calendar doc S:\Education and Theology\Education Office\Programme Calendars\ \PG Sec SD\PGCE SD - calendar draft.doc

14. Part two: Personal and Professional conduct
Preamble
Part one: Teaching
Part two: Personal and Professional conduct JC 14

15. Preamble:
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.
Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. 15

16. 1. Set high expectations which inspire, motivate and challenge pupils
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well structured lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities JC 16

17. A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;
-having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions;
- showing tolerance of and respect for the rights of others;
- not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. JC 17

18. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 18

19. Secondary school experience x 2 settings
Primary placement
Secondary school experience x 2 settings
Diversity SE and 6th form experience
Involves structured observations and an increasing responsibility for lessons
Two mentors in school - Professional and Subject
Training is integrated through academic input and school experience
The student teacher has professional responsibility KP

20. Two mentors in school – subject and professional
Training is integrated throughout the programme
Regular mentor meetings.
Student teacher profile to complete
Subject and Professional Studies school checklists
Quality Assurance Appraisal visits with link tutors
University support and facilities
Emc + MN on role of Professional Mentor

21. Legal requirement to complete 180 days
Attendance Record – full attendance expected
Importance of communication KP 21

22. Activities and expectations Guidance
Where and when?
What does this involve?
Activities and expectations
Guidance KP 22

23. What is it? Where is it? What does it involve? What do you need to do?23

24. Preparing for key area - SEND
Individual training programme – how can you use this?

25. What are your expectations of the course?
What are your apprehensions about the course?
What are the implications of what has just been discussed for your preparations for the course?
JC or MN 25

26. Organise your primary placement ASAP – get it agreed!
Ensure you have done everything you need to do in order to meet your conditions and inform our admissions department
Organise your primary placement ASAP – get it agreed!
Undertake all tasks related to your primary placement
Complete the subject knowledge audit prior to starting the course in September. These audits will be discussed at your first tutorial meeting.
Undertake pre-course reading – reading lists will be on Moodle + websites for current educational issues
Remember to check the induction area of Moodle for PGCE secondary trainees starting in September – all information will be placed on here
You can follow us on – see this on our website : education/pgce-secondary-programme/ KP 26

27. The good news…..
Excellent record of employment for those completing the programme

28. What key questions have you got for us?28