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Independent Schools

Professional Development Programme:

Employment based

Post-Graduate Certificate in Education and Route to QTS

2017/18

Programme Handbook

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CONTENTS

Welcome / 4
Key Contacts / 4
Philosophy, Values and Aims of the Programme / 5
Overview Calendars for Programme / 7
Roles Within the Programme / 9
Equality Statement / 10
Code of Professional Conduct for Teachers on the Programme / 11
Ethics and Confidentiality / 13
Statement about Employment within the School / 14
The Teacher Entitlement / 14
Meeting the Requirements for QTS and Assessing against the Teachers’ Standards / 15
Professional Skills Tests / 16
Subject Knowledge / 17
Second School setting / 18
Year 1 ‘FULL’ Support Route Calendar / 19
Year 2 ‘FULL’ Support and ‘FAST-TRACK’ Routes Calendar / 22
The Programme in Detail - Initial Assessment / 24
Professional Development Sessions / 24
The Induction Phase / 25
The Development Phase / 27
The Assessment Phase / 29
The Academic Programme / 31
Role of Mentors in School / 32
Lesson Observation Guidance / 35
Using the Professional Standards / 37
Lesson Observation Form / 39
Guidance for Teachers on Observing Lessons / 41

WELCOME TO THE PROGRAMME

We are delighted that you, your mentors and your school are engaged in this programme. It has been designed to support you in your development as a professional teacher, whether that be in the primary or secondary age phases. It will enable you to demonstrate that you can meet all of the Teachers’ Standards for Qualified Teacher Status,whilst gaining academic recognition for your work at Masters level.

Whilst the Faculty has been engaged in training teachers and providing development and learning opportunities to professionals in the education sector for over 50 years, this is only the second year of this bespoke programme for the Independent Schools sector. Therefore, we value your feedback and suggestions to help inform future developments.

We recognise the challenges of undertaking study and assessment whilst you are working as a teacher, and we know there will be times when you need more support and guidance. Your first points of contact are your mentors in school and your University Personal Tutor. If you have any questions and concerns please contact them straightaway.

We want to ensure that you have a positive experience and successful outcomes and we wish you well during your time on the programme.

Key Contacts: Manchester Met

Name / Role / E Mail / Phone
Dr Val Butcher / Head of School:School of Teacher Education and Professional Development / / 0161 247 2095
Dr Julie Scanlon / Principal Lecturer / / 0161 247 5071
Pauline Mallison / Senior Lecturer / / 0161 247 5791

All course documentation can be found on ‘Independent Schools’ page of the ‘ITE Partnership’ website. See link below:

PHILOSOPHY, VALUES AND AIMS OF THE PROGRAMME

This is an Employment based Professional Development programme. It has been developed within the independent schools sector, in partnership with Manchester Met. Although rooted within the independent school sector, the programme has been designed to be inclusive and it may be appropriate to teachers working in schools within the maintained sector.The Programme’s key stakeholders are the University, the Schools and the Teachers on programme. This relationship is illustrated in the diagram below.

The main principles, which underpin the Programme are:

  1. Teaching is a profession. We recognise that teachers are entering a profession and that teachers need to develop their professional identity, with space to form their own teacher personality, the type of teacher they want to be and understanding of the ethos and values that underpin the sector and the school they are working in.
  1. Learning how to be a teacher is an academic pursuit. We believe that learning how to be a teacher is also an academic pursuit and that teachers need the opportunity to explore the rich pedagogical literature and see how research can impact on their professional practice
  1. Teaching is underpinned by the model of the reflective practitioner.This principle is based on the belief that teachers will not improve simply through more classroom experience. Experience needs to be allied with opportunities for teachers to reflect on their practice; evaluating their lessons and their students’ learning.

The hope is that teachers achieving on this Programme will take responsibility for their ongoing professional development across their careers.

Aims of the Programme

  • to provide a pathway for individuals employed as teachers who do not hold a recognised teaching qualification or professional status to follow an “in service” professional development programme to achieve Qualified Teacher Status (QTS) together with academic recognition of their professional role.
  • to work with schools to recruit and develop teachers without a recognised professional qualification and support their early career planning
  • to help each teacher to become confident and technically competent in their professional role
  • to encourage each teacher to examine, in a critical and constructive way, current educational practice in the context of the contemporary education system and their employment setting.
  • to inspire the teacher, as colleagues and professionals, to become an enthusiastic, effective and analytical practitioner working with others in the profession and beyond to help all pupils come to terms, intellectually, socially and morally, with their role in a complex and pluralist society,
  • to inspire the teacher to continue in the profession with a commitment to life-long learning and professional development, and a willingness to think beyond day-to-day activities, contribute to educational debate, and engage in enquiry and research.

In order to achieve the aims of the programme there is a three way partnership between the Teacher, the School in which they are employed and the University. The University lead the academic strand and assess teachers against the Teachers’ Standards for award of Qualified Teacher Statusas illustrated above.

Outline Programme

The Programme allows teachers to progress at a pace appropriate to their prior experience, targeting some aspects of development at different points in the programme.

The preparation for assessment against the Teachers’ Standards and the award of QTS is complemented by a tailored Post-Graduate award (60 credits) undertaken as part-time study by the teacher.

NCTL (awarder of QTS) requires teachers to have at least 2 years teaching experiencein at least 2 settingsbefore entering the Assessment Phase of the Programme (final 12 weeks). Therefore, if a teacher enters the Programme with little prior teaching experience, they will enter the FULLProgramme route, which will take just over 2 years to complete.

Teachers with at least 2 years varied teaching experience may be eligible to enter the FAST-TRACKroute and gain QTS and 60 M level credits within 1 year. The final decision as to the most appropriate route will be made by the Teacher, School Mentor and the Manchester Met tutor at the ‘Initial Assessment’ meeting.

The overview calendar for the both routes of the programme can be found over the page.

OVERVIEW CALENDAR FOR ‘FULL’ 2-YEAR PROGRAMME

2017 / School / University
June / / Assessment of support needs & action planning
July
2017/18
September / Portfolio building for QTS
Tutor support
October
November
December / Professional Practice sessions
across the year
January / / Second Placement if needed, QTS portfolio building, continued tutor support
February
March
April
May
June
July
2017/18
September / / Portfolio building for QTS
Decision on Entry to AO Assessment Phase
Interview / Academic Study Unit 1 30 credits
October
November
December
January / Academic Study Unit 2 30 credits
February / / Transition depends on Teacher Experience (minimum 2 years)
Recommended for QTS
NQT Year
March
April
May
June / Award of 60 credits
July
2018/19
September
October
November / Optional progression to Masters
December
January
February
March
April
May
June

OVERVIEW CALENDAR FOR ‘FAST-TRACK’ 1-YEAR PROGRAMME

2017 / School / University
June / / Initial Assessment , action planning & start of portfolio building for QTS
July
2017/18
September / Portfolio building for QTS
Decision on Entry to AO Assessment Phase
Interview / Academic Study Unit 1 30 credits /
October
November /
December
January / Academic Study Unit 2 30 credits
February
March / / Assessment against the Teachers’ Standards and completion of portfolios
April
May
June / Recommended for QTS / Award of 60 credits
July
2017/18
September / NQT Year / Optional progression to Masters
October
November
December
January
February
March
April
May
June

ROLES WITHIN THE PROGRAMME

The Teacher will engage with their role in school and fulfil all the responsibilities as set out in their contract of employment. In terms of the Programme they will participate in regular informal and formal mentoring sessions. They will need to collect evidence of planning, delivering, reviewing and evaluating teaching learning and assessment within their classrooms and to meet all the Teachers’ Standards for QTS. They will also participate fully in a Post-Graduate programme of study that underpins, supports and complements their role in school. The teacher should actively seek development opportunities and direct the programme of personal gradual development - it is their responsibility to meet the programme requirements and to complete training and academic activities set.

The School will support the new teacher employed in the school to achieve QTS and the Post-Graduate award by ensuring a reasonable allocation of time and resources to the teacher during engagement with the Programme.

Secondary Education - Subject Mentoris appointed by the school and will provide day-to-day and ongoing support for the new teacher in school. This will include formal observation, feedback and review sessions, assistance with planning, classroom management, teaching and assessment. Mentors will engage in regular informal and formal reviews with the new teacher.

Secondary Education- Professional Mentoris appointed by the school and they will provide general supervision of the teacher and will ensure that they havetime in their timetablefor planning, support and review, and to engage in opportunities for professional development. They will also ensure adequate and fair arrangements for a Second Placement if required. In addition, Professional Mentors will support their team of Subject Mentors.

Primary Education - Mentor is appointed by the school and will provide day-to-day and general supervision and support for the new teacher in school. This will include: ensuring that they have time in their timetable for planning, support and review, and to engage in opportunities for professional development. They will ensure adequate and fair arrangements for a Second Placement if required. In addition, they will undertake formal observation, feedback and review sessions, assistance with planning, classroom management, teaching and assessment. Mentors will engage in regular informal and formal reviews with the new teacher.

Manchester MetPersonal Tutorwill be allocated to the school/ teacher and have overall responsibility for ensuring that the Teacher has a coherent and supported programme to enable them to achieve both academically and in practice.They will have an overview of teacher progress in all aspects of the programme and they will provide clear advice, support and identify opportunities for meeting the teacher’s developmental needs.

Manchester MetAssessment Tutor This tutor will be involved in the Assessment Phase and undertake at least one formal lesson observation in their specialist subject area. They will work closely with the Personal Tutor.

The UniversityFaculty of Education will provide an appropriate academic programme recognised at Masters Level (Level 7), that enables the teacher to engage in academic study to both support and enhance practical learning within their own workplace. The programme delivery will be based at the university campus and will consist of 2 x 30 credit units of study that are contextualised to the professional role of the Teachers on this Programme. In addition, the University Faculty has a quality assurance role and responsibility for assessing and recommending a teacher to NCTL for the award of Qualified Teacher Status.

CODE OF PROFESSIONAL CONDUCT FOR TEACHERS ON PROGRAMME

The following Code of Conduct is designed to convey the expectations that we have of teachers during their time on the Programme.

This code of professional conduct is informed by the following:

  1. The Teachers’ Standards, May 2012, effective from 1 September 2012, including Part Two which comprises the standards for Professional and Personal Conduct. The Teachers’ Standards replace the standards for Qualified Teacher Status (QTS) and the Core Professional Standards previously published by the Training and Development Agency for Schools (TDA), and the General Teaching Council for England's Code of Conduct and Practice for Registered Teachers.
  2. Standards of behaviour of teachers which are governed by a number of DfE circulars, including DfEE Circular 11/95: Misconduct of teachers and workers with young people;Circular 4/99 Physical and Mental Fitness to Teach of Teachers and Entrants to Initial Teacher Training.
  3. National legislation as it relates to Human Rights: Human Rights Act (1998); Equal Opportunities: Disability Discrimination Act (1995), Sex Discrimination Act 1975 (amended 1986), Race Relations Act (1976) as amended by the Race Relations (Amendment) Act 2000, The Children Act (2004) and the Equality Act 2010.
  4. Manchester Metropolitan University Assessment Regulations for Postgraduate Taught Programmes of Study 2013-14, Appendix 7.
  5. Faculty of Education BA (Hons) Secondary Education and PGCE Secondary Education Definitive Documents, revised June 2013, including minor modifications.
  6. Faculty of Education BA (Hons) Secondary Education and PGCE Secondary Education Handbooks, revised June 2013 including Ethical procedures, annual updates up to 2014.
  7. Faculty of Education BA (Hons) Primary Education and PGCE Primary Education Definitive Documents
  8. DBS and Independent Safeguarding Authority legislation (2012).

This Code of Professional Conduct reflects the reasonable behaviour expected of a teacher as a professional. Knowledge of, and adherence to, these requirements are part of the responsibilities undertaken by a teacher on a Programme at Manchester Metropolitan University. This Code does not constitute a legal contract, but it does provide evidence of the standards of behaviour and conduct expected of a teacher whilst registered on a Programme at the Faculty of Education.

At all times, the health, education, safety and welfare of pupils are the most important factors in any decisions relating to progression through the programme.

Teachers work within a framework of legislation, statutory guidance and school policies which place particular importance on promoting equality of opportunity, challenging stereo-types, opposing prejudice and respecting individuals regardless of age, gender, disability, race, ethnicity, class, religion, marital status or sexual orientation.

The statement above has been framed as a general statement, recognising that it is impossible to specify in precise terms everything that could be considered to be professional misconduct now and in the future.

Key Requirements:

Through the Programme, professionalism is demonstrated by:

  1. Respect for others: including children, all school staff and staff from other agencies, parents and carers, other teachers, in accordance with Manchester Met and school policies. These include disciplinary procedures, Equality , anti-discriminatory and anti-bullying policies;
  2. Appropriate behaviour: towards all children and young people in relation to contacts in formal and informal settings;
  3. Regular attendance: including adherence to the procedures for notifying absence from all training elements of the Programme.
  4. Punctuality: as required by schools and by the demands of the programme of lectures, seminars, tutorials etc. for each Programme.
  5. Appropriate use of internet facilities: as required by policies of employing school (for example, in relation to the appropriate use of social networking sites).
  6. Ability to listen to and act upon feedback and advice: from mentors, class teachers and University tutors; the ability to work in professional teams and recognise that other professionals may have different perspectives.
  7. Teachers taking responsibility for their own learning: both in relation to requirements as set out in specific documentation and in taking responsibility for addressing concerns relating to their experience on the Programme by discussing such concerns with appropriate mentors and University tutors;
  8. Updating information honestly and accurately in relation to Enhanced Disclosure for the DBS and Health Declaration on an annual basis, or as soon as a change in circumstance or status requires.
  9. Adherence to all aspects of contract of employment with the employing school.

The Manchester Metropolitan University Regulations for Undergraduate and Taught Postgraduate Programmes of Study: Section 21 Grounds for determining that a student is professionally unsuitable to remain on a Programme leading to a professional qualification or conferring practitioner status include, but are not limited to:

  1. failure to meet or comply with the professional requirements related to the Programme;
  2. failure to adhere to the professional standards specified;
  3. failure to abide by specified codes of practice;
  4. unsuitability to undertake professional practice or placement;
  5. evidence of professional unsuitability;
  6. acquisition of a status (such as relevant criminal conviction) which renders continuation on the Programme or award inappropriate.

Consequences of failure to follow the Code of Professional Conduct

Action to be taken by the school and University.

If a teacher fails to follow the Code of Professional Conduct or if their professional or personal conduct gives rise for concern the matter should be managed in the first instance through the school’s own HR policies and procedures. The university should be informed if the procedures involved have an impact on the teacher’s ability to engage with the wider programme an impact on their ability to meet the Teachers’ Standards, in particular with respect to Part 2 Personal and Professional Conduct.