1. School of Education New Co tutor TrainingStephanie Oswald: Partnership TutorNeil Burton Partnership ManagerSarah Burridge: Partnership AdministratorDenise Burn: Programme Administrator Husnara Bibi: Programme Administrator www.le.ac.uk

2. PGCE Course Structure Calendar on last page of the Course Handbook • Preliminary attachment (10 days in primary & linked secondary school) • University weeks (A1 & B1) • Placement induction visits (2 x 2 days during A1 & B1 weeks) • Block attachments (A2 & B2) • Reduced attachments (A3 & B3) • 24/ 36 weeks in schools

3. University Weeks • Monday – am TDC / pm Workshops & Visits • Tuesday – Subject groups • Wednesday – am TDC / pm Workshops & Visits • Thursday – Subject groups • Friday – Specialist/Subsidiary courses

4. TDC Core sessions: 3 strands • Reflective practice • Career development • Professional values • Supported by Professional foci on Blackboard (VLE)

5. Role of a co tutor: Mentor and Assessor

6. A mentor is a facilitator who empowers practitioners and draws them to learn for themselves by reflecting on practice. (Fletcher, 1995)

7. Co ordinator’s responsibilities:; • Oversee the training of all the student teachers, ensures deadlines are met • Whole school induction • Provide support for Professional Foci • Moderate the judgements of the co tutors (as registered assessor) • Interim Report • Contributes to and countersigns the Phase Report • In Phase B, 6th IAP tutorial

8. Co Tutor’s responsibilities: Sort out teaching timetable Weekly meetings IAPs Observations Monitor lesson planning and evaluations Liaise with other staff who might have an input Write end of Phase Report

9. Expected teaching load for student teacher:

10. Using ERFs • Provide a comment about the School File of each student teacher (with a focus on planning and preparation) at an early stage of the A2 and B2 weeks; • Make at least one set of observation comments for each student teacher before the moderation visit of the University tutor; • Make at least one set of observation comments for each student teacher for each week of the A2 and B2 weeks; • Ensure that for each class taught by a student teacher, there are observation comments made during the block attachment

11. IAP process • 3 IAP tutorials in each placement • Before the first one in Phase A student fills in an initial Self-evaluation Questionnaire • Before the rest, student fills in IAP pre-meeting Reflection notes • Last IAP tutorial of the year is ‘Transition’ tutorial, with Coordinator, and informs CEDP targets Examples of these forms are in the Course Handbook and Co tutor handbook

12. Writing the report • Electronic copy of form from your Co -ordinator • Make comments under each Standard. • Use the student teacher’s Standard Record to identify evidence, if you need (exemplar on gold pages at back of Course handbook)

13. To support you in writing the Phase Report Course Handbook: • Key dates p2 • Assessment pink pages • P50 onwards Level Descriptors • Exemplars p63/4 • Exemplification p65/73 • Example report (white pages at the back of handbook)

14. Levels • Descriptors and exemplification in pink pages of Course Handbook • ‘best fit’ model • Should be used formatively with trainee E Exceptional H High Q QTS P Potential L Low

15. Look at student teacher’s evidence 4 ‘sources of evidence’ O = Observation F = School File R = Reflective Journal U = University assignment Evidence for writing the report will come from O and F mainly

16. Other sources of info/ support • Subject Handbook • Co Tutor Handbook (nb diary p2) • University Tutor • Co ordinator

17. Cause for Concern form • Commendation Form

18. All Handbooks, Forms etc here: https://www2.le.ac.uk/departments/education/pgce/secondary/secpgcehandbooks

19. Questions?