1. Secondary PGCE Updates – Leads and Mentors Paul Taylor-McCartney
Head of Secondary Teacher Education

2. The Warwick Teacher What does it mean to be a Warwick teacher?
Role of identity and values are central in the Life-Long Learning of the Warwick Teacher
Pre-course (Recruitment and admissions)
Course (1 year PGCE)
Post-course (NQT)
MA Education (NQT/RQT)
Leadership (Alumni) DH

3. Cohort numbers (June 21st)
Accepted offers:
230 (with 4 weeks to go)
SDT: 97
SDS: 36
Core: 97

4. PGCE Secondary : Modules
30 CATS (Subject Studies) – LV 7
30 CATS (Reflective Practice) – LV 7
30 CATS (Professional Practice) – LV 6
Assessment: A mixture of M-Level assignments and ongoing assessment against the National Teachers’ Standards – we moderate school mentor judgements
Recommendation for QTS

5. Developments for 17/18
HE: Cohort management (SD and Core lead staff) – separate inductions for each pathway
A pilot online mentor training and support system – recognition to accreditation
HE: Increased time in faculty developing subject knowledge
Higher number of Core subjects (17) as part of our guaranteed three-year allocation

6. Partnership – Get involved
Programme contributions (PS, PG, 3 x Subject Hubs, 4 x Alliance Days, Careers Focus Days, SEND/EAL and RiA Conferences)
Partnership Lunches and WaSP meetings schedule – 1 per term
Recruitment – interview days for SD and Core
Cross-phase and cross-alliance support
MA upgrades – tracking of Alumni

7. What you can expect from us
Highest quality provision
Dedicated team of academics/qualified teachers
Accuracy of assessment/moderation tool
Extensive support for each trainee (personal tutor/TF), PG sessions, Professional Studies and Subject (Faculty)
University tutors are attached to a school, not a specific subject – development of professional relationships

8. Interventions (Core) Support Plans (Disability Services)
Joint moderation of trainee performance (against TS)
Concise and consistent communication –Regular bulletins - Subject Mentor and Partnership Bulletins (fortnightly) – Programme content revealed half a term in advance

9. What we expect: Alliance Leads
Organise content for Alliance Days for SD (+ Optional days/End of Year Review)
Subject Hub contributions for SD subjects (but can be for Core subjects, too)
Organising the SD complementary placements for all trainees in Alliance (Spring 1 (Jan - Feb)
Quality Assure mentoring and assessment practices across your schools/Alliance
Do not pay Tuition Fee and Core trainees for additional lessons and responsibilities

10. What we expect: PMs
Partnership Handbook – shared early July (for new year)
1 PM per school, 1 SM per trainee (not per subject!)
Contractual requirement to attend one day of training per year – now for Base/PP1 and early December for PP2 - Complementary (SD)
Meet with your trainees regularly each week/fortnight – create an in-school CPD programme around key themes/topics (university-driven), for them to access
Collate, check and submit 6 APs (Assessment Point forms) throughout year – Personally sign off Part 2 of TS (Personal and Professional Conduct) – Grade 4 by end of year (no single sub-criteria at Unsatisfactory)

11. Commitment to University/Programme activity – not optional
Commitment to University/Programme activity – not optional! [including half day for final assessment]
Support trainees in securing Primary Placements (5 days across year)
Oversee Induction phases (Core: PP1, PP2 SD: Base and Comp)
To design and review own interventions if SD, and support university staff for underperforming Core trainees – all triggered by poor performance at an AP
To commit to joint observations with SMs and University tutors – accuracy of assessment is vital – the visiting tutor is a personal tutor, but 3 moderation visits per year are also used to moderate school staff judgments

12. What we expect: SMs Partnership Handbook – early July (for new year)
1 SM per trainee (not per subject!)
Contractual requirement to attend one day of training per year – now for Base/PP1 and early December for PP2 - Complementary (SD)
Trainee to be formally observed once per week – captured using the Warwick Lesson Descriptors form – provide time for reflective discussion (dialogue)
Formal requirement to meet with your trainee each week (see Handbook) – to last 1 hour (timetabled SDT and Core)
Oversee Trainee Induction into your department (Core: PP1, PP2 SD: Base and Comp)

13. Completion of 6 APs (Assessment Point forms) with your trainee, not done separately – one per half term
Consider a realistic view of training year as a whole: ITE TS are benchmark for trainee teachers (objective judgments at that point in time)
e.g. Core: if a RI (3) by end of PP1, then state such – avoid grading 1 or 2, unless confident they are – creates problems for PP2 mentors
If not a Grade 4 by the end of year (no single sub-criteria can be at Unsatisfactory)
To commit to joint observations with PMs and University tutors – accuracy of assessment is vital – the visiting tutor is a personal tutor, but 3 moderation visits per year are also used to moderate school staff judgments

14. No of lessons based on 5 lessons per day
Half Term
Where placement takes place
% of 4 days teaching
No of lessons based on 5 lessons per day
Autumn term 1
Base School
Observations and targeted reflections, some small group teaching or team teaching.
Up to 70% 13
Autumn term 2
Teaching
Up to 50% 8
Spring term 1
2nd Placement School
Observations and targeted reflections, some teaching or team teaching.
Spring term 2
Base School (SD)
2nd Placement School (PGCE Core)
Up to 60% 11
Summer term 1
Summer term 2
Up to 90% SDS* 16
*SDS: usually have own timetable, oversee a pastoral group, start between % and retain this throughout year.

15. Secondary Programme Calendar – 16/17

16. Forms – update and review
AP forms (1 to 6) (no changes)
Lesson Assessment Descriptors (LADs) (minor amendments)
Warwick Lesson Plan template (under review)
Mentor Trainee Meeting Record – (consult)

17. Paul Taylor-McCartney Head of Secondary Teacher Education
And finally …
Any questions?
Contact me:
Paul Taylor-McCartney
Head of Secondary Teacher Education
t: +44 (0) m: E:
Centre for Professional Education | University of Warwick | Coventry | CV4 8EE | UK