Secondary PGCE

1. Secondary PGCE Updates – Leads and Mentors Paul Taylor-McCartney Head of Secondary Teacher Education

2. 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)

3. Cohort numbers (June 21st) Accepted offers: 230 (with 4 weeks to go) • SDT: 97 • SDS: 36 • Core: 97

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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)

11. 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 owninterventions 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

12. 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)

13. 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

14. *SDS: usually have own timetable, oversee a pastoral group, start between 70 - 80 % and retain this throughout year.

15. Secondary Programme Calendar – 16/17

16. 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)

17. 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