PHASE I TRAINING MODEL- SECONDARY

Induction and Beginning Teaching and Learning

This phase of Initial Teacher Education covers the earliest stages of a course, where Associate Teachers observe teaching and learning in action. ATs are principally concerned with developing positive attitudes, high standards of professional behaviours and becoming aware of their duties, roles and responsibilities within the school environment. They will be starting to consider the application of their emerging subject knowledge, skills and understanding within the National Curriculum framework and statutory requirements and sharing with mentors their Subject Knowledge Audits to develop weekly training plans. AT’s will be performing focused observations and reflecting on how experienced colleagues manage the classroom environment and behaviour of pupils and plan and prepare for their lessons. AT’s should be engaged working across the age range they are training to teach by team teaching parts of lessons and some solo lessons (appropriate to programme requirements) under the guidance of the mentors. They should be responding to advice and feedback and be able to evaluate and reflect in order to improve their understanding and practice
Programme Guide:
PlannedTeaching Time: 40% of the timetable
  • Team teaching which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher
  • Supporting the Subject Mentor by working with smaller groups of pupils (who may have particular educational needs)
Planned Directed Time: 30% of the timetableTo include:
  • Observation of learning and teaching across the whole curriculum (both within and outside the subject specialism)
  • Working with a Tutor Group
  • Attending PSHEE activities
  • Attending an aspect of extra-curricular activity work
  • Attending staff meetings and other professional workshops
Planned Protected Time: 30% of the timetableTo include:
  • Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning

Associate Teacher / Mentor
General
  • Meet Professional Mentor and Subject Mentor on a weekly basis
  • Be prepared to share your profile experience and initial needs audit with Mentors
  • Ensure you have a learning timetable which has a focus on developing your skills and abilities as a Secondary (Subject Specialist) teacher
Planned Directed Time
  • Read and access school policies
  • Attend Professional Development Learning sessions, starting with safeguarding
  • Consider learning theory and practice links – see PR7101
  • Using the observation schedule as a guide spend part of the weekly timetable observing outstanding teaching – this could be across age phases 11-14, 14-16, 16+ and across subjects (not necessarily just your specialist subject)
  • Record observation notes – reflective dialogue with Mentors
  • Observe the work of Pastoral Tutor and SENCO
Planned Shared Teaching with an experienced Subject Specialist
  • Plan, teach and review a small group of pupils (based on the teachers plans)
  • Plan, teach and review a starter or plenary in your specialist subject (begin to use planning documents)
  • Plan and teach a larger group of pupils as part of a team teaching lesson
  • Plan, teach and review a solo lesson(s) (when ready), in negotiation with the class teacher
Planned Protected Time
  • Research and plan teaching (using planning documents).
  • Evaluate your teaching and assess pupils learning.
  • Identify the pupil profiles that you will begin to track.
  • Reflect on wider professional learning – see PR7101 and the starting points for considering your own philosophy aswell as observing great pedagogy.
  • Record meetings with Mentors – including reference to targets met and targets set in relation to Teaching Standards
  • Update Professional Journey File (PJF).
  • Complete Subject Knowledge Audits.
  • Signpost evidence against the Teachers’ Standards for Review Point 1 using the Standards profile Section 3 (PJF).
/ Planning/design
  • Plan induction for AT covering e.g. safeguarding; school policies (particularly in relation to health and safety); inclusion; assessment for learning; behaviour management.
  • Plan meeting times for AT with Professional Mentor and Subject Mentor
  • Plan a learning timetable for AT, including opportunities for observation, shared teaching, meeting times with Mentors, pastoral time, protected time, extracurricular opportunities.
  • Ensure there are planned opportunities to support ATs’ subject knowledge (S3).
Training
  • Establish a Professional Development Learning timetable which dovetails with SBL
  • Share planning
  • Model good teaching practice
Monitoring and Assessment AT progress
  • Establish weekly review meeting which follows the guidance set out in the PJF.
  • Check AT files and planning.
  • Observe AT teaching pupils.
  • At least once per week formally record observation (using lesson observation sheet).
  • Discuss lesson observed – feedback and formulate targets with AT.
  • Complete Review Point 1 formal report.