Summary guidance for Secondary School Direct Tutors

All documentation for tutors will be available on the Secondary SD Wiki:

The University Tutorwill visit the trainee (and mentor) in school at least once during each term of training to monitor trainee progress and moderate assessment decisions.

Key assessment deadlines

  • By the 15th September 2017: ATS initial- Self audit and Individual Training Plan established by the trainee and university tutor in consultation with the mentor.
  • By the 4th December 2017: ATS Term 1– Assessment review point 1 at end of Autumn term
  • By the 19th March 2018: ATS Term 2- Assessment review point 2 at end of Spring term
  • By the 4th June 2018: ATS Term 3- Assessment review point 3 at end of Summer term
  • By the 18th June 2018: ATS Final- Final assessment review point, with the mentor completing the summative End of Programme Report, in discussion with the trainee and university tutor. TTTP completed allowing moderation of final grading profile.

Tutor visits

The schedule of visits is set out as follows:

Term 1 / Term 2 / Term 3
SD / 1 / 2 / 3

All tutor visits should be formative, to support the trainee, but also act as a mechanism to quality assure school based training and judgements.

1)Link Tutors: They will play a particular role in Quality Assuring the school experience and supporting trainees/mentors at the school. Link Tutors will complete and return the following:

  1. Tutor Visit Record
  2. Lesson Observation record
  3. PGCert_Module 1_CPD_Progress Monitoring Form

2)Subject tutors:They will in particular focus their QA on the subject provision of the setting. They will work with both the mentors and trainees to ensure specific supportregarding subject knowledge and pedagogy is being given. In particular they should allocate time to support the school in this roleand tasks would typically include:

  • Meet with mentor to discuss provision for subject specific support, e.g. monitoring and discussion of online TES work, subject association support, observation of other teachers, reading etc.
  • Explain how mentor can support with TES online support (non-core trainees)
  • Check trainee’s subject audit with mentor and trainee
  • Meet with trainee and discuss examples of lesson planning, development and use of resources
  • Carry out joint lesson observation and ask mentor to lead post-lesson discussion with focus on trainee’s use of subject knowledge
  • If possible, observe a lesson with the trainee and discuss SK
  • Use visit to model approaches to support trainee’s development of subject knowledge for teaching

Subject Tutors will complete and return the following:

  1. Tutor Visit Record, includingAppendix 1:Subject Knowledge for Teaching Audit of training opportunities (School Direct- Non-Core)
  2. Lesson Observation record
  3. PGCert_Module 1_CPD_Progress Monitoring Form

Subject Knowledge for Teaching (SKfT)
Non-core trainees have access to SKfT sessions via TES Online. Trainees receive a login to remotely access and engage with a range of online presentations which all include pre and post session tasks. These tasks are designed to allow trainees to apply their learning from these presentations to their own teaching practice, and discuss their learning with their school based mentor.
A record of the SKfT sessions the trainee has undertaken, along with the tasks completed and discussed with the mentor, should be kept on trainees SKfT overview document.
Non-core subject tutors should ensure both trainees and mentors are aware of this, and are accessing and discussing this material to ensure they are supported with their ongoing development of subject knowledge and pedagogy.

Professional Development Portfolio

ALL tutors will review the trainees Professional Development Portfolio (PDP) in order to support the trainee with evidencing their progress towards meeting the Teachers’ Standards, which is required for their PG Cert Teaching: Module 1. Tutors will provide trainees with formative feedback on their PDP following their visit.

Subject tutors (who cannot access the trainee’s One Drive account) need to ensure the trainee is prepared to share their PDP during the visit.

Tutor visits should thereby include:
-A joint lesson observation (with the mentor)
-Joint feedback (with the mentor)
-Review of trainee’s PDP, especially
  • ATS forms
  • Subject Audits
  • Weekly Meeting Records
  • Lesson Observations/plans/evaluations
-Meeting with the Professional Coordinating Mentor to feedback on the training provision and general trainee progress.
This should allow for the setting of clear developmental targets, feedback on trainee PDPs and the raising of any QA concerns with the PCM/Programme Leader.

Visiting Tutor documentation

The main tutor documentation includes:

  1. PGCert_Module 1_CPD_Progress Monitoring Form- Used to review progress (relevant to QTS and Module 1) at ATS Initial, Tutor Visit 1 and Tutor Visit 2
  2. Tutor Visit Report SD- Recording of all tutor visits for QA purposes. This includes Appendix 1- Subject Knowledge for Teaching Audit, which will be completed by subject tutors
  3. Lesson Observation – Recording of lesson observations undertaken at each visit

If you have any issues or questions, please contact the SD Programme Leader, Tremaine Baker ( )

PG Cert: Summary guidance for Secondary SD Tutors

SD tutors will also play a role in supporting trainees with their PG Cert assignment.

Overview

Module Title / Deadline / Credits / Level / Assessment
School-based Professional Development(SPD) / 2nd May / 20 / 6 / Students submit their PGCert_Module 1_CPD_Progress Monitoring Form related to their professional development portfolio (PDP)
School-based Enquiry(SBE) / SBE Proposal- 16th October
SBE submission- 2ndJan / 20 / 7 / Coursework assignment
3000-word enquiry based project on an individually negotiated area, based on a school improvement priority.
Monitoring and Assessment(M&A) / 2nd May / 20 / 7 / Coursework assignment
Critically reflective account of teaching and analysis of pupil progress along with portfolio of supporting evidence (3000-word equivalent)

Module 1-School-based Professional Development (SPD)

-Aims: To develop and demonstrate progress in the understanding and skills necessary to operate as an effective teacher. Trainees demonstrate that they are making progress within the framework of the Teachers’ Standards.

Tutors will review evidence recorded in regularAssessment of Teachers’ Standards (ATS) reviews and the maintenance of a Professional Development Portfolio (PDP), to demonstrate they have reviewed their professional development within the framework of the TSs at a level appropriate to a training teacher.

During visit 1 and visit 2 Tutors will record any evidence of meeting the module learning outcomes on the PGCert_Module 1_CPD_Progress Monitoring Form.

Module 2-School-based Enquiry (SBE)

Aims:

  • To enable trainees to develop an understanding and knowledge of reflective practice through enquiry based research and the impact that this process can have on school improvement.
  • To allow trainees to reflect critically and analytically through research on developments in education related to a school level focus.
  • To encourage the development of innovative solutions to a critical area of professional development that is of significance to a school.

Thisassignment is a small-scale research project where trainees will investigate a school or departmental priority through primary research during the first term.

They need to demonstrate their ability to integrate ideas and concepts from their studies to inform their teaching and will develop their understanding of research methodology and the skills of systematic observation to help them to critically evaluate the classroom.

Module 3- Monitoring and Assessment (M&A)

This module builds on the SBE and enables trainees to deepen their knowledge and understanding of the impact of teaching on pupils’ learning. They will learn how to evaluate, reflect and analyse; how to measure and monitor pupil learning, how to assess overall progress; and how to critically engage with educational research.

The assessment will involve themplanning, delivering and assessingover a sequence of lessons to demonstrate their impact on pupil learning. This will include a 3000-word critical reflection of teaching and analysis of pupil progress on the chosen series of lessons.