Secondary PGCE
The Secondary PGCE program offers modules in Subject Studies, Reflective Practice, and Professional Practice, leading to a recommendation for QTS. The course emphasizes identity and values essential to Warwick teachers, with cohort numbers showing strong interest. Developments for 17/18 focus on cohort management, mentor training, and subject knowledge. Partnerships include Programme contributions, recruitment days, and alumni tracking. Expect the highest quality provision with dedicated support for trainees and professional relationships.
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Presentation Transcript
Secondary PGCE Updates Leads and Mentors Paul Taylor-McCartney Head of Secondary Teacher Education
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)
Cohort numbers (June 21st) Accepted offers: 230 (with 4 weeks to go) SDT: 97 SDS: 36 Core: 97
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
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
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
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
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
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
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)
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
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)
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
Half Term No of lessons based on 5 lessons per day Where placement takes place % of 4 days teaching Autumn term 1 Observations and targeted reflections, some small group teaching or team teaching. Base School 13 Up to 70% Autumn term Teaching Base School 8 2 Up to 50% Spring term 1 Observations and targeted reflections, some teaching or team teaching. 2ndPlacement School 13 Up to 70% Spring term 2 Base School (SD) Teaching 11 2ndPlacement School (PGCE Core) Up to 60% Summer term Base School (SD) Teaching 13 1 2ndPlacement School (PGCE Core) Up to 70% Summer term Base School (SD) Up to 70% 13 2 2ndPlacement School (PGCE Core) Up to 90% SDS* 16 *SDS: usually have own timetable, oversee a pastoral group, start between 70 - 80 % and retain this throughout year.
School Direct Core AP Assignments Wk Beginning Uni wk Mon Tue Wed Thur Fri Uni Days Mon Tue Wed Thur Fri Uni Days 21-Aug-17 47 Uni Uni Uni Uni Uni 5 PG1a 28-Aug-17 48 BH Uni Uni Uni Uni 4 BH 04-Sep-17 49 0 0 Core Core Core Core Core 5 Alliance 11-Sep-17 50 PG1a Secondary Programme Calendar 16/17 Core Core Core Core Uni Uni 18-Sep-17 51 1 5 Uni 25-Sep-17 52 Uni 1 1 Uni 02-Oct-17 1 Uni 1 1 Uni 09-Oct-17 2 Uni 1 1 AP1 16-Oct-17 3 ShoE 1 ShoE 1 Half-term (Reading Week) - All Except Leics 23-Oct-17 4 1 Uni 1 30-Oct-17 5 Uni 1 Uni 1 06-Nov-17 6 Uni Reading Reading 13-Nov-17 7 0 0 Uni 20-Nov-17 8 Uni 1 1 Uni 27-Nov-17 9 Uni 1 1 04-Dec-17 10 ShoE 1 ShoE 1 RiA Conf 11-Dec-17 11 1 1 AP2 RiA Conf 18-Dec-17 12 1 0 Alliance School Christmas Break 25-Dec-17 13 PG1 Over Christmas Break Christmas Break 01-Jan-18 14 Uni 08-Jan-18 15 Uni 1 1 Uni 15-Jan-18 16 Uni 1 1 Core Alliance 22-Jan-18 17 1 1 Uni 29-Jan-18 18 Uni 1 1 PG1 return Uni 05-Feb-18 19 Uni 1 1 AP3 Reading Reading 12-Feb-18 20 0 0 Half-term (Reading Week) - All 19-Feb-18 21 Uni 26-Feb-18 22 Uni 1 1 Uni Uni 05-Mar-18 23 1 1 12-Mar-18 24 ShoE 1 ShoE 1 19-Mar-18 25 1 1 AP4 SEN / EAL SEN / EAL 26-Mar-18 26 BH BH Easter Holiday 02-Apr-18 27 PG2 Over Easter Holiday Easter Holiday 09-Apr-18 28 Uni 16-Apr-18 29 Uni 1 1 Uni 23-Apr-18 30 Uni 1 1 Core Alliance 30-Apr-18 31 1 1 Uni 07-May-18 32 BH Uni 1 BH 1 AP5 Mon: PG2 return Fri : PG tutorials Reading 14-May-18 33 Reading 0 0 Uni 21-May-18 34 Uni 1 1 Posters and Resubmissions Half-term (Reading Week) - All 28-May-18 35 04-Jun-18 36 11-Jun-18 37 18-Jun-18 38 AP6 Transition Transition 25-Jun-18 39 2 2
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)
And finally Any questions? Contact me: Paul Taylor-McCartney Head of Secondary Teacher Education t: +44 (0)24 7652 2297 m: 07876 877904 E: P.C.Taylor.1@warwick.ac.uk Centre for Professional Education | University of Warwick | Coventry | CV4 8EE | UK
