Initial School Experience and Professional Development

Module summary

Module code: TEAC1175
Level: 6
Credits: 30
School: Education, Health and Human Sci
Department: Education
Module Coordinator(s): Roger Mcdonald

Specification

Pre and co requisites

All students must be in good standing, as determined by the programme leader, in order to undertake TEAC 1175. Indicators of ‘good standing’ would include appropriate levels of attendance; at least satisfactory progress in academic work and evidence of progress towards identified targets in professional development plans.

Aims

The overriding aim for this school experience is to enable students to begin to develop the professional attributes, knowledge, understanding and skills required of an effective practitioner in Early Years or primary settings. They will document their achievement of the Standards required for QTS. Students will also develop their ability to reflect on their professional development in order to improve their practice and identify clear targets for their Final School Experience.

Learning outcomes

On successful completion of this course a student will be able to:

1 Form and maintain effective and professional relationships with children, parents/carers and colleagues (TS7, TS8, TS Part 2)
2 Have a knowledge and understanding of the relevant statutory and non-statutory curricular frameworks and other government initiatives (TS3, TS4)

3 Create and sustain a stimulating and purposeful learning environment, including the use of a range of educational technologies to support children's learning (TS1, TS4, TS7, TS8)

4 Have knowledge and understanding of a range of approaches to teaching and learning (TS2, TS4, TS5, TS7)

5 Monitor, assess and record children’s learning and to use formative assessment to inform their planning and teaching (TS1, TS2, TS5, TS6)

6 Reflect on and improve their practice and act upon advice and feedback from mentors and tutors (TS3, TS4, TS8)
7 Demonstrate the ability to reflect on and improve their practice in the light of theoretical perspectives, and in response to advice and feedback from colleagues (TS 8);
8 Evidence an understanding of the professional duties of teachers and the statutory framework within which they work, including the statutory curriculum frameworks (TS 3, TS 8, TS Part 2);
9 Demonstrate knowledge of the legal requirements, national policies and guidance on Child Protection and safeguarding the well-being of children (TS Part 2);
10 Show the ability to identify priorities for early professional development in the context of induction (TS 8, TS Part 2).

Indicative content

Professional development:

Students’ will identify their own professional development through their ability to reflect constructively on their own and children’s learning in the light of practice and theoretical perspectives. In addition students will show knowledge and understanding of the age phases prior to and after the ones they are training to teach. Through the course students will understand the professional duties of teachers including the behaviour and attitudes which set the required standard for conduct in relation to Teachers’ Standards Part 2. These are taught through tutor sessions as well as individual tutorials.

Initial School Experience:

Students will be placed in a partnership school and their progress towards the Standards will be supported, monitored and assessed. Normally students will be paired in a class for their Initial School Experience in order that they can support one another with planning, evaluation and assessment of children's learning. A programme of School Based Training and University Professional Development days will enable students to develop and reflect on their professional skills, knowledge and understanding and set targets for development.

Teaching and learning activity

Professional development:

The development of students’ professional skills, knowledge and understanding will be supported through:
• Professional Tutor Group seminars/ school based seminars
• School Based Training
• Oral and written feedback from school based mentors and university tutors / school based teacher tutors
• Progress review meetings with school based mentors and university tutors /school based teacher tutors
• Lectures and workshops in the university taught courses / school based provision
• University Based Professional Development days during School Experience /school based provision
• Directed reading and directed study tasks

Initial School Experience:

During their Initial School Experience students will begin to develop their professional skills, knowledge and understanding through teaching mainly the core subjects and ICT/computer science. Initially they will plan, teach and assess groups of children but as their confidence and skills develop they will be expected to gain experience in teaching the whole class. Their professional development will be supported through School Based Training, (for example, meeting with co-ordinators and observation of experienced teachers) and through University Professional Development days, when they will have the opportunity to reflect on their professional development and children's learning with other students and their professional tutor. Observation of the student's teaching and Progress Review meetings will provide the context through which progress towards achievement of the Standards can be monitored and assessed and targets identified. At the post school experience de-brief students will discuss aspects of their practice (for example, their teaching of Systematic Synthetic Phonics) and identify areas for development.

Assessment

Are students required to pass all components in order to pass the course? Yes

Method of summative assessment: School experience
Outcomes assessed:1-7
Grading Mode (e.g. pass/ fail; %): Pass/Fail
Outline Details:Assessment will be made against the Students’ evidence of the Standards required for QTS and will be monitored
and assessed on a pass/fail basis. At this stage in the students' training, achievement of the Standards may be with the support of class teacher/mentor. Students who fail to reach the required Standards will be given one further opportunity to redeem.

Method of summative assessment: Standards review
Outcomes assessed:1-10
Grading Mode: pass/ fail;
Outline Details:Written reflection on evidence for QTS including achievement in inclusion, phonics and early maths.

Nature of FORMATIVE assessment supporting student learning:
Ongoing formative assessment through regular meetings and link tutor support.