Further Education and Training Programme Handbook Further Education and Training University Higher Diploma / Post Graduate Certificate in Education Full Time Programme 2015 - 2016 Disability Support Services Statement SpLD (Specific Learning Difficulties) Support Team Inclusion Team (Physical and Mental Health) Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is important to contact us as early as possible. SpLD Support Team: Based in the University Library, 1st floor You can contact us in relation to: SpLD assessments (Dyslexia, Dyspraxia) Specialist SpLD support Using assistive technology Applying for Disabled Students’ Allowances (DSA) Visual stress / Meares-Irlen The Inclusion Team: Based in the Student Information Centre (SIC), ground floor If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you on: Applying for Disabled Students’ Allowances (DSA) Specialist and/or personal support ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment SpLD Support Team In person: University Library, Ormskirk, 1st floor Tel: 01695 584372 E-mail: SpLD@edgehill.ac.uk The Inclusion Team In person: SIC, Ormskirk, ground floor Tel: 01695 584190 E-mail: InclusionTeam@edgehill.ac.uk 2 Equality and Diversity – Policy Summary Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’ The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background. The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities. The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate. The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them. Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University. Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student services@edgehill.ac.uk). The Student Information Officer will refer you on to an individual member of staff as appropriate. A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk. 3 Contents Page no. Disability Support Services Statement 2 Equality and Diversity 3 Welcome 6 Introduction 8 Glossary of Terms 9 Trainee Identity 11 Roles and Responsibilities 14 Overview of Programme 19 Trainee Voice 23 Quality Assurance and Quality Enhancement 26 Teaching, Learning and Assessment 27 EHU ITT Professional Practice* 28 Lines of Communication 31 Useful Contact Information for Trainees 32 Employability, including References 33 NQT Programme 34 Teaching Unions 35 Timetables 36 Assessment Schedule 37 Extension Policy 37 Professional Code of Conduct* 38 On Programme Self Declaration Procedure* 39 (Updated 2nd December 2015) 4 Attendance Expectations 41 Academic and Professional Review Meetings (APRM)* 42 Exceptional Mitigating Circumstances (EMC)* 43 Safeguarding – Management of a Cause for Concern* 44 Further Education and Training Professional Standards 46 Appendix – Coherence Maps 47 Items above that are marked with * denote that there is further information / documentation available in the Policies and Procedures folder in Blackboard Learning Edge (Updated 2nd December 2015) 5 Welcome Meet the Further Education and Training Team Margaret Postance Jane Wood Head of Area Assistant Head of Area Heather Mather Programme Leader Lindsey Lythgoe Course Leader John Dickinson Senior Lecturer Mike Stoddart Senior Lecturer Andy Whittle Senior Lecturer Kristian Robinson Senior Lecturer Vicky Duckworth Senior Lecturer Lucy Mitchell Lecturer On behalf of all the tutors in the Further Education and Training (FET) Partnership, we welcome you to the Faculty of Education at Edge Hill University. We are sure you will enjoy an exciting and rewarding year during which you will face opportunities and challenges. These will help develop your skills as a teacher in the Further Education and Training sector, and enable you to move towards obtaining Qualified Teacher Learning and Skills (QTLS). In April 2011, the programme was rated as outstanding by Ofsted and achieved a grade 1 in all 11 inspection cells. In June 2014 the programme was again rated Outstanding by Ofsted. This makes the Further Education and Training provision at Edge Hill University the only provider in the country to have achieved all cells as a grade 1 on two successive occasions. It is, in the words of the Lead Inspector, a programme that is “the benchmark for the sector” and you are now part of that programme. 6 You may start the year with some apprehension, but please feel confident in approaching appropriate staff from the Further Education and Training team who will be happy to help and guide you. It is worth pointing out that all information relevant to the programme is provided in the appropriate handbook: Programme Handbook, Module Handbook(s) and/or Professional Practice handbook and important policy documents are also included in the Policies and Procedures folder in Blackboard Learning Edge Further Education and Training Area. It is important also to note that you are subject to wider university policies and regulations, for example Academic Regulations, which can be found on the university website. Please check handbooks and Blackboard Learning Edge if you have a query, especially if you are out on professional practice and not due to see tutors face to face. Best wishes for a successful and productive year The Further Education and Training Team 7 Introduction The Further Education and Training sector is diverse and rapidly changing. We aim to help you develop the knowledge, skills, flexibility and resilience that will help you to develop into outstanding teachers who are valued by the sector. The Programme Handbook for September 2015 is designed to provide you with a range of information that will guide your understanding of the Further Education and Training programme and should be read in conjunction with the Professional Practice Handbook and Module Handbooks. The programme will be challenging, innovative, rigorous and enjoyable: it requires a great deal of commitment from you. Important policies and procedures are detailed in this handbook and on the Further Education and Training programme area in Blackboard Learning Edge and it is your responsibility to ensure you are familiar with them and follow them. If you have any queries about any aspect of this information, please bring this to the attention of your Personal Tutor, your Group Tutor or the Course Leader. 8 Glossary The following glossary is intended to be a quick reference guide and is supported by more in-depth information later in the handbook / in the Professional Practice Handbook. Associate Tutor Associate Tutors (ATs) are employed by the university but not in a full time role. Associate Tutors may also be module tutors and Personal Tutors. Course Leader The Course Leader has responsibility for your programme and is involved in all aspects of the programme EMC Exceptional Mitigating Circumstances – this is an application to request special arrangements linked to your Professional Practice or for submission of academic assignments. The application form is available from Student Services and must be supported by medical or other appropriate evidence. Full information can be found in the Policies and Procedures folder in Blackboard Learning Edge Group Tutor A Group Tutor is appointed to every group of trainees and can discuss relevant issues during Group Tutorials. Group Tutorials Group Tutorials are embedded into the programme, either immediately preceding or immediately following the Practising Teacher module delivery on a weekly basis. Group Tutorials are not ‘free time’ but a useful opportunity to share experiences of the programme and/or your Professional Practice. Attendance is tracked for these sessions as well as for module delivery. Intercalation This is an application to suspend your studies for a specific length of time. Full information can be found in the Policies and Procedures folder in Blackboard Learning Edge. Mentor Your mentor is a partner in your training who works in your Professional Practice setting and has both subject expertise and teaching experience. Module Tutor Responsible for the delivery of one or more modules on the programme. This is the person who can answer day to day questions about the specific module they are delivering and should be first port of call if you have any questions about content or assessment of the module. Module Leader Has overall responsibility for a specific module and who is responsible for the content and the assessment activities. NQT Newly Qualified Teacher – increasingly graduates from the Further Education and Training programmes are referred to as NQTs, although this term specifically applies to graduates from 9 Primary and Secondary Initial Teacher Training Programmes, and implies a legal requirement to carry out certain activities during the first year of teaching. This requirement does not extend to graduates of Further Education and Training programmes (see information on Professional Formation). Ofsted inspectors use this term to mean any graduate of any Initial Teacher Training programme who is in their first year of teaching, and they track the progress of all such graduates during their inspections. You may also see the term ‘Former Trainees’ used in this context. Personal Tutor Your Personal Tutor is a partner in your training who works for the university and who has overall responsibility to hold tutorials with you and regularly checks your progress with your eportfolio. Your Personal Tutor will visit you regularly at your Professional Practice setting to observe your practice and discuss your progress with your Mentor. PDO The Placement Development Officer works closely with other members of the Further Education and Training team to secure settings that are able to offer Professional Practice opportunities. PQO The Placement Quality Officers work with the PDO and the rest of the Further Education and Training team to ensure that we have up to date information on all the Professional Practice settings that we are using. QTLS Qualified Teacher Learning and Skills. This programme gives you threshold QTLS status. You do not have full QTLS status until you have completed Professional Formation via the Society for Education and Training. QTS Qualified Teacher Status. This status only applies to graduates of Initial Teacher Training programmes for Primary or Secondary school teaching. RQT Recently Qualified Teacher is used to describe graduates from Initial Teacher Training programmes who are in their second year of teaching. SSCF Staff Student Consultative Forum. This term covers meetings between Student Ambassadors (elected by every group within the cohort) and senior members of the staff team. Teacher Number When you are applying for jobs, you may be asked for your Teacher Number. This only applies to graduates who hold QTS status. Graduates from Further Education and Training programmes, regardless of whether they have achieved full QTLS status do not have a Teacher Number. 10 Trainee Identity The Edge Hill University Further Education and Training Trainee The Edge Hill University Further Education and Training ITT programme supports each trainee in developing their own individual teaching personality and drive to become good/outstanding and reflective professional practitioners. As such, they present personal traits including honesty, resilience, integrity, empathy, and conscientiousness and are highly knowledgeable, excellent communicators who possess an informed capacity for critical reflection. Above all they are highly professional in attitude and behaviour, demonstrating an awareness of the public perception of teachers within social media and ensuring that they fulfil the role to the highest expectations including dress, language and personal conduct. Each trainee receives bespoke training and support from highly qualified expert trainers from across the EHU Partnership – both university and professional practice based - to enable them to become inspirational, creative and innovative teachers. As such, EHU Further Education and Training trainees are offered every opportunity to become outstanding leaders of education and training who are highly competent in offering the highest levels of student experience to learners within the sector. They will be a significant asset to any Further Education sector setting offering employment opportunities. Every trainee will be offered optimum opportunity to develop their own individual teaching ‘personality’ and personal professional principles relating to the professional standards for the sector with the following elements forming the essential core necessary to be an outstanding practitioner: Teaching and Learning / subject knowledge: Subject Knowledge - expert subject knowledge across the breadth and depth of the curriculum to support teaching, learning and assessment Specific Curriculum - understand the relevant curriculum requirements, including vocational education, for the subject specialism, and its associated examination and assessment arrangements. Awareness of Current Sector Developments – confidence and competence in own awareness of emerging issues relating to the sector e.g. raising of the school leaving age, developing and maintaining resilience, importance and impact of total professionalism (appropriate professional dress), 14 – 19 agenda etc. English / Literacy / Functional Skills - confidence and competence in promoting opportunities for the development and reinforcement of the skills required relating to all aspects of literacy – specifically reading, writing and communication. Mathematics / Numeracy / Functional Skills – confidence and competence in promoting opportunities for the development and reinforcement of the skills required relating to all aspects of numeracy. Technology Enhanced Learning - effective use of appropriate new and emerging technologies to effectively support learning and fully engage learning potential. 11 Professionalism: Professionalism – maintain professional behaviour at all times including an appropriate attitude and dress code. Dual Professionalism – teachers who are already professionals in their specialist area (e.g. Accountancy, Engineering, Nursing) are being supported to develop the dual professionalism of combining that with teaching expertise. Professional Identity - developing the set of attitudes, beliefs, experiences, ideals and principles that define a person in their professional career through interaction with other people/professionals. Working in a Team - work with colleagues – teaching and non-teaching, as part of a wider team. Leading the Work of Other Adults – where appropriate, demonstrate confidence and competence in leading the work of other additional adults in the learning setting to achieve learning objectives (e.g. learning support staff). Communication - confidence and competence in communicating effectively with all stakeholders – students, parents, colleagues, line managers etc. Assessment for and of Learning: Assessment and Using Data o collect and record appropriate formative and summative assessment data o use assessment data effectively to identify students’ progress and to support their learning. o use assessment data to comprehensively evaluate the quality of teaching, learning and assessment. Reporting Student Progress - report students’ progress to a range of colleagues in the setting to meet requirements of a range of purposes. Giving Feedback - give effective feedback (written and verbal) to students to enable them to reflect on their progress and identify their own emerging needs. Safeguarding: Safeguarding - knowledge of the teacher/ trainer's statutory responsibilities for the welfare and safeguarding of students. E-safety - understand and promote e-safety. Behaviour for Learning: Good Behaviour and Discipline - develop strategies to promote and manage good behaviour successfully and tackle bullying, including cyber and prejudice-based bullying. Challenge and Motivate - challenge and motivate all students and in particular in schools/colleges and settings where attainment is low. 12 Inclusion / Differentiation / Protected Characteristics (Equality Act 2010): Causes of Low Attainment - understand the causes of low attainment in underperforming individuals/ groups of students. Ensuring Student Progress o Identify and build on students’ prior knowledge to ensure their progress. o Select and use learning and teaching strategies, including the identification of appropriate learning resources that are effective in ensuring progress for all students including those from underperforming groups. Minority Ethnic Backgrounds - confidence and competence in preparing to teach students from minority ethnic backgrounds. English as an Additional Language (EAL) / English for Speakers of Other Languages (ESOL) - confidence and competence in preparing to teach students with English as an additional language. Special Educational Needs and Disabilities - confidence and competence in preparing and delivering learning for students with special educational needs and disabilities with appropriate professional support. Protected Characteristics – confidence and competence in preparing and delivering learning for students who have protected characteristics under the Equality Act 2010; gender, sexual or gender identity, ethnicity, age, different faiths, disability, special educational needs - in order to ensure inclusion and progression. Research and Progression: Educational Research - access educational research; assess the robustness of that research and apply outcomes to the development of teaching, learning and assessment practice. Applying Theory - integrate the theoretical elements of the ITT programme with professional practice to support critical reflection and personal and professional development. Professional Development - commitment to identifying and engaging with on-going professional development needs. Gaining Employment - confidence and competence in applying for teaching posts within the sector. 13 Roles and Responsibilities Leadership of your Programme Margaret Postance Jane Wood Heather Mather Lindsey Lythgoe Head of Area Assistant Head of Area Programme Leader Course Leader margaret.postance@edgehill.ac.uk 01695 650902 jane.wood@edgehill.ac.uk 01695 650949 matherh@edgehill.ac.uk 01695 657357 lindsey.lythgoe@edgehill.ac.uk 01695 657 289 mike.stoddart@edgehill.ac.uk 01695 587991 dickinsj@edgehill.ac.uk 01695 650830 lindsey.lythgoe@edgehill.ac.uk 01695 657289 whittlea@edgheill.ac.uk 01695 657378 robinsk@edgehill.ac.uk 01695 657360 Module Leaders Mike Stoddart John Dickinson Lindsey Lythgoe Andy Whittle Kristian Robinson The Developing Teacher The Professional Teacher The Practising Teacher The Specialist Teacher The Outstanding Teacher Dr. Vicky Duckworth Module Tutor vicky.duckworth@edgehill.ac.uk 01695 650861 Lucy Mitchell Module Tutor mitchell@edgehill.ac.uk 01695 657286 Professional Support Team Russell Sugden Hannah Brocken Administrative Team Leader Programme Administrator 01695 650896 FETSupportTeam@edgehill.ac.uk 01695 584271 14 Roles and responsibilities in the Further Education and Training Partnership The delivery of effective training depends on a well-coordinated partnership, with all participants having clear and mutually understood roles and responsibilities. The main participants are: The Trainee The Personal Tutor The Mentor The Group Tutor The Module Tutor The Module Leader The Course Leader The Programme Leader The Assistant Head of Area The Head of Area Their respective roles and responsibilities are summarised below: The Trainee (You) As a trainee in the Further Education and Training Partnership, from the start of your programme you will be introduced to issues of professionalism in teaching, and you are expected to take full responsibility for your own professional development. You are a partner in the training process and are expected to be proactive in identifying your training needs and to use your time on Professional Practice to develop both your understanding of these issues and your own practice. It is expected that you will: Adopt a professional approach to all aspects of your classroom-based training and your professional practice in a college/training setting Attend regularly and punctually and contact relevant people in the event of any absence Familiarise yourself with institutional policies and procedures and adhere to them Conform to appropriate professional standards (including dress and demeanour) Be available to discuss progress with tutors and mentors at agreed times and engage constructively with feedback offered Ensure your e-portfolio is kept up-to-date Seek to take a full and active part in the wider aspects of a further education teacher’s role Engage in a positive way with all module and course evaluations. 15 As a Trainee you will acknowledge and recognise your professional responsibilities by signing a Code of Professional Conduct at the start of the Programme. Edge Hill University treats breaches of this Code of Conduct very seriously and will implement the Academic and Professional Review Meeting mechanism as soon as a breach is reported. Please note that, when a breach of the Professional Code of Conduct is considered to be extremely serious, the outcome can result in a trainee being removed from the programme. The Personal Tutor All trainees will be allocated a Personal Tutor. Your Personal Tutor will meet with you regularly during the course of your study to set appropriate targets for the next stage of training. They will have a responsibility to observe your Professional Practice and will monitor your completion of your e-portfolio. Your Personal Tutor will be engaged in on-going communication with your Mentor to supervise and support your professional development. They have overall responsibility for you whilst you are on Professional Practice and will ensure that the training embedded into your Professional Practice is of high quality and that mentor support and guidance meets the guidelines in the Professional Practice Handbook. The Personal Tutor will undertake two joint observations of your teaching, alongside your Mentor to standardise the assessment judgements and will also attend and contribute to the progress meetings at which interim and summative grades are agreed. The Mentor Your Mentor is an experienced teacher who is qualified in your subject area and who will help you to settle into your Professional Practice and then work closely with you throughout the period of the practice. They will assist with the practical day to day issues such as timetabling and will respond to any pastoral and professional issues. They will meet with you on a regular basis and provide support and guidance in your subject specialism and may be able to support your Breadth of Experience. After the first joint observation with your Personal Tutor they will complete their own subject specific session observations of your teaching. They will also be part of the interim and summative meetings that will identify your grades for professional practice and establish relevant targets, which will further structure your development. All Mentors undergo mentor training either at the University, at a Further Education and Training Partnership Centre or in-situ. The Professional Practice Handbook provides detailed guidance for mentors on their role. You can gain important information about your role in the mentoring relationship by attending the Expert Practitioner Series of lectures. 16 The Group Tutor The Group Tutor plays an important role within the programme and facilitates discussion of experiences that you and other trainees may have whilst on Professional Practice and can help allay worries you may have about modules or assignments, although you should always ask your module tutor if you have a specific question about a module or assessment. The Group Tutors may pass concerns on to the Course Leader or Programme Leader if any serious concerns are raised during Group Tutorial sessions. Trainee feedback on the Group Tutorial sessions has included: “I now feel more prepared for any challenges I may face from hearing about the challenges that other trainees in the group have faced and overcome” “(Group Tutorials) were a great way to be able to exchange views and opinions with other trainees who are able to relate and offer solutions to any challenges we may be facing.” The Module Tutor This is the tutor who will deliver the module(s) and guide trainees through its content and assessment requirements. In most circumstances the Module Tutor will also be the first marker of trainee assignment(s). Module Tutors do not provide definitive guidance on the module or the assessment strategy, as that is the responsibility of the Module Leader (see above). Module Handbooks contain information and guidance on the module and on the assessment strategy and you should read these carefully. The Module Leader This is the tutor who has developed the module and is responsible for guiding the Module Tutors who will be delivering the module, Module Leaders coordinate the moderation of assignments for all trainees studying that particular module. The Module Leader will also collate the module evaluations provided by trainees in order to inform future planning. If you have a serious concern about your module you should contact the Module Leader in the first instance. The Course Leader The Course Leader has responsibility for your programme and is involved in all aspects of the programme, including tracking attendance and achievement across all areas of the programme. The Course Leader supports Personal Tutors, Module Leaders and Module Tutors to ensure they can support trainees over the duration of the programme. If you have a serious concern about your programme you should contact the Course Leader in the first instance. 17 The Programme Leader Oversees the day to day running of the programmes within the Area including school/college/setting based training and franchise provision, and ensures that the programmes are effectively administered in respect of programme timetables, assessment procedures and communications to trainees. The Assistant Head of Area Leads the effective development of tutors (including those on probation), associate tutors and liaison tutors across the partnership in order to ensure outstanding training and outcomes for all trainees, supporting the Head of Further Education and Training to ensure that staff are deployed, inducted, trained and developed effectively. The Assistant Head of Area also ensures the regular tracking and monitoring of trainee achievement and attainment data to ensure that the data is accurate, analysed, and reported on regularly throughout the year; and ensure appropriate interventions are undertaken for individuals and groups as appropriate The Head of Area This is a key senior management role within the Faculty of Education. Working closely with the Dean of Education and the Associate Dean (ITT) the role carries with it shared responsibility for the strategic direction of the Further Education and Training Area and for all aspects of operational planning and management. The Head of Area reviews Further Education and Training Area structures to ensure that roles and responsibilities are clearly defined, reporting lines operate effectively and that accountabilities are clear. The Head of Area also ensures the currency and competitiveness of both curriculum design and content and the learning environment, provides leadership in driving and supporting improvement, and in the management and recording of data and documentation in ongoing anticipation of Ofsted inspection. 18 Overview of the Programme The Further Education and Training full-time programme is a structured programme that has been designed to support the trainee journey from early-stage to outstanding teacher. Teaching on the programme takes place over two full days per week on Thursdays and Fridays. Formal teaching takes place in two sessions per day. Morning sessions take place at 9:00 – 12:00 and afternoon sessions at 1:00 – 4:00. We expect trainees to be available until 5:00pm in order to facilitate any additional activities such as individual tutorials, attendance at the Expert Practitioner series of lectures or any other activity that will have a positive impact on personal or professional development. You will not be required to stay until 5:00 every week, but will receive plenty of notice of the occasions that we do need you to stay until this time. The Further Education and Training full time programme is a 12 month (3 term) programme that consists of: 1. Five taught modules. To successfully achieve a PGCE or UHD you must have achieved a minimum of a Pass grade in all five modules (150 credits). 2. Personal and Professional Development. This relates to your individual learning needs and your achievement of the Professional Standards for Teachers and Trainers in Further Education and Training. It includes a focus on teachers’ legal responsibilities, statutory requirements, professional conduct and relationships with students, parents and other agencies. Your e-Portfolio is a record of your individual learning and development over the entire length of the programme and incorporates the evidence of your professional practice. 3. Professional Practice. You will undertake Professional Practice in a school/college/training setting, with a minimum of 100 hours teaching together with enhancement opportunities that will take your total to 130 hours. To be successful on the Further Education and Training programme, which includes the recommendation for Qualified Teacher Learning and Skills (QTLS), you will be required to: • satisfactorily complete all of the assessment outcomes of the modules that you study • demonstrate that you have met all of the Professional Standards for Teachers and Trainers in Further Education and Training and performed these to a high level • meet all professional and academic requirements relating to the programme Your overall achievement on the PGCE or UHD is recorded as a Pass, it is not graded on your Certificate. Your performance on your Professional Practice is graded against the Ofsted framework (Outstanding, Good, Requires Improvement or Inadequate) as well as against the Grading Criteria for Professional Standards and these grades are recorded in your reference. 19 The programme consists of 5 modules and is delivered as shown below: The Developing Teacher - establishing the basics in planning, delivery and context. Starts September, finishes early November. 30 Credits at Level 4 or Level 6 The Professional Teacher – fulfilling your role and responsibilities. Builds on information and skills from the first module. Starts early November, finishes midJanuary. 30 Credits at Level 4, Level 5** or Level 7* The Specialist Teacher – embedding English and maths for different learners, subjects and contexts. Develops knowledge and skills against core government drivers within the sector. Starts mid-January, finishes mid-March. 30 Credits at Level 5 or Level 7* The Outstanding Teacher – ensuring you drive up the quality of teaching and learning and the outcomes for your learners. Brings knowledge and skills together and looks to your future. Starts early February, finishes midMay. 30 Credits at Level 5 or Level 7* The Practising Teacher – engaging with learners and colleagues at your professional practice placement. This module runs for the entire programme and enables you to put theory into practice as well as provide evidence of your personal and professional development and teaching. Starts September, finishes mid-May. 30 Credits at Level 5 or Level 7* The Programme aims to develop practitioners who: 1. Are passionate, committed and enthusiastic in nurturing educational opportunities to enable all learners to develop and fulfil their aspirations and reach their academic and personal potential 2. Build positive relationships to create a culture of mutual trust, professionalism and respect with learners and colleagues in order to challenge beliefs, assumptions and practice. 3. Work cooperatively and collaboratively with stakeholders, colleagues and learners to meet the requirements of employers and the diverse needs of all learners in the sector. 4. Design, deliver and evaluate a variety of creative and innovative teaching, learning and assessment practices including the imaginative use of technology enhanced learning. 5. Are critically reflective, committed to continuous professional development and engage in research to update and enhance their personal expertise and subject knowledge. Teaching and Learning within the Programme. Each element of the programme has a clearly structured taught element. Trainees will have varying amounts of learning and contact time across the different elements, including: 20 Face-to-face taught time Technology informed learning Reading and research time/independent study Work-based preparation and investigation Professional practice. It is important to note that, in line with all other universities, Edge Hill University assumes 10 hours of study for each credit awarded; thus each 30 credit module should require 300 hours of study. All modules on the course are taught on a nominal 60 hours contact, so you will see that we expect you to invest a considerable amount of your time outside classes to autonomous learning. Outcomes and Levels For graduates, the programme comprises five modules, leading to a Post Graduate Certificate (PGCE) in Further Education and Training at Level 7. In total the credit value of all modules is 150 credits, 30 at Level 6 and 120 at Level 7. In order to achieve a Level 7 award you need a minimum of 60 credits at this level. You will be assessed at Level 7 in each of the modules identified as carrying Level 7 credits in the table above*. Should you be unsuccessful at your first attempt, there will be a further opportunity to resubmit at Level 7. If you are unsuccessful for a second time, and therefore fail the re-assessment opportunity, the work will be assessed again against Level 6 criteria to result in a Level 6 attainment for any of the four modules. There will then be no further re-assessment opportunities. If you do not achieve a minimum of 60 credits at Level 7, then you would be awarded a Level 6 award entitled Professional Graduate Certificate. A Level 7 award will provide you with a minimum of 60 (and a maximum of 90 out of a possible 120) credits that can be carried towards an Edge Hill University Master’s Degree in Education, which will help your professional development profile as a teacher. Further guidance and support on studying at Level 7 will be given on this during the programme. For under-graduates, the five modules lead to an Edge Hill University Higher Diploma in Further Education and Training, a Level 5 Award. In total the credit value of all modules is 150 credits, 30 – 60 at Level 4, and with a maximum of 120 credits at Level 5. Trainees on the University Higher Diploma will be assessed at Level 5 in each of the modules identified as carrying Level 5 credits in the table above**. Please note that the second module, The Professional Teacher will be assessed at Level 5, should you be unsuccessful at this level in your first attempt, there will be a further opportunity to resubmit at Level 5. If you are unsuccessful for a second time and therefore fail the reassessment opportunity, the work will be assessed again against Level 4 criteria. In order to pass the University Higher Diploma at Level 5, you must achieve a minimum of 90 credits at Level 5. There is a progression route from the University Higher Diploma to the Foundation Degree in the Lifelong Learning Sector and then to BA (Hons) Teaching in the Lifelong Learning Sector. 21 Trainee Voice “All students should have the opportunity to be involved in quality enhancement and assurance processes…….. In considering approaches it is important that higher education providers create a culture and environment where students are encouraged to take up the opportunities on offer.” Chapter B5, QAA Quality Code Our aim within the Faculty of Education is to go beyond mere consultation, or representation of trainees in decision-making, and to try and create a genuine partnership with each and every trainee. We believe that where a genuine partnership exists, trainees not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our primary means of developing this partnership is to create an environment in which all parties feel valued; and to create a wide range of opportunities for any trainee to engage in dialogue which leads to educational enhancement and assurance of quality. The following list sets out some of the main ways in which every trainee can have a voice within their programme: o o o o o o o Evaluation; including The Internal Student Survey and The NQT Survey Staff-Student Consultative Forums (SSCFs) Focus Groups Boards and Committees Course Representation Curriculum Development Personal Tutor discussions The purpose of gathering trainees’ feedback is twofold. Firstly, it allows best practice to be recognised, celebrated and built upon; and secondly, it allows areas for improvement to be identified and acted upon. In the past year trainees have fed back many positive things relating to the Further Education and Training programme including: “Tutors have in depth subject knowledge which has resulted in “first class teaching”. The tutors’ teaching methods - specifically their differentiation and the way that they used their own experiences as examples in teaching showed us how to put things into practice”. “Tutors are great role models in helping us discover our own specific teaching styles”. Based on all of the helpful feedback received the programme team has undertaken the following enhancements to module delivery and the structure of the e-portfolio for 2015 - 16. o Order of topics within modules has been revisited and coordinated across all modules o The structure of the e-portfolio has been further refined to enhance navigation between sections The table overleaf sets out the ways in which the trainee voice will be captured during the coming academic year. 22 Trainee Voice Overview – Further Education and Training September Potential Trainees October November December January February March April May June SSCF Student Consultative Meeting 2 End of year Evaluation and Exit Survey SERIM July Aug. Feedback questionnaire after each open event/recruitment event Feedback questionnaire after each interview, including questions about the rigour of the selection process Trainees First Week/ Induction Evaluation Partnership Programmes Board ITT Board Faculty Board SSCF Student Consultative Meeting 1 SERIM Focus Group Mid-year Evaluation Internal Student Survey Partnership Programmes Board ITT Board Faculty Board Partnership Programmes Board ITT Board Faculty Board NQTs/ Former Trainees Partnership Programmes Board ITT Board NQT Survey Faculty Board Partnership Programmes Board NQT/CPD Conference Feedback Employability Survey ITT Board ITT Board Faculty Board Faculty Board RQTs/ Past Trainees Partnership Programmes Board ITT Board Faculty Board Partnership Programmes Board ITT Board Faculty Board Employability Survey ITT Board Faculty Board Feedback to Trainees after: Induction Evaluation, SSCF Meetings, Focus Groups, Mid-year Evaluation and End of year Evaluation 23 Staff-Student Consultation The process of Staff-Student Consultation is set out below: Full Time Cohort Aim – To gather feedback from individual groups within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback. - 1 - 2 Student Ambassadors per group to be elected and trained in role - A minimum of two SSCFs per year to be planned - Programme Leader and Student Union to train all Student Ambassadors, and to confirm processes/expectations at the start of the year - Student Ambassadors meet with Programme Leader for discussion - Chaired by Programme Leader On-going feedback mechanisms to be established via Blackboard, as appropriate, and Course Leader to receive on-going feedback - Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report - - - Year Course Leader to produce an overview of actions on a termly basis for management team review Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report - Number of focus groups per year to be planned by the Head of Area or Assistant Head of Area - Timing to be planned by the Head of Area or Assistant Head of Area - Chaired by Head of Area or Assistant Head of Area - Minutes of meetings discussed, and actions confirmed, with Area Management Team - Focus to be confirmed but linked to Area priorities and issues raised at previous stages of the process across all programmes 24 Quality Assurance and Quality Enhancement External Examination Degree‐awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; and the external examination system within UK higher education is one of the principal means for assuring both. Within Further Education and Training we work with an External Examiner and an External Consultant and both of these roles are taken by experts in their subject, or field of work. Both the External Examiner and the External Consultant are colleagues from other Higher Education institutions. They are independent experts who have no significant prior association with the programme team. Our externals are valued partners at Edge Hill University and the work they undertake allows us to be assured of the quality of the programmes we deliver. They also provide invaluable advice and identify enhancement opportunities in order to continue to improve programmes. External colleagues may also visit a sample of trainees on placement and will observe them teaching and may also look at trainees’ files. They will also talk with school/college/setting colleagues. All of these activities allow externals to judge the quality of the programme being delivered. Externals also review samples of assessments in order to judge the accuracy, reliability and fairness of marking being undertaken; and they will meet with a group of trainees at the university to discuss all aspects of their studies. At the end of the academic year externals attend the relevant assessment boards in order to confirm that due process is happening across every area of the assessment process. Following this process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of Blackboard Learning Edge for you to read; along with the programme team’s response to the report. The External Examiner for your programme is: Dr Jane Salisbury, Senior Honorary Lecturer at Cardiff University. The External Consultant for your programme is: Andrew Armitage, Honorary Tutor at Canterbury Christ Church University and Chair of the Post 16 Committee at the University Council for the Education of Teachers (UCET) It is not appropriate for trainees to contact externals individually, however, many of you will have chance to talk with them as outlined above. 25 Teaching, Learning and Assessment The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a learning entitlement for all students/trainees that includes: programmes that provide academic and professional challenge and which are underpinned and informed by practice based research explicit engagement that addresses learners’ academic and professional needs and develops their relevant skills and knowledge a focus on learner centred approaches to teaching, learning and assessment provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities the effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and programmes assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study 26 Edge Hill University ITT Professional Practice Whilst on Professional Practice, your first point of contact with the University will be your designated Personal Tutor. We will allocate your Personal Tutor at the start of the programme and they will contact you to give you their contact details and request an initial meeting. In the event that you are unable to contact your Personal Tutor on an urgent matter, you must contact the Further Education and Training Professional Support Team, FETSupportTeam@edgehill.ac.uk who will direct you to an appropriate member of staff. Professional Practice allocations Professional Practice allocations are secured on behalf of all trainees by the Faculty Team. Timing of Professional Practice Due to the large variety of schools, colleges, settings within our extensive partnership there are times that we and you may need to be flexible. This means that you may start or end your Professional Practice at different points within a specific window of time. There are also occasions where schools/colleges/settings withdraw their offer of a Professional Practice (due to an adverse Ofsted inspection, poor exam results, changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, you may have to begin your Professional Practice later than other trainees in your cohort, the Further Education and training team will support your continued progression and development through engagement with an enhancement opportunity. All trainees have access to this opportunity, but the timing will be arranged to suit individual circumstances. The programme is designed to be flexible so that aspects can be moved around in order to ensure that differences in Professional Practice dates and in training needs can be accommodated. Deferred Professional Practices A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional Practice after its commencement for reasons beyond their control, or they are unable to complete the Professional Practice within the normal timeframe. If you find yourself in this situation, you need to contact your Personal Tutor, or the Course Leader for guidance. You may need to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually termed an ‘EMC’. Once an EMC has been accepted, where appropriate, the Faculty team will work towards securing an additional Professional Practice or to extend the agreement with the original Professional Practice provider, whichever is most appropriate to your individual circumstances. Where possible, this will normally be within the same academic year, so as to cause minimal disruption to the training programme. This requires special negotiation with schools, colleges, settings because of the unusual timing of the Professional Practice. We will keep you informed at every stage of the process, but it is important that you maintain contact with the Course Leader if you are not currently attending classes at the university. It is vital that you ensure that your contact details are up to date and known to both Academic 27 Registry and to the Course Leader, especially if you may be resuming your Professional Practice after the normal end of programme date. Referred Professional Practice A Professional Practice is termed ‘referred’ if you fail to meet the requirements expected of you. This may be due to the school/college/setting requiring an end to your engagement with you, of if you take the decision to leave your allocated Professional Practice setting. In either of these circumstances you will be required to attend an APRM meeting and the decision whether to allow you a further Professional Practice opportunity will be made by the next appropriate Assessment Board. Contact Details for Professional Practice If there is any change in your address or contact details whilst you are on the programme, you must ensure that you update your details via the Go Portal as appropriate, to ensure we are able to contact you. Blackboard Learning Edge You are expected to access Blackboard on a regular basis and also to check your Edge Hill email account, which will be used for urgent communications about both the programme and your Professional Practice. You are also expected to engage regularly with your e-portfolio in order to demonstrate progression and personal/professional development. Travel and Accommodation Policy If costly travel is incurred by your attendance at Professional Practice, then you may be able to claim support towards your expenses. This support is only payable for any distances over and above that which equates to your normal journey from home to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of Education Information Desk. You should check your eligibility to claim expenses by reading the Travel and Accommodation Policy, which can be found in the Policies and Procedures folder in Blackboard Learning Edge. Prior to starting Professional Practice a trainee will need to think about expenses that they will incur until they receive them back e.g. transport and decide if they can manage these costs. Trainees can seek advice on how to manage their money from the Student Money Advisors. Please contact moneyadvice@edgehill.ac.uk for further information. 28 Additional information related to Professional Practices Issues of a practical nature, such as transport, finance, etc., should be raised by completing the appropriate form, available from the FoE Information Desk If you have any concerns or personal issues regarding the Professional Practice allocated to you, for example, medical conditions, personal issues, financial issues, etc., these should be reported within one working day of the notification of the Professional Practice. If you believe the issues will prevent you from attending the allocated Professional Practice, you will need to complete a Professional Practice Rejection Form, obtainable from FoE Information Desk. This will then be scrutinised by both the Programme and Course leader, who will need to support your submission, and the Assistant Head of Area/Head of Area who will make the final decision. Please be aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required. You must consider all other options, e.g., submitting a Transport Request Form (when required travel is very difficult), or applying for additional funding (when genuine financial hardship is a factor), before you reach the decision to reject a proposed Professional Practice, as the refusal of a Professional Practice Rejection Form could result in failing the Professional Practice on a technicality, i.e., you been offered a suitable Professional Practice but have declined it. You must complete a minimum number of hours in school/college/setting. If you do not complete these requirements, you will not satisfy compliance requirements and will not be able to achieve the qualification. If planning out of school/college/setting activities it is vital that you work alongside your mentor. The final arrangements and risk assessments must always be carried out by your mentor or other suitably qualified member of staff at your Professional Practice. Some trainees and schools/colleges/settings may be visited by External Examiners at some point during your Professional Practice. If this happens, details of External Examiner visits will be shared nearer the time. The role of the External Examiners is to act as critical friends to Edge Hill University and to offer views about how we can develop and improve our provision. These visits do not include making judgements about your performance. Whist you are on Professional Practice, it is possible that your school/college/setting may be visited by Ofsted and you may be observed by them as part of that setting team. Please let your Personal Tutor know of any Ofsted inspection so that they can fully support you through the process. If the university is subject to an Ofsted inspection, you may be selected to be observed by one of the inspectorate, and again you will be fully supported by your Personal Tutor and the rest of the Further Education team. 29 Further Education and Training Lines of Communication: Who do I ask if I have a query or a concern? If you have a query relating to procedures, timetables or locations, have you first checked all the information available, including handbooks, announcements and the News Flash folder in Blackboard Learning Edge? Have you checked with members of your peer group? If you have a personal concern or an academic query (e.g. in relation to your academic writing) If you have a concern or query in relation to your professional practice. If you have a query relating to a particular module (including the content, tasks or assignment) Please make contact with your Personal Tutor initially via email to arrange a time to meet. Your Personal Tutor will usually be able to resolve your issues or direct you to the most appropriate point of contact. Note: Issues and or concerns may also be raised with your Group Tutor. If you have not yet started your professional practice please contact your Personal Tutor (Edge Hill University based) If you have started your professional practice please contact your Mentor (setting based trainer) or your Personal Tutor. Note: Issues and or concerns may also be raised with your Group Tutor Please contact the individual module tutor who teaches you for that module in the first instance. Your module tutor will usually be able to resolve your issues, however, if necessary they may be referred to the Module Leader. Note: Issues and or concerns may also be raised with your Group Tutor If necessary your Personal Tutor, Group Tutor, Module Tutor or Module Leader will refer your queries or concerns on to the Course Leader. NB: Due to data protection we cannot discuss your training with anyone other than you. Certain matters may be referred by the Course Leader, to the Programme Leader. NB: You should not make contact with the Dean of Education, Head of Area or Assistant Head of Area. For wider support outside the faculty please access support from Student Services or Learning Services. Student Services for Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support Open: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday Tel –- 01695 584554 Leaning Services for Library/ IT help / Media Facilities /SpLD support Tel – 01695 650800 https://www.edgehill.ac.uk/studentservices/student-information-desk/ Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/ 30 31 Useful Contact Information for Trainees Careers Service Website: http://www.edgehill.ac.uk/careers/ Tel: 01695 584866 (out of hours answer machine available) Email General Enquiries: careers@edgehill.ac.uk Linda Powell – Further Education and Training contact: Powelll@edgehill.ac.uk Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP. Learning Services (including support services) Website: http://www.edgehill.ac.uk/ls/ Tel: 01695 584286 Email: enquiries lsdesk@edgehill.ac.uk Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/ Further Education contacts: Ruth Wilson Wilsonr@edgehill.ac.uk Andy Tomkins andrew.tomkins@edgehill.ac.uk Finance The Student Financial Support Team is based in the Student Information Centre at Edge Hill. Academic Registry Academic registry is based in Student Information Centre (SIC) Tel: 01695 584554 – Academic Registry Helpdesk Counselling Tel: 01695 650988 Email: counselling@edgehill.ac.uk 32 Employability Including References Employability is fully embedded within the Further Education and Training programme and may be addressed within all modules in slightly different ways, in addition to being supported through departmental, Faculty and University events. (see Employability Coherence Map in Appendix 1) Personal Tutors write academic references for their trainees at two points during the programme. The initial reference is written following the Interim Review meeting and is then updated following the Summative Review meeting. References are stored centrally to ensure that requests are not delayed in any way. All requests for references should be referred to FETteachingreferences@edgehill.ac.uk It is common practice to be asked to provide two references and it can be useful to ask your mentor from your professional practice setting if they would be amenable to providing your second reference. Please remember that you are not automatically entitled to a reference from your professional practice setting and should ask your mentor if they would be prepared to write you a reference before giving their name to any potential employer. Further Education and Training graduates may wish to complete a process of Professional Formation in order to obtain their Qualified Teacher Learning and Skills (QTLS) certificate via the Society for Education and Training, which is part of the Education and Training Foundation. It is not a legal requirement to go through Professional Formation, however if you wish to look for work in a Secondary School, you are unlikely to be paid as a qualified teacher unless you do so. Once you have your QTLS certificate you are considered to be legally equivalent to a graduate with Qualified Teacher Status (QTS) and should be paid at the equivalent rate. Staff on the Further Education and Training team are happy to support former trainees through the Professional Formation process, by checking SET portfolios and writing supporting statements. 33 Newly Qualified Teacher/Former Trainee Development and Enhancement Programme Faculty of Education staff are here to support you through your studies and throughout your teaching career. The Development and Enhancement programme supports graduates in their first year of teaching through the following: • • • • • • Workshops/Collaborate sessions Blackboard dedicated to NQT/Former Trainees and their professional development Access to the Public Lecture Series 3 NQT/Former Trainees Conferences Dedicated email address nqt@edgehill.ac.uk Support from Area Coordinators We also provide support throughout your teaching career including: • • • • Invitations to TeachMeets Support in planning your career Free Library and online journal package Help with further study We very much welcome you to be a part of the Edge Hill University alumni community once you graduate. Please help us to keep in contact with you by updating your personal details whenever they change, via the Go portal. 34 Teaching Unions We strongly advise you to join a union. The three listed below all offer similar general benefits: o legal support and advice (this is particularly important in case you become involved in an accident in your school/college/setting) o general advice and information for members o professional representation o free membership for trainees o online application process To help you decide which one to join, you could: o study their websites o talk to teachers in a setting, school, or college o take out multiple free trainee memberships, before choosing one union to subscribe to as an NQT/Former Trainee Union Website The University and College Union http:// www.ucu.org.uk The National Association of Schoolmasters Union of Women Teachers http://www.teachersunion.org.uk The Association of Teachers and Lecturers http://www.atl.org.uk Union representatives are normally invited to give a brief introductory talk to trainees during the course of their programme. 35 Timetables The following grid gives an overview of the Full-Time Programme. For detailed teaching timetables you should see the NEWS FLASH folder within Blackboard Learning Edge. 2015/2016 PGCE / University Higher Diploma - Full Time Programme Week beginning 31-Aug-15 07-Sep-15 14-Sep-15 21-Sep-15 28-Sep-15 05-Oct-15 12-Oct-15 19-Oct-15 26-Oct-15 02-Nov-15 09-Nov-15 16-Nov-15 23-Nov-15 30-Nov-15 07-Dec-15 14-Dec-15 21-Dec-15 28-Dec-15 04-Jan-16 11-Jan-16 18-Jan-16 25-Jan-16 01-Feb-16 08-Feb-16 15-Feb-16 22-Feb-16 29-Feb-16 07-Mar-16 14-Mar-16 21-Mar-16 28-Mar-16 04-Apr-16 11-Apr-16 18-Apr-16 25-Apr-16 02-May-16 09-May-16 16-May-16 23-May-16 30-May-16 06-Jun-16 13-Jun-16 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Monday Tuesday Wednesday X X Thursday Friday Notes X X X X X X X X X X X X Induction X X X X X X X X X X X X X X Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. X X X X X X X X X X X X X X X X X X X X Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. X X X X X X X X Prof. Prac. Prof. Prac. Prof. Prac. Prof. Prac. X X X X Prof. Prac. Prof. Prac. X X Prof. Prac. Shadowing Half Term Christmas Break Half Term Easter Easter NQT / Former Trainee Development & Enhancement Programme intro. NB. The pattern of delivery after Easter is slightly different from that shown in this grid and you should refer to your Group timetable for the exact details. 36 Assessment Schedule All assignments must be submitted electronically via module drop boxes within individual module folders. Please note that Assignment Submission dates are embedded into the Achievement Tracker within the e-portfolio and are reproduced below. You will receive feedback on your submitted assignments four working weeks from the date you submitted them, via Blackboard. The Developing Teacher module finishes during the week commencing 9th November 2015 (the exact date depends on which group you are in) Assignment submission due: Friday 27th November 2016. The Professional Teacher module finishes during the week commencing 11th January 2016 (the exact date depends on which group you are in) Assignment submission due: Friday 29th January 2016 The Specialist Teacher module finishes during the week commencing 14th March 2016 (the exact date depends on which group you are in) Assignment submission due: Friday 8th April 2016 The Outstanding Teacher module finishes during the week commencing 16th May 2016 (the exact date depends on which group you are in) Assignment submission due: Friday 20th May 2016 The Practising Teacher module finishes during the week commencing 16th May 2016 (the exact date depends on which group you are in) e-portfolio completion and submission of Summative Report due: Friday 3rd June 2016 You will also be assessed during your Professional Practice through direct observation of your practice, through engagement with and demonstration of the Professional Standards and through completion of your e-portfolio. The exact schedule of observations and meetings is individualised in consultation with your Personal Tutor. Extension Policy Trainees who experience difficulties that may adversely affect their ability to submit work for assessment by the published hand-in date are advised to contact their Module Leader as soon as possible. Trainees are encouraged to attempt to submit their work by the published hand-in date but in some cases this is not possible and in these circumstances it is reasonable to grant an extension. The maximum extension period is two weeks. An extension has to be approved by an approved member of the programme team. A form is provided for this process and must be signed before the extension is granted. Extensions must be agreed at least 48 hours before the published hand in date. You can find a copy of the Extension Request form in Blackboard Learning Edge 37 Professional Code of Conduct Faculty of Education Initial Teacher Training (ITT) Professional Code of Conduct Introduction All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner. You are entitled to expect that your professional practice settings mirror the professional experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher. This could mean, for example, attendance at start of day staff meetings, or attendance at an after school club. The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web. The Professional Code of Conduct is additional and complementary to both the Edge Hill University Student Charter and a professional practice setting’s own policies and practices. This code has been drawn up in collaboration with the ITT partnership. The code takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards for Early Years, 2013, Teachers’ Standards in England, 2012, the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation. This code sets out the Faculty’s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards. You will be given a copy of the Code of Conduct during Induction and we collect your signed agreement at this stage of the programme. You can find a copy of the full Code of Conduct in the Policies and Procedures folder in Blackboard Learning Edge. 38 On Programme Self-Declaration All providers of Initial Teacher Training (ITT) have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. In addition, Statutory guidance, Safeguarding Children and Safer Recruitment in Education, requires providers to ensure that entrants on all routes, including salaried schemes, have been subject to a Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list, and they should keep records showing that trainees have obtained these. All trainees undertaking programmes leading towards Qualified Teacher Learning and Skills (QTLS) must therefore inform their Head of Area without delay of any issues relating to their health and physical capacity to teach; and any change relating to a criminal record, which arise after enrolment on a programme. In addition, the details of any criminal convictions must be detailed on the Self Declaration document which is in the Policies and Procedures folder in Blackboard Learning Edge, and then shared with the Head of Area. The flow chart overleaf sets out the detail of the relevant procedures. 39 Self-Declaration Procedure Health Issue disclosed - Faculty Assistant Registrar (FAR) requests further information and informs Head of Area (HoA) Character issue (i.e. a criminal offence) disclosed at enrolment Faculty Assistant Registrar (FAR) organises Disclosure and Barring Services (DBS) panel and results to be passed to Academic Registry During programme trainee declares a character issue (following DBS clearance) OR the University are made aware of an offence HOA to make initial decision related to trainee's ability to undertake a Professional Practice HoA to report issue to ITT Leadership Team, maintaining anonymity, for decision to be confirmed - ILT to make decision as to next steps Trainee cleared and proceeds with programme HoA to report outcome to trainee Team Leader produces DBS letter and confirms with FAR that letter has been produced Trainee not cleared trainee is supported in leaving the programme Trainee completes Self-Declaration Form and submits form to Academic Registry DBS Panel arranged DBS letter produced and passed to CL/PL to distribute to trainee 40 Attendance Expectations Trainees on the Further Education and Training programmes are expected to demonstrate excellent attendance, which means no less than 80% attendance in all modules. Attendance is recorded by module tutors via an electronic register which is completed during or immediately following every session. The Course Leader actively monitors attendance and contacts trainees’ Personal Tutors in the event that any trainee has less than 80% attendance for any module. Persistently low attendance will result in individual trainees being invited to speak to the Course Leader via the Academic Progress Review Meeting procedure. Trainees are reminded that attendance is one of the elements that are included in References sent to potential employers. We recognise that there may be valid reasons for lack of attendance, and we request that you inform us of any anticipated absences via the Further Education Support Team email, FETSupportTeam@edgehill.ac.uk before 9.00 am if you are due to attend classes at the university. Absence from Professional Practice If you are going to be unavoidably absent from your professional practice setting, you must notify the setting by no later than 8.30 am, on each day of your absence, so that your mentor has the opportunity to plan cover for you. You must not simply leave a message with the setting’s switchboard, but should ensure that you speak personally to your mentor. You should recognise that your absence may have a significant impact on your mentor and other colleagues at your professional practice setting. You have a responsibility to send your mentor copies of your lesson plan(s) for the days that you are going to be absent, along with copies of any resources that you intended to use had you been able to attend. Please note that holidays should only be booked for during the periods noted in timetables as Half Terms, Christmas or Easter. It can be disruptive for you, and for your own learners if you are absent during term times. We would also caution against booking a holiday immediately following the end of taught sessions in May, as you may still have work to do on assignment submissions and holidays at this time have in the past prevented trainees from graduating with the rest of their cohort. It is important to note that your Professional Practice has all the characteristics of a job in terms of the expectations on you regarding attendance, dress, professional demeanour and reliability. Many previous trainees have acquired jobs at their Professional Practice setting as they have been able to demonstrate the qualities that are valued in the Further Education sector, some trainees have even said that their Professional Practice was like one long job interview! 41 Academic and Professional Review Meetings (APRM) The ITT programmes’ Academic and Professional Review procedure (APRM) is the Facultybased, staged approach that operates within the University’s Fitness for Practice Academic Regulations, and alongside the ITT Professional Code of Conduct. The APRM procedure has been drawn up by the ITT partnership. It takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards in England, 2012, and the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS). 1. The ITT Academic and Professional Review procedures are staged, transparent, fit for purpose and documented for every ITT trainee 2. The ITT Academic and Professional Review procedures form part of the overall tracking and monitoring of trainees’ academic and professional progress on their ITT programme 3. Review meetings will be triggered1 if trainers wish to meet with a trainee in order to provide a specific level of support; or to clarify/address concerns that may be impeding a trainee’s progress and/or development, including possible breaches the Code of Conduct; these may be linked to: - attendance and engagement performance and/or engagement whilst in university or partnership setting performance through assessment ability to meet the requirements of the ITT Professional Code of Conduct 4. The procedures should be easily operational, with realistic timescales at Programme and Area level, taking into account ethics, confidentiality and safeguarding 5. Clear, easy to understand documentation relevant to each ITT Programme will be provided to trainees to enable the procedures to operate smoothly and efficiently 6. The purpose of a scheduled APRM will be communicated prior to the meeting to the trainee 7. The Faculty Academic and Professional Review procedure has four stages, including an initial tutorial stage; the stages are detailed in each ITT Programme Handbook. Trainees who fail to meet their targets from Stage 1 are referred on to a Stage 2 review meeting. If a significant concern emerges, this may trigger a direct move to Stage 2 of the review procedure, by-passing Stage 1. If trainees fail to meet the targets set as part of Stage 2, they move to Stage 3. Academic staff may exercise academic and professional judgement to undertake an APRM meeting at any stage outlined in the following procedure depending upon the nature of the first infringement of the Code of Conduct 1 Note - all trainees who fail a Professional Practice must attend a Stage 2 APRM meeting 42 The final stage of the process, Stage 4, involves referral by the Faculty Associate Dean (ITT and Quality), to the Academic Registrar and Director of Student Services, as identified in The Professional Review Procedures within the University Academic Regulations, 2014/15. The referral will result in action which is dealt with under the Edge Hill University Code of Behaviour and Disciplinary Procedures and/or under the Fitness for Practice Procedure 8. The Head of Area will liaise with the Faculty Associate Dean (ITT and Quality) in relation to the triggering of review procedures beyond Stage 3 and in a case which could potentially either involve gross misconduct or where there are concerns in relation to fitness to practice You can find a complete copy of the information and documentation linked to the APRM procedure in the Policies and Procedures folder in Blackboard Learning Edge. 43 Exceptional Mitigating Circumstances (EMC) The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The guidelines can be found on the Academic Registry wiki https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014 and in the Policies and Procedures folder in Blackboard Learning Edge If you have questions about the content please discuss with the Course Leader who will advise you on the best course of action. It is important to note that the EMC procedure is entirely separate from the Further Education and Training team and therefore all applications must be supported by appropriate documentary evidence, for example a doctor’s note. We will publish dates of the EMC panels for 2015/16 in Blackboard Learning Edge as soon as these become available. If you feel you need to apply for an EMC, you must do so in good time – you cannot be granted an EMC for an assignment date that has already passed. Your Course Leader can advise you about what to do if your circumstances are of significant duration. 44 Safeguarding – Management of a Cause for Concern MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to identify and minimise any risks to children/vulnerable adults. This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding and welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also clarifies how a student/trainee will be supported throughout any process of enquiry. POLICY TITLE MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT NEXT REVIEW DATE June 2016 REVIEW RESPONSIBILITY N. Baker LAST REVISION MADE July 2015 Please note: You can find a copy of the ‘Incident Reporting Form’ in the Policies and Procedures folder in Blackboard Learning Edge 45 MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT The following sets out the actions to be taken by a trainee and Faculty staff Trainee has concerns relating to safeguarding of a child/vulnerable adult Trainee must inform the Faculty of Education DSO immediately (within 24 hours) using the designated email safeguarding@edgehill.ac.uk and must be copied to the appropriate HoA. Trainee must inform the school/college/setting’s DSO immediately (within 24 hours) using the details provided during the induction into the Professional Practice. The HoA will ask the trainee to complete an incident reporting form and submit this to the Faculty DSO, who will refer to the appropriate body, as necessary (and concerns of a serious nature will be reported directly to the local authority’s Safeguarding Officer). The school/ college/setting’s DSO will guide and support the trainee in following the school/college/setting’s relevant procedure. The HoA will advise the trainee to seek support from their Personal Tutor. The FoE’s DSO will contact the *relevant school/college/setting’s DSO to ensure the appropriate procedures are in place. As appropriate, the HoA will work with the relevant Personal Tutor to ensure the trainee is supported in their Professional Practice. The FoE’s DSO will seek and record the outcome, and share with HoA and with other colleagues within the University, as necessary. The FoE’s DSO will ensure the partnership database details are amended, as necessary. Trainee to be informed of outcome by HoA. DSO – Designated Safeguarding Officer FoE – Faculty of Education HoA – Head of Area * The FoE (DSOs) are Nadine Baker, Associate Dean (ITT & QME), email: bakern@edgehill.ac.uk, Tel: 01695 584336 and Leon Fraser, Secondary Partnership Development Officer, FOE, email: fraserl@edgehill.ac.uk Tel: 01695 584314 Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported (please note the specific details should not be shared). 46 Further Education and Training Professional Standards Professional Standards for Teachers and Trainers in Education and Training – England Introduction Teachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice. They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. Teachers and trainers are ‘dual professionals’; they are both subject and/or vocational specialists and experts in teaching and learning. They are committed to maintaining and developing their expertise in both aspects of their role to ensure the best outcomes for their learners. These expectations of teachers and trainers underpin the 2014 professional standards, with their overall purpose being to support teachers and trainers to maintain and improve standards of teaching and learning, and outcomes for learners. The professional standards are set across three sections each of equal importance: each links to and supports the other sections. The 2014 professional standards: • • • • Set out clear expectations of effective practice in Education and Training; Enable teachers and trainers to identify areas for their own professional development; support initial teacher education; provide a national reference point that organisations can use to support the development of their staff. The corresponding Guidance, which was developed with the support of practitioners, aims to help teachers and trainers use the standards and apply them to the context in which they work. 47 www.et-foundation.co.uk Professional Standards As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice. Professional values and attributes Develop your own judgement of what works and does not work in your teaching and training 1 2 3 4 5 6 Reflect on what works best in your teaching and learning to meet the diverse needs of learners Evaluate and challenge your practice, values and beliefs Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge Be creative and innovative in selecting and adapting strategies to help learners to learn Value and promote social and cultural diversity, equality of opportunity and inclusion Build positive and collaborative relationships with colleagues and learners Professional knowledge and understanding Develop deep and critically informed knowledge and understanding in theory and practice Maintain and update knowledge of your subject and/or vocational area Maintain and update your knowledge of educational research to develop evidencebased practice 9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence 10 Evaluate your practice with others and assess its impact on learning 11 Manage and promote positive learner behaviour 12 Understand the teaching and professional role and your responsibilities 7 8 Professional skills Develop your expertise and skills to ensure the best outcomes for learners 13 Motivate and inspire learners to promote achievement and develop their skills to enable progression 14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment 15 Promote the benefits of technology and support learners in its use 16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning 17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge 48 18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement 19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers 20 Contribute to organisational development and quality improvement through collaboration with others www.et-foundation.co.uk 49 Appendix 1 50