Disability Support Services Statement - edgehill.ac.uk · Web viewThe principles and vision underpinning professional practice and how this relates to their own practice, including

Secondary PGCE (Full Time)Programme Handbook

[Secondary PGCE with QTS*]

2016-2017

Disability Support Se r vices Stateme n t 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: [email protected]

The Inclusion Team

In person: SIC, Ormskirk, ground floorTel: 01695 584190E-mail: [email protected]

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mailto:[email protected]


Equality and Diversity – Policy SummaryEdge 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 [email protected]). 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.

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http://www.edgehill.ac.uk/

Contents Page no.

Disability Support Services Statement 2

Equality and Diversity 3

Welcome 6

Introduction 7

Roles and Responsibilities 8

Overview of Programme 10

Trainee Voice

Edge Hill Students’ Union

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18

Quality Assurance and Quality Enhancement 19

Teaching, Learning and Assessment 20

EHU ITT Professional Practices 28

Lines of Communication 35

Useful Contact Information for Trainees 36

The Role of the Personal Tutor 37

Employability, including References 39

NQT Programme 40

Teaching Unions 41

Timetable and Assessment Schedule (Programme Calendar) 42

Code of Conduct 46

Attendance Expectations 52

Academic and Professional Review Meetings (APRM) 53

Exceptional Mitigating Circumstances (EMC) 55

Trainee Project Proforma (Research Ethics) 56

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Assignment Extension Policy 59

On Programme Self Declaration Procedure 60

Safeguarding – Management of a Cause for Concern 62

Teaching Standards 67

APPENDICES

Appendix 1 – Coursework Extension and Approval Form

Appendix 2 - Trainee Teacher Profile Form

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Welcome

On behalf of tutors in the Secondary PGCE Programme team and colleagues in our Partner Settings (schools and colleges) welcome to the Faculty of Education at Edge Hill University. I am sure you will enjoy an exciting and rewarding year during which you will face many exciting opportunities and rewarding challenges. The programme itself maintains high standards of initial teacher education and has a successful record in placing trainees in employment at the end of the programme; indeed, many of our ex-trainees are firmly established in partner schools and colleges.

No doubt you will start the year with some apprehension, but please feel confident in approaching appropriate staff who will be happy to help you. Within your subject area, a subject tutor will also be your personal tutor. As PGCE Programme Leader, I am also here to support you for the duration of your time with us.

If you have any concerns or queries about the programme or your subject specific course, then please contact your own subject course leader in the first instance. If you require further help then please contact me by one of the methods shown below. The contact numbers can be found in this handbook.

Many, if not all, of your queries will be answered during the first Edge Hill-based period when you will have the opportunity to meet staff and fellow trainee teachers.

We welcome you warmly to Edge Hill University and our wider partnership, and look forward to working with you and getting to know you during the coming year.

Lynne Warham

Secondary PGCE Programme Leader

01695 [email protected]

Note: This Programme handbook should be read in conjunction with your course handbook, Reflective Professional Practice (RPP) handbook and Professional Practice handbook.

The material contained within this Programme Handbook was correct at the time of printing. You will be notified of any amendments that become necessary during the course of the year. Amendments will also be available from the generic Secondary PGCE Blackboard portal.

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Introduction

The Programme Handbook 2016/2017 is designed to provide you with a range of information that will guide your understanding of the Secondary PGCE programme. We hope that it will support you in managing your time effectively as you study through what will be an intensive year.

You should use this Handbook in conjunction with the Edge Hill University Scheme Handbook, your specific Subject Handbook for 2016/2017, the Reflective Professional Practice (RPP) module handbook and the Professional Practice Handbook.

Please also refer to Blackboard for other important documents and all proformas you will need. This professional programme is designed to provide you with high quality education and training within Edge Hill and within at least two school/college contexts. It is designed to develop a range of professional and vocational knowledge, understanding and skills. In this respect we can guarantee that the programme will be challenging, innovative, rigorous and enjoyable and thus requires a great deal of commitment from you.

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Roles and Responsibilities

Leadership of your Programme

Lynne Warham Programme Leader [email protected] 01695 584732

Tony Liversidge Assistant Programme Leader

[email protected] 01695 584552

Subject Leaders

Helena Knapton Course Leader – Business Education/ Economics


Dawn Hewitson Course Leader – Computer Science & IT


Justine Smith Course Leader – Design & Technology


Natalie Reynolds Course Leader – English

reynoldr @edgehill.ac.uk 01695 650766

Charles Rawding Course Leader – Geography


Steve Illingworth Course Leader – History

[email protected]@edgehill.ac.uk

01695 584357

Martin Pickett Course Leader – Mathematics


Monika Reece Course Leader – Modern Languages


Rob Burgess Course Leader – Physical Education


Francis Farrell Course Leader – Religious Education


Bernard Kerfoot Course Leader – Science (Biology, Chemistry, Physics)


Administrative Staff

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mailto:[email protected]@edgehill.ac.uk

mailto:[email protected]@edgehill.ac.uk








Professional Support Team

[email protected] 01695 58428101695 584711

Management of the Secondary Area

Phil Rigby Head of Secondary Education


Karen McCormack

Assistant Head of Secondary Education

[email protected]

01695 650994

Dawne Bell Assistant Head of Secondary Education


Overview of the Programme

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Aims of the Programme

The Secondary PGCE programme at Edge Hill has been designed to be both academic and vocational and is predicated on the requirement to provide challenging expectations of the achievements of you as trainee teachers and to create a teaching and learning environment which will engage your interest and motivation. Through your programme, it is intended that you should have the opportunities in order to:

achieve the Teachers’ Standards that will lead to a recommendation for the award of Qualified Teacher Status

be equipped to meet the needs of schools/colleges and young people understand the importance of, and be equipped to respond to, the

requirement to develop during your Induction Year and throughout your professional careers.

The programme meets all statutory, national requirements for Initial Teacher Training. It will provide opportunities for you to gain the knowledge and skills to become effective teachers in your chosen curriculum area at the targeted age range.

In particular, the Secondary PGCE programme aims to develop high quality teachers capable of operating in a Secondary setting who:

develop commitment, creativity and energy within environments that encourage them to be reflective and analytical;

develop a range of academic, professional and vocational knowledge, understanding, skills and values;

develop intellectual skills and abilities within a high quality academic community; develop an appropriate range of key transferable skills; develop subject specific knowledge and skills across the relevant age phase(s).

Requirements of the Programme

There are a number of requirements that will be consistent across the programme.

You must have a satisfactory attendance and participation record. Attendance is compulsory across all modules, including Professional Practices. This is a requirement of government teacher training regulations. You will have a responsibility to fellow trainees and will be expected to contribute actively to sessions. Occasional absence related to illness or personal difficulties will not be penalised. You should explain absences to academic staff in advance where possible, and demonstrate your understanding of the contents of the session missed in an appropriate, negotiated manner.

Each tutor will keep a register for each session and will report more than one unexplained absence to the relevant Course Leader who will then inform the Programme Leader/Head of Secondary Education. This information allows the Programme Leader to track and monitor your progress and to take action where

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patterns of non-attendance begin to occur. The Programme Leader is responsible for ensuring that all relevant information is shared with the Course Leaders.

A number of procedures exist to monitor your progress. Concerns about progress will lead to the initiation of a Cause for Concern procedure (on Practices, the “at risk”/Remediation procedure) and if appropriate remedial action is not demonstrated, you will be required to attend a formal review meeting (see ‘Academic and Professional Review Procedures’ on Blackboard VLE).

You are required to pass every Professional Practice in order to progress to the next stage of your training. If your progress gives cause for concern and you are falling below the minimum level of acceptable performance on a practices, the “at risk”/Remediation procedure will be initiated. If you are unable to meet the targets as set out under the “at risk”/Remediation procedure, the Professional Practice will be deemed to be unsatisfactory. You will be required to attend a formal review with the Course Leader and the Programme Leader/Assistant Head of Secondary Education. Your performance will also be considered at a Professional Practice Assessment Board, where a recommendation as to possible ways forward for you will be agreed. External Examiners will be involved in the process as appropriate.

You will be required to develop a Professional Development Portfolio (PDP) –

this will consist of: your electronic Teachers’ Standards Log and your evidence showing you have met the standards (this includes your ASEF); Reflection on Practice assignment (two phase submission of critical reflection); and evidence of your ongoing progress and review. The overall portfolio will provide a range of evidence from Edge Hill and Professional experiences. You will receive clear guidance and support, enabling you to develop and maintain effective documentation, which reflects your particular strengths, achievements and expertise. This will be an assessed part of your course and is an important process, leading towards completion of your Career Entry Development Profile and the recommendation for Qualified Teacher Status at the end of the programme.

Programme Structure

To be successful in the PGCE, which includes the recommendation for Qualified Teacher Status, you will be required to complete satisfactorily all of the assessment outcomes of the modules that you study, demonstrate that you have met all of the Teachers’ Standards (2012) and meet all professional and academic requirements relating to the programme. The programme is designed to provide you with the range of opportunities and experiences to achieve these outcomes.

All trainee teachers are required to meet the National Standards for the award of Qualified Teacher Status as set out in the document Teachers’ Standards, 2012. The Standards are grouped as follows:

Part One: Teaching Part Two: Personal and Professional Conduct

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The PGCE is a one year programme containing a series of complementary strands:

1. Subject Knowledge and Application: This core element of the programme, comprising three modules, is concerned with subject specialist teaching in Secondary schools within your curriculum area. The work at Edge Hill is complemented by training and study undertaken whilst on Professional Practice in a school/college setting.

2. Reflective Professional Practice (RPP): A focus on your individual learning needs and your needs to meet the Teachers’ Standards. It includes a focus on teachers’ legal responsibilities, statutory requirements, professional conduct and relationships with pupils, parents and other agencies. A series of lead lectures (with school-led follow up and directed tasks), looks at broader educational issues and is designed to enable you to reflect upon current educational thinking and policy. This study is complemented by programmes provided by mentors whilst on professional practice.

3. Practice-based training: You will undertake a number of Professional Practices throughout the year, spending a minimum of 120 days in at least two Secondary settings as well as 5 days’ Primary experience.

Each element of the programme at Edge Hill University has a clearly structured taught course that requires you to attend, actively participate and engage in independent study. You will have varying amounts of learning time across the elements of the programme and it is important that you manage your time effectively. Learning time will include combinations of the following:

taught time reading and research time/independent study (both at the University and

when on professional practice) practice-based work and support.

You will have a series of assignments throughout the year and details of these, along with submission dates, are published in subject course and module handbooks. You are also required to undertake self-assessment activities throughout the programme and, to support you in this process, you will be required to keep a Professional Development Portfolio. A major part of this will take the form of an electronic Teachers’ Standards Log in the Campus Pack area of Blackboard. Throughout your programme, it is the intention that you are assessed against the Teachers’ Standards for the recommendation for Qualified Teacher Status in a manageable and progressive way.

Modules

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Module Credits

RPP1 – Personal and Professional Conduct, including Teachers and the Law

RPP2 – Understanding the Teachers’ Standards:Includes:

Reflection on Practice assignments – Critical Reflection (one formative submission, followed by final submission);

Compilation of an electronic Teachers’ Standards Log

Completion of an on-going Professional Development Portfolio (PDP)

All RPP sections have to be completed to be awarded

30 credits.

Developing Subject Knowledge and Pedagogy 30

Planning for Effective Teaching and Learning 30

Research and Practice 30

Professional Practice 1a (Primary experience and Serial practices)

15 ungraded academic credits

Professional Practice 1b (Serial Practice) 15 ungraded academic credits

Professional Practice 2 30 ungraded academic credits

Trainee Voice

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“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 students in decision-making, and to try and create a genuine partnership with each and every student. We believe that where a genuine partnership exists, students not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our principle 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 student 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 student can have a voice within their programme:

o Evaluation; including The National Student Survey and The NQT Survey o Staff-Student Consultative Forums (SSCFs)o Focus Groupso Boards and Committeeso Course Representationo Curriculum Developmento Personal Tutor discussions

The purpose of gathering students’ 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 students have fed back many positive things relating to the support they received from both university and school-based staff; and, in addition, have raised the fact that paperwork can, at times, feel daunting or overwhelming.

Based on all of the helpful feedback received, the programme team has continued to review its paper-based activity and has revised and refined the programme to make sure that lead lectures and subject sessions are of the highest possible quality. The PGCE team prides itself on being responsive to trainee feedback and ensuring that any issues raised are dealt with as quickly as possible.

PGCE Programme Student/Staff Consultative Forum Meetings

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During 2016-17, the Programme Leader will meet with PGCE subject representatives as follows:

Friday 21st October 2016 1.00 pm – 2.00 pmFriday 9th December 2016 1.00 pm – 2.00 pmFriday 10th March 2017 1.00 pm – 2.00 pm

The table overleaf sets out the ways in which the student voice will be captured during the coming academic year.

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Trainee Voice Overview – Secondary PGCE (Full Time)September October November December January February March April May June July Aug.

Potential Trainees

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

Day Survey

Partnership Programmes

Board

SSCF Student

ConsultativeMeeting 1

HoA Focus Group

ITT Board

Faculty BoardSSCF

Student ConsultativeMeeting 2

SERIM

Mid-year evaluation

SSCF Student

ConsultativeMeeting 3


Board

ISS Survey

ITT Board

Faculty Board

End of year ‘Big Evaluation’


Board

ITT Board

Faculty Board

FocusGroup

SERIM

NQTs/Former

Trainees


Board

ITT Board

Faculty Board

NQT Survey


Board

NQT/CPD ConferenceFeedback

ITT Board

Faculty Board

Employability Survey

ITT Board

Faculty Board

FocusGroup

RQTs/Past

Trainees


Board

ITT Board

Faculty Board


Board

ITT Board

Faculty Board

Employability Survey

ITT Board Faculty Board

FocusGroup

Feedback to Trainees after:

SSCF Meetings, Focus Groups, Mid-year evaluation and End of year ‘Big Evaluation’Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all trainees.

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Staff-Student Consultation

The process of Staff-Student Consultation is set out below:

Subject Group

Aim – To gather feedback at individual course within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback.

Programme

Aim – To gather feedback on the programme as a whole in order to celebrate achievements and successes, and to identify any issues; and provide feedback via the production of the Staff-Student Consultative Forum (SSCF) Meeting Summary, within an agreed timescale.

Area

Aim – To gather feedback across the Area in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to students via the production of the Staff-Student Consultative Forum Meeting Summary, within an agreed timescale.

- 1 / 2 consultative representatives per group to be elected and trained in role

- Programme Leader and SU to train all consultative representatives, and to confirm processes/expectations at the start of the year

- On-going feedback mechanisms to be established via e-mail/Blackboard, as appropriate, and Course Leader to receive on-going feedback

- 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

- A minimum of two SSCFs per year to be planned

- For PGCE programmes, a representative from each group to attend

- Chaired by Programme Leader

- 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

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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 the Faculty of Education we work with External Examiners and External Consultants, according to the needs of the Area; and both of these roles are taken by experts in their subject, or field of work. The External Examiner is a colleague from another Higher Education Institution, and the External Consultant is a colleague from a setting, school or college. External colleagues are independent experts who has no significant prior association with the programme team.

Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in order to continue to improve programmes.

All external colleagues will visit a sample of trainees on placement, will observe them teaching, and may look at trainees’ files. They will also talk with school 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 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 year externals attend the relevant assessment boards in order to confirm that the marks and awards being made are made fairly and rigorously.

At the end of the examination 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 the VLE for you to read; along with the programme team’s response to the report.

The External Examiner for your programme is currently:

Fay Glendenning, Head of secondary Education, University of Wolverhampton.

It is not appropriate for trainees to contact externals individually, however, many of you will have chance to talk with them as outlined above.

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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

Programme Outcomes

Qualified Teacher Status (QTS)

The PGCE programme at Edge Hill University requires you, as a trainee teacher, to demonstrate that you have met the requirements set out in the Teachers’ Standards. The standards cover a range of essential knowledge and expertise and lay particular emphasis on:

subject knowledge understanding of the high standards expected of pupils the principles of entitlement and inclusion for all pupils planning and teaching to clear objectives and setting pupil targets the core pedagogical skills of interactive teaching, differentiation and

assessment of learning effective class organisation and behaviour management support for pupils with special educational needs and those learning English

as an additional language supporting literacy and numeracy skills across the curriculum

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Successful trainees will be recommended for QTS on successful completion of their PGCE programme. QTS is not confirmed until successful completion of an Induction year.

Trainees who are not successful in the professional aspects of the programme, but successfully complete all academic aspects, may be eligible for the award of a Graduate Diploma in Education (Secondary).

PGCE: Post Graduate or Professional Graduate?

You will be registered on the PGCE at Level 7 (Postgraduate), meaning you will have the opportunity to achieve 120 credits at Masters level. Any Masters level credit you do achieve will help your professional development profile as a teacher, and may also help to secure an initial teaching post and help your future career development.

If your performance in two or more of the four modules you undertake meets the criteria for Level 7 you will achieve the Postgraduate Award.

In order to achieve a PASS at Level 7, your assignments will need to demonstrate:

• an ability to reflect on your own and others’ professional practice and/or learning in order to improve;• an ability to engage with, and critically evaluate, recent research and literature in your subject specialism or other educational issues; • an ability to combine complex information and/or sustain a complex level of argument and reflection; • an ability to adapt skills and design or develop new procedures/knowledge for professional situations.

Further help and guidance will be provided in relation to this during the programme.

If you are unable to achieve the Level 7 outcomes in two of the academic modules, you will be assigned a Professional Graduate Award. This ensures that you still successfully achieve and are awarded your PGCE; you will retain any Masters Level credits for those modules in which you have successfully met the criteria.

Trainee Teacher Profile

In addition to completing the Professional Skills Tests, a recommendation for QTS cannot be made until you have satisfactorily completed all parts of the Trainee Teacher Profile (TTP) document.

The TTP is an important document which you record experience, achievements and training needs on an ongoing basis throughout your PGCE year. Prior to completion of the PGCE programme, this will be reviewed one final time to ensure that it identifies your strengths as well as your targets for further development as you enter into your first year of teaching. The document sets the agenda for your training needs during your Induction Year in your first teaching post.

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It is expected that you, as a trainee satisfactorily completing the PGCE, should be able to demonstrate capability at the appropriate level in the following four interrelated areas:

Professional Knowledge and Understanding Critical Thinking Skills Subject Specific Skills Key Transferable Skills

PGCE Programme Modules

The modules within your PGCE programme have a clearly defined responsibility in terms of learning outcomes, related to the PGCE and to Teachers’ Standards. These outcomes will be demonstrated though professional practice as well as within academic assessments, your files and your Portfolio of Reflective Professional Practice which are produced over the duration of the programme.

Professional Knowledge and Understanding

You will be expected to demonstrate critical understanding of a complex body of knowledge:

Personal and professional development to include the ability to uphold the professional code in the teaching standards

The professional knowledge and understanding requirements in the teaching standards

Professional skills such as planning, expectations and targets, teaching strategies, monitoring and assessment, class management and inclusion as described in the teaching standards

The major theories and concepts relating to learning and the cultural constructs which shape the policy and practice of educational provision

Contemporary discourse on significant educational issues in the light of a range of stand-points

Aspects of special educational needs and consequences for learning and education

Key Stages 3 and 4 and relevant aspects of 16+, or Key Stages 4 and 5 and relevant aspects of Key Stage 3

Statutory frameworks The National Secondary Strategies The relevant subject specialist requirements at Key Stages 3 and 4 and appropriate

syllabi post-16 Current research, policy and practice in the above fields Parents, colleagues and educational communities The principles and vision underpinning professional practice and how this relates to

their own practice, including diversity, equality, inclusion and safeguarding. The different approaches to be adopted in conducting small-scale research projects

and a working knowledge of relevant research and theories designed to underpin effective practice.

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Effective approaches to working collaboratively and in partnership to meet child protection and safeguarding requirements (including the Every Child Matters agenda)

The changing nature of professional roles and responsibilities in the increasingly multi-disciplinary workplace and the value of inter professional collaboration.

Critical Thinking Skills

You will be expected to be able to demonstrate the ability to use and apply analytical and problem-solving skills by:

Analysing and synthesising theories and ideas from a variety of sources Examining issues from a range of perspectives and with regard to established

theoretical frameworks in explaining behaviours and needs Planning, and producing a critical and/or an evaluative response to module content Evaluating evidence, arguments and assumptions, to reach sound judgements, and

to communicate effectively Applying specific knowledge to their own and new situations in order to make

informed judgments and speculate possible solutions Using research skills appropriate to evaluation and enquiry

Subject Specific Skills

You will be expected to be able to demonstrate the ability to apply your knowledge and skills to achieve the requirements for the recommendation of the award of QTS by:

Applying your understanding of key concepts and theories to secondary school policy and practice

Identifying and evaluating critically, key indicators of good professional and paraprofessional practice

Considering how practice is and may need to be adapted in different educational settings

Acquiring and refining a range of effective skills involved in supporting teaching and learning in a team-work context

Recognising and evaluating critically the need for supervision and self-evaluation in professional practice and how it may be achieved

Analysing representations of important issues in education by reference to appropriate theory

Recognising similarities and contrasts in arguments concerning the practice and policy of education, approaches to learning, and equality of opportunity

Framing coherent and supportable arguments in respect of these issues Accessing and use the full range of electronic and hard-copy sources of information

to support research activity and independent study Using a range of materials, including those gained from school-based tasks, to

illustrate and develop an argument Explaining and debating the nature of the secondary curriculum and the nature of

approaches to learning associated with pupils’ development Recognising the range of special educational needs that learners present including

those which specifically impact upon the teachers’ role

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Observing and analysing interactions Contextualising discussion with regard to contemporary discourse, experience and

the workplace Keeping up to date with the current boundaries of their academic discipline Exercising personal responsibility and decision-making skills in complex

employment related circumstances Demonstrating a thorough understanding of diversity, inclusion and safeguarding,

recognising individual needs and developing greater understanding of others. Demonstrating subject specialism-related skills.

Key Transferable Skills

This programme will enable you to:

develop and apply your ability to learn in a number of ways and from a variety of sources

communicate effectively in oral and written form respond positively to structured feedback during taught sessions and school-based

training observations through the use of VLE and from coursework assignments be able to exploit ICT as a tool for learning, research and presentation for your own

use and when working to support pupils’ learning in school improve your communication skills through selecting and researching topics and

making verbal and oral presentations using visual aids, etc. develop your collaborative and group working skills through active participation in

module activities work as a creative and responsible member of a team plan for the work of others and lead a professional team fully utilise the learning resources and the support services available develop and apply generic research skills appropriate to independent study and

enquiry action plan, target set and profile your own personal and professional development

Progression Beyond the Programme

The vast majority of trainees complete the PGCE successfully, and progress to a Newly Qualified Teacher year in employment. On successful completion of the NQT year, QTS is confirmed by the Department for Education (DfE).

To support you through your NQT year, we offer further support and CPD in the form of our Development and Enhancement Programme (DEP). As you approach the end of the programme, you will also be informed about Masters’ accreditation and options to available to you in securing a full Masters qualification.

Assessment requirements

Please refer to your course handbooks, as these will identify assessment requirements in detail. The following information outlines general procedures that must be followed when submitting assessed work within the Faculty of Education.

Deadlines

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Within the PGCE, all assessments must be submitted by the required time. Submission dates are clearly specified within the Course Handbooks and booklets. Applications for extensions may be possible in exceptional circumstances. Extensions can only be agreed prior to the due date, in consultation with the relevant Module/Course Leader. If you are seeking an extension to a submission date, you must complete a Coursework Extension Approval form (Appendix 2 & also available on Blackboard), Secondary Programmes. Any work not submitted on time without an extension agreement will receive a ‘refer’ (fail) mark. You will be eligible for reassessment at the discretion of the Assessment Board over the summer.

If you feel you have mitigating circumstances to be taken into account, you should discuss this with your personal tutor/course leader and, if appropriate, submit a Mitigating Circumstances form. At the time of writing, these forms are under review. They will be available from the Faculty Reception desk and the Student Information Centre (SIC) as well as being posted on Blackboard, as soon as they are available.

Coursework will be submitted to the relevant Course/ Module Leader/ Tutor. It is your responsibility to ensure it is received by the appropriate tutor. You must not normally send coursework through the post. If, due to exceptional circumstances, you have to send an assignment to a tutor by post, you must mail using Recorded Delivery or the Guaranteed Next Day Delivery service. You must not submit coursework to The Faculty of Education Office unless this has been negotiated due to exceptional circumstances or has been negotiated by a tutor. You should obtain a receipt for all coursework submitted.

Practicalities

Unless you are given instructions to the contrary, all assignment work should:

Be submitted on A4 paperBe word processedUse double line spacing except for quotationsHave a left hand marginUse one side of the paper onlyHave numbered pagesInclude a word countUse the agreed coversheet which will be attached Be submitted in an appropriate coverUse the Harvard referencing system

Grading

Although your final QTS and PGCE qualifications are simply ‘pass’ or ‘fail’, grades will be awarded for individual assignments according to the PGCE Assessment Criteria descriptors, as well as assignment specific criteria developed for each piece of coursework by the curriculum area.

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It is important that you develop a style of non-discriminatory writing and that a properly distanced and professional perspective is adopted and maintained. You are expected to complete an accurate word count.

Feedback

Tutors will give written feedback on the PGCE assignment coversheet and/or an assignment specific coversheet. Feedback will be clear, detailed and linked to the marking criteria. A highlighted copy of the relevant Assessment Criteria Descriptors will be completed on the reverse of the coversheet. You are asked to identify on the assignment coversheet the Standards that are addressed by the assignment . Feedback will be referenced to the Teachers’ Standards for the award of QTS. Concerns and development points will be identified where appropriate.

Feedback will be provided to you within four working weeks from the date of submission, in line with university policy.

All work submitted for assessment must be your own and must acknowledge other sources appropriately. There are occasions when you will be encouraged or required to work collaboratively; final written submissions will, however, have clear guidelines for the completion of individual work.

Reassessment Opportunity

At the end of the programme, and after submitting all required assignment work for the four academic modules you will engage with during the programme, you will be given the opportunity to resubmit any assignments that have been assessed at Level 6, in order to try and move them to Level 7.

The deadline for resubmission of any revised work is usually the second or third Monday in August.

Many trainees find that the pre-professional period at the end of June is ideal for getting this out of the way sooner, whilst you are still relatively in touch with the work you have undertaken during the year.

If you do improve your level outcomes in any assignments, these improved marks will go through reassessment boards at the end of August and early September and your transcript/award will be upgraded accordingly and a revised version sent out to you in September.

Your Course Leader and Programme Leader will talk to you about this when you return to campus after the completion of Professional Practice 2 in the summer term.

Malpractice

Malpractice regulations do exist. These are clearly outlined within the Edge Hill Trainee Handbook for 2016/2017 and are available at Academic Registry and in the Faculty of Education. The procedures concerning malpractice are applicable to the preparation and presentation of all assessed work.

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Malpractice may be broadly defined as an attempt to gain an advantage over other trainees by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress. Types of malpractice include cheating, plagiarism and collusion. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement. The determination of whether an infringement of assessment regulations has occurred and the penalty is a matter for the appropriate Assessment/ Award Board.

Plagiarism

Plagiarism is taken very seriously. Plagiarism is defined as ‘the appropriation of ideas, passages etc. from another work or author’. Sentences and paragraphs should not be copied from any printed material, or inserted from any electronic source such as databases or internet sites, without clearly identifying the source. Edge Hill University’s regulations prescribe very serious penalties and tutors are experienced and perceptive in identifying plagiarism. If you have questions or concerns, please contact your Course Leader/ personal tutor.

Referencing and Bibliography

Any piece of work submitted for assessment within a course MUST adopt a logical and coherent referencing system.

The object of employing such a system of referencing is to enable the reader to follow up the references cited with the least amount of difficulty. The two priorities of the system employed must be accuracy and consistency between text and bibliography. A widely used system is the Harvard system of referencing. This should be used in your work. Assignments inadequately referenced will be deemed incomplete and returned to the Trainee Teacher concerned for further attention.

The most current version of the university’s referencing guidance can be accessed via the Learning Services website:

https://www.edgehill.ac.uk/ls/uni-skills/referencing/

https://www.edgehill.ac.uk/ls/uni-skills/referencing/

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Edge Hill University ITT Professional Practices

Professional Practice Training Requirements

During all periods of professional practice training, you are expected to:

adopt a professional approach o work collaboratively with pupils, peers and colleagues o behave in a professional manner at all times o prepare all activities thoroughly o dress according to the accepted school code o be aware of and respect the importance of confidentiality o adhere to and implement accepted school policies outlined during trainees’

induction to the school

attend regularly and punctually

notify your Course Leader by 8.30am and your practice school/college of any absence (each day), passing on essential information. This is particularly important where s/he may have scheduled a visit to see you in your practices school/college. You must inform your Course Leader on your return.

familiarise yourself with institutional policies and procedures

provide appropriate and accurate information regularly to the Faculty of Education Office and to your Course Leader and attend the relevant briefing and preparation sessions

prepare and continually update your Trainee Teacher Profile (TTP) that will be shared with the mentor, Link Tutor and/ or Subject Tutor during the programme . The TTP template was sent to you as part of the pre-course material and it is available on the PGCE area of Blackboard

read information carefully about travel and transport arrangements

read information provided by Edge Hill on health and safety and avail yourself of school policies in these areas

be familiar with the requirements outlined in the Professional Practice booklet/guidance material, in order to be fully prepared prior to all practices-based training

analyse and reflect upon the practices and share thoughts and evidence of progress with peers, mentors and tutors

liaise with class teachers, Head teachers, mentors, Link Tutors and/ or Visiting Tutors about forthcoming work, ensuring that the school experience file is up-to- date and available at all times on request

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respond constructively to feedback, participate in discussions regarding reports and target setting. Take copies of reports and profiles to subsequent school-based practices

seek to take a full and active part in the wider aspects of a teacher's role e.g. engage in extra-curricular activities, INSET sessions, staff meetings and duties with staff colleagues

It is a requirement under the Teachers’ Standards that normally a minimum of 120 days is spent on school-based practice before a recommendation for Qualified Teacher Status can be made.

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Professional Practice Calendar 2016/2017

For all periods of school-based training you will receive documentation, briefings from your Course Leader and tutor/administrative support. You must refer to your Course Handbook and the Professional Practice Handbook.

During 2016/2017 you will undertake the following practice-based training:

TYPE OF PRACTICES TRAINING

DETAIL DATES

Primary Experience (3 days)

3 days within Professional Practice 1a. To be arranged by PP1a Professional Mentor in conjunction with trainee.

Before 8th December 2016

Professional Practice 1a

Induction week – all week, w/b 26th September 2016

Then: Monday – Thursday in placement setting (school/college)Contains: SEND practice focus – 3 days before 8th December

Within PP1 setting and/or another setting with which your PP1 school has links.

26th – 30th September 2016

3rd October – 8th Dec 2016

Professional Practice 1b

Usually in same setting as PP1a.

Trainees work to practices’ school /college holidays. There will be different closing dates for schools in December. The February half term will vary.

3rd Jan*– 23rd Feb 2017

*some schools may return prior to this date; in this case, trainees should follow school term dates

Professional Practice 2

Preparation period in Secondary school/college, followed by block of time (5 days per week) in the same school/college

Contains: Post 16 practice focus – 3 days. For trainees have

limited prior experience. To be undertaken in PP2 setting and/or another setting with which your PP2 school has links.

Challenge School Enhancement – 3 days between 16th May - 17th June 2016. For trainees with no/limited experience in such a setting where such an enhancement would be beneficial.

13th Mar – 23rd June 2017*

Anytime during PP2 (only if needed)

Between 16th May -17th June 2016

* there may be significant variation in the Easter Vacation and half term dates. Check these with your PP2 setting and ensure that your attendance reflects their arrangements

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Professional Practices Overview Initial Teacher Training programmes at Edge Hill University are predicated on the principle that, as an aspiring teacher, you will receive the highest quality experience at Edge Hill which will enable to become the best caliber teacher possible. As you study on a programme of Initial Teacher Training at Edge Hill, you will be placed in schools and settings that will provide you with depth and breadth of experience. Edge Hill will provide you with a number of practices that may be geographically diverse and that will, throughout the duration of the programme, provide you with an appropriate curriculum, age phase and pupil- based experience.

As a trainee studying on a programme within a university context, we expect that you will gain in confidence and be able to approach study and working with others, showing increasing independence. You will have opportunities to develop the knowledge, skills and qualities to gain a recommendation for Qualified Teacher Status by undertaking practices in a range of locations where we have partnership arrangements, including the North West, the North East, Staffordshire, Cheshire, the West Midlands including Shropshire and London. In addition, there may be occasions when your practices is undertaken at a time that is different to other trainees in your group/ cohort. In these circumstances, we will ensure that your programme of study and assessment is tailored to meet your individual needs and circumstances. We expect that you will approach each practices with a flexible and conscientious attitude, acting with integrity and commitment.

We have an excellent partnership relationship with an extended network of schools and settings in many areas of the country. Our approach to developing practices for trainees is supported by a large administration team with staff whose focus is on the needs and requirements for practice-based training. Academic and administrative colleagues will assure the quality of the experience you receive. As an aspiring teacher and trainee at Edge Hill, you will have a role to play in the process too. You will be expected to organise your travel to practices, though clearly our Partnership Team are here to support you in this process.

Be assured that our priority is always to provide the most effective training practices to meet your particular training needs.

Except for the short, focussed practices which are embedded into your practices, which you are asked to arrange in liaison with your practices school, the choice of main school practices is the responsibility of the Faculty of Education and, consequently, trainees are not able to choose their practices schools and should NOT make individual arrangements with schools or other settings. All contact with practice schools is made formally via the Faculty of Education’s ITT Partnership Team and trainees are not permitted to contact schools directly before practices are finalised and displayed on Faculty of Education notice boards.

The Faculty Team is responsible for providing trainees with a high quality training practices. The aim is that every Edge Hill University trainee not only reaches, but exceeds their personal and professional expectations.

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Whilst on practices, a trainee’s first point of contact will be their designated Edge Hill University Tutor. This tutor will contact the trainee in advance of the practices and provide their contact details. In the event that the trainee is unable to contact their tutor on an urgent matter, they must contact their Practices/ Course Leader, who will direct the trainee to an appropriate member of staff

Placement procedures and administration

Whilst on Professional Practice, a trainee’s first point of contact with the University will be their designated Edge Hill University Visiting Tutor. This tutor will contact the trainee in advance of the Professional Practice and provide their contact details. In the event that the trainee is unable to contact their tutor on an urgent matter, they must contact their Professional Practice Leader, who will direct the trainee to an appropriate member of staff.

Professio n al P r acti c e a llo c ations

Professional Practices are normally secured on behalf of all trainees by the Faculty Team.

If a trainee is aware of a school/college/setting which they feel might provide a Professional Practice for them, as they have previously undertaken work there, they can inform their Course Leader about this – who will then assess the suitability and feasibility of placement there*.

Please note, this does not guarantee that a professional practice will take place in the suggested setting. A Quality Assurance check needs to be undertaken to ensure the training the trainee will receive is of high quality.

Timing of Profes s ional P r acti c es

Due to the large variety of schools, colleges, settings within our extensive partnership we need to be flexible. This means that a trainee may start or end their Professional Practice at different points within a specific window of time. There are also occasions where schools withdraw their offer of a Professional Practice (adverse Ofsted inspection, poor exam results, changes in staffing, illnesses and maternity covers etc.). If, for any of these reasons, the trainee begins their Professional Practice later than other trainees in their cohort, the trainee will continue to progress and develop through the delivery of an enhanced training programme. The trainee will continue as a full time trainee and have the opportunity to experience other aspects of the programme that their peers will engage with later on in the programme, for example a short placement at an SEND school. 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.

Deferr e d Prof e ssion a l P r a ctic e s

A Professional Practice is termed ‘deferred’ when a trainee has been obliged to withdraw from a Professional Practice after its commencement for reasons beyond

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their control. In this situation, the trainee will need to contact their Edge Hill University tutor and arrange to submit an application for acceptance of Exceptional Mitigating Circumstances. This is usually termed an ‘EMC’. Once an EMC has been accepted, the Faculty team will work towards securing a repeat Professional Practice. 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. The trainee will be informed as soon as possible, but please maintain contact with the Programme Leader and engage in some voluntary work whilst awaiting confirmation. Ensure that contact details are up to date and known to both Academic Registry and to the Programme Leader.

Referr e d Prof e ssion a l P r a ctic e s

A Professional Practice is termed ‘referred’ when a trainee is required to repeat it as a result of having been graded as a ‘4’ on the grading criteria identified for that professional practice. In this situation, it is necessary to find a suitable Professional Practice to match the trainee’s needs and provide very specific support. Obviously, this requires special negotiation and a careful choice of setting. The trainee will need to be patient throughout the process; where possible, the repeat Professional Practice will occur within the same academic year. However, where there are issues of time available and limited offers, it may be necessary for this to be undertaken at during the following academic year. A trainee is not automatically entitled to a repeat attempt at a ‘referred’ Professional Practice; this will be offered at the discretion of a Faculty School Experience Assessment Board.

C o n t act D etails f o r P r o f essional Pr a ctice

Any change in a trainee’s address or contact details, a trainee must ensure that they update the trainee Go Portal as appropriate, to ensure all information at the time of allocation is completely up to date.

Blackboard Learning Edge

Trainees are requested to access blackboard on a regular basis and also to check their Edge Hill email accounts, which will be used for urgent communications. As these are accessible through the Go Portal, it is a positive way of strengthening and fostering collaboration between trainees whilst on Professional Practice, enhancing the overall reflective experience. This is where you will be notified of your Professional Practice allocation

Tra v el and A ccomm o dation Poli c y

If costly travel is incurred by a Professional Practice, then support towards your expenses may be claimed for, that is 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. The entire travel policy document can be found on the VLE.

Occasionally there may be opportunities for trainees to complete a Professional Practice at a location that is an unreasonable distance from the home address and in these instances accommodation will be provided by Edge Hill University. Full details

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can be found in the Travel and Accommodation policy on the VLE. Additional support with other expenses, whilst on a remote Professional Practice can be found in this policy.

A d ditional in f ormati o n r e l a ted to P rofes s ional Pr a cti c es

Issues of a more practical nature, such as transport, finance, etc., should be raised by completing the appropriate form, available from the FoE Information Desk

Any concerns or personal issues regarding the Professional Practice, e.g. medical conditions, personal issues, financial issues, etc., should be reported within one working day of the notification of the Professional Practice by completing a Professional Practice Rejection Form, obtainable from FoE Information Desk. This will then be scrutinised by both the Professional Practice Leader and Course leader, who will need to support the 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.

All trainees should have considered 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), as the refusal of a Professional Practice Rejection Form could result in failing the Professional Practice on a technicality i.e. a trainee has been offered a suitable Professional Practice but has declined it.

Trainees must complete a minimum number of days/hours in school/college/setting. If a trainee does not complete these days, they will not be compliant and they cannot be recommended for QTS at the end of the Programme. Trainees may need to make up extra days at the end of the Professional Practice.

Trainees should work alongside qualified teachers when planning out of school/college/setting activities. The final arrangements and risk assessmentsmust always be carried out by a qualified teacher.

Some trainees and schools/colleges/settings will be visited by External Examiners during the final week of the experience. 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. Their role is not to visit trainees and schools/colleges/settings in order to make judgements about their performance.

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Lines of Communication: Who do I ask if I have a query or a concern?

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If you have a personal concern or an academic query (e.g in relation to your

academic writing)

If you have a query relating to a particular module (including the content, tasks or

assignment)

Please contact your Course Leader in the first instance.

Please make contact with your Course Leader/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.

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 SupportOpen: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday Tel –- 01695 584554 https://www.edgehill.ac.uk/studentservices/student-information-desk/

Leaning Services for Library/ IT help / Media Facilities /SpLD support Tel – 01695 650800 Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/

If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group, including booklets and notices on Learning Edge? Have you checked with your members of your peer group?

Your Course Leader will usually be able to resolve your issues, however, if

necessary they may be referred to the Programme Leader.

If necessary your Course Leader, personal tutor, visiting tutor will refer your queries or concerns on to your Programme Leader. NB: Due to data protection we cannot discuss your training with anyone other than you.

NB: You should not make contact with the Dean of Education or the Head of Area.

If you have a concern or query in relation to your professional practice.

If your professional practice has not yet started please contact your Course Leader/Personal

TutorIf your professional practice has started then please contact your Mentor (school based

trainer) or your Visiting Tutor (Edge Hill based trainer).

https://www.edgehill.ac.uk/ls/about/

http://askus.edgehill.ac.uk/

https://www.edgehill.ac.uk/studentservices/student-information-desk/

Useful Contact Information for Trainees

Car e ers Ser v i c e

Website: htt p :// w w w . e d g ehi l l.ac. u k/c a r e ers/

Tel: 01695 584866 (out of hours answer machine available)

Email General Enquiries: car e ers@ e d g ehi l l.ac. u k

Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP.

Learning S er v i c es (including s upp o rt s e r v i ces)

Website: ht t p :// w w w . e d g ehi l l.ac. u k/ls/

Tel: 01695 584286

Email: enquiries lsd e s k @ed g ehi l l.a c . u k

Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/

Finance

The S t u d ent F i n ancial Sup p ort T e a m is based in the Student Information Centre at Edge Hill.

A c a demic Registry

Academic registry is based in Student Information Centre (SIC)

Tel: 01695 584554 – Academic Registry Helpdesk

A c c ommodation

Email: w w w . e d g ehi l l.ac. u k/ a c c o m m o dati o n .

C o uns e lling

Tel: 01695 650988

Email: c oun s el l in g @e dg ehi l l.ac. u k

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http://askus.edgehill.ac.uk/

The Role of the Personal Tutor

What is a Personal Tutor?

The Personal Tutor sits at the centre of the student ‘goal setting process’, linking together all aspects of a programme to ensure that each trainee is supported and challenged rigorously throughout their training within the Edge Hill University Partnership, in order to achieve their full potential.

The Personal Tutor, will ‘own’ the progress and training of each trainee they work with, and be responsive and accessible when issues arise. They will report on their work at regular intervals throughout the year, demonstrating how each of their trainees is developing into a highly reflective and critical practitioner who evaluates his or her own practice and the impact this has on pupil progress and achievement, thus ensuring that each trainee makes outstanding progress.

This is a personalised role for each trainee dependent upon their prior experiences, achievement and individual training needs.

For most PGCE subjects, your Personal Tutor will be your Course Leader. For subjects with large numbers of trainees, your Personal Tutor may be another member of staff teaching within your subject. Please check this with your Course Leader in the early stages of the PGCE programme if you are unsure about who your personal tutor is.

What does a Personal Tutor do?

The role of the Personal Tutor will vary depending upon the year of the programme a trainee is in.

All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required.

Their focus will include:-

Undertaking scheduled tutorial meetings with tutees (a minimum of 3 during the year)

Tracking and monitoring of trainee progress and logging this centrally, and intervening when required

Being available to offer advice and guidance during Professional Practices

Offering support when required regarding training; and communicating with trainees regularly

Guiding trainees in relation to personal employability.

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What should you as a trainee do?

You should engage fully in all scheduled Personal Tutor meetings; and attend Personal Tutor meetings ready to engage in discussions about your progress and goals. This includes the completion of pre-meeting tasks as appropriate.

You should ensure that copies of relevant information are made available for Personal Tutors at planned meetings, such as Professional Practice End of Placement Forms.

You should ensure that your Personal Tutor has all your current contact information.

You should ensure that all your relevant teaching files, subject knowledge folders and Standards portfolios are maintained and up to date, as a Personal Tutor may wish to see these at any point.

It is to be emphasised that working with a Personal Tutor is a two way process and trainees are expected to prepare for Personal Tutor meetings in an appropriate way.

Please also refer to the diagram in this booklet which will guide you in understanding the most appropriate sources of support throughout your time on the programme if you have a query or a concern.

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Employability Including References

When applying for teaching jobs you will require a reference from Edge Hill University. Your reference will be written by your course leader, but you should include the following details on any application forms:

Secondary References Faculty of EducationEdge Hill UniversitySt Helens Road OrmskirkLancashireL39 4QP

E Mail: [email protected]: 01695 584329

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Newly Qualified Teacher/Former Trainee Development and Enhancement Programme

Edge Hill University 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 [email protected] • 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.

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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 school)

o general advice and information for memberso professional representationo free membership for traineeso online application process

To help you decide which one to join, you could:

o study their websiteso talk to teachers in a setting, school, or collegeo take out multiple free trainee memberships, before choosing one union to

subscribe to as an NQT/Former Trainee

Union Website

The National Union of Teachers http://www.teachers.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.

Teacher Support Network

The Teacher Support Network has been in existence for a number of years and the services offered are extended to include those on a course of Initial Teacher Training. The Teacher Support Line offers: a telephone counselling service confidentiality – between the use and the counsellor availability at any time of the day or night – 24 hours per day a Freephone 08000 number and online access a service 365 days per year a service open to any trainee teacher in England and Wales.

Contact details: Telephone - 08000 562561; Website - www.teachersupport.info

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http://www.teachersupport.info/

http://www.atl.org.uk/

http://www.teachersunion.org.uk/

http://www.teachers.org.uk/

Timetable and Assessment Schedule

Programme Calendar 2016-17

Course Week No.

BeginsMonday

Key Information Notes Key Deadlines*/Activities*subject deadlines to be added by trainee/CL

1 5 September PGCE InductionEdge Hill University all week

Trainee Teacher Profile Form & Signed Code of Conduct to CL by Friday 9th September

2 12 September Edge Hill University all week

3 21 September Edge Hill University all week

4 26 September PP1 Induction WeekSchool Monday-Friday

Trainee completes Record of CM & Record of PM Meetings forms – weekly

RPP Assignment deadline: Friday 30thSeptember – Teachers & the Law

5 3 October (PP1a) Monday -ThursdayEdge Hill University Friday

Liaise with PM to organize 3 days Primary experience before Christmas

Complete total of 3 days Primary before 8th December


Programme Reps Meeting (SSCF) Friday 21 October 2016, 1-2pm

Submit copy of PP1a timetable to Course Leader before Friday 14th October


8 24 October Edge Hill University or 4 day/1 day split

Potential Half term: Subject focused with some independent study time

9 31 October Edge Hill University or 4 day/1 day split

Potential Half term: Subject focused with some independent study time

10 7 November (PP1a) Monday - ThursdayEdge Hill University Friday

Professional Practice-based staff begin informal lesson observations – 1 per week

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Liaise with PM to organize 3 days SEND focused experience post-Christmas & before end of PP1b



Prepare PP1 Interim Report Form with Curriculum Mentor.

14 5 December (PP1a) Monday - ThursdayEdge Hill University Friday

Programme Reps Meeting (SSCF) Friday 9 December 2016, 1-2pm

Submit PP1 Interim Assessment Form to Course Leader by Friday 9th DecemberSubmit updated copy of timetable to Course Leader if any changes have been made.

15 12 December Edge Hill University all week

Research support and subject focus Tutorial preparation – ensure Standards Log updated

RPP Assignment deadline: Friday 16th December – Critical Reflection 1 formative submission

16 19 December Vacation *

17 26 December Vacation *

18 2 January (PP1b) Monday – ThursdayEdge Hill University Friday

Move to 50% timetable.Professional Practice-based staff undertake formal lesson observations – 1 per week

Total of 3 days of SEND experience (either in PP1 setting or SEN setting with school links) sometime before 24th February





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23 6 February (PP1b) Monday – ThursdayEdge Hill University Friday


Preparation of PP1 End of Practice Report Form with Curriculum Mentor


PP1 ends 24th February 2017 EOP report form completed and copy to CL by Monday 27th February

26 27 February Edge Hill University – all week

Tutorial preparation – ensure Standards Log updated

27 6 March Edge Hill University – all week

Programme Reps Meeting (SSCF) Friday 10th March 2017, 1-2pm

RPP Assignment deadline: Friday 10th March – Critical Reflection 2 final submission

28 13 March Professional Practice 2 (PP2) Preparation Week Monday-Friday

Trainee completes Record of CM & Record of PM Meetings forms – weekly

During PP2:All trainees: 2 additional Primary Experience days – placement setting feeder school if possible

3 days (if needed – to be discussed at tutorial and with mentors): Post 16; EAL setting; School Facing Challenging Circumstances

29 20 March PP2 Monday-Friday Professional Practice-based staff undertake formal lesson observations – 1 per week

Submit copy of PP2 timetable to Course Leader by Friday 24th March

30 27 March PP2 Monday-Friday

31 3 April PP2 Monday-Friday

32 10 April PP2 Monday-Friday Easter Vacation in line with PP2 school



35 1 May PP2 Monday-Friday

36 8 May PP2 Monday-Friday Prepare PP2 Interim Report Form with Curriculum Mentor

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37 15 May PP2 Monday-Friday Submit PP2 Interim Assessment Form to Course Leader by Friday 19th May

38 22 May PP2 Monday-Friday

39 29 May PP2 (Half term*)

40 5 June PP2 Monday-Friday Ensure Standards Log updated for final review by Visiting Tutor (VT)

41 12 June PP2 Monday-Friday Deadline: Teachers Standards Log – 16th

June 2017 (to be assessed by VT during PP2 visit in run up to this date)

Prepare PP2 End of practice Report Form with CM

42 19 June PP2 Monday-Friday PP2 ends 23rd June 2017 EOP report form completed. Final signed copy to CL by Monday 26th June.

43 26 June PGCE Pre-Professional Phase (EHU all week)

Compulsory EHU sessions

44 3 July PGCE Pre-Professional Phase Programme ends for most Friday 7th July 2017

NQT preparation in employer schools if feasible

Update/finalise Teacher Profile Form and tutorial preparation

45 10 July

46 17 July Graduation Week?

47 24 July

Assignment deadlinesSchool-based deadlinesProgramme Rep Meetings

N.B. Subject assignment deadlines will be added to this calendar by your Course Leader and included in your Course Handbook.

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Faculty of EducationInitial Teacher Training (ITT) Professional Code of Conduct

Introduction

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

Behaviour and attitude:

As a trainee following an ITT programme at Edge Hill University, Faculty of Education, you are expected to demonstrate consistently high standards of personal and professional conduct. You will maintain and model the highest standards of ethics and behaviour.

For all aspects of the programme you are following, you will:

1. Demonstrate high standards of honesty and integrity

2. Treat pupils/learners in all settings, and others, including fellow trainees and all staff in the Edge Hill University Partnership, with humility and dignity

3. Show respect for the rights of others including individual liberty and mutual respect and tolerance of those with different faiths and beliefs

4. Show due regard for the ethos and values of the university and any other setting. You will follow the policies, procedures and codes of practice and conduct, including safeguarding pupils’ well-being, in accordance with statutory provision

5. Demonstrate professional behaviour and relationships towards all staff, pupils/learners and trainees in both formal and informal contexts, including via social media. You will observe boundaries in line with a teacher’s professional position and responsibilities

6. Take responsibility for your own learning and development, ensuring a professional and accountable approach to all aspects of the programme

7. Take responsibility for managing the demands of the profession by looking after your personal well-being and actively developing resilience strategies

8. Show an active willingness to engage with, listen to and act on feedback and advice from Mentors across the Edge Hill University Partnership

9. Actively reflect on your learning and teaching experiences in order to target set, action plan, improve, achieve and attain highly

10.Participate and actively engage in all learning and teaching experiences, and activities; and engage with the full range of feedback mechanisms, such as trainee surveys, trainee consultation and focus groups

11.Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation, and at briefings. This includes subject specific codes of practice

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Professional responsibilities:

In addition, this will mean that you are required to:

1. Commit to attend all training sessions. You will reflect an exemplary attendance record that can be reported within your completed reference from the Edge Hill University Partnership. You will follow the procedures for notifying absence which are clearly set out in the programme documentation and avoid last minute cancellations of meetings wherever possible

2. Complete, adhere to and retain all compliance-related documentation in an appropriate manner. This will include DBS Enhanced Disclosure, relevant safeguarding checks, and good health and good character declarations

3. Complete, and keep up-to-date, The Student Allocation Profile Survey

4. Fully engage with the programme that you have enrolled upon, as required by the teaching and learning strategy for your programme; including attendance at all Personal Tutor meetings

5. Take responsibility to access, read, fully understand and engage with the policies, procedures and practices across your training programme; and ensure all safeguarding procedures are fully adhered to

6. Maintain a professional approach to all communications, including e communications and social networking, ensuring that comments made do not bring yourself, your family, your colleagues, or the Edge Hill University Partnership into disrepute

7. Use the Edge Hill University email system to communicate professionally with staff, to maintain an appropriate approach to e-safety and to comply with the university’s and setting’s policy1

8. Be punctual at all times

9. Use the relevant support networks to raise any issues/concerns you may have with your training

10.Maintain an appropriate standard of professional dress and appearance, particularly whilst on professional practice and in relation to special activities

11.Ensure that all assessed work relevant to your training programme is available if requested

1IT Acceptable Use Policy http://ehu.ac.uk/aup

48

http://ehu.ac.uk/aup

12.Take full advantage of the range of professional development opportunities, including the NQT/Former Trainee programme, in order to support your ongoing training and development

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Breaches of the Professional Code of Conduct

When at Edge Hill University:

1. Code of Behaviour/Misconduct

The Edge Hill University Student Regulations, incorporating the Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct. 2

You must comply with all rules and regulations of the university. The current versions of all university polices are housed on the Edge Hill University intranet and it is your responsibility to make yourself aware of these. Some rules and regulations may be supported by sanctions, including fines, or exclusion from facilities and services.

2. Academic and Professional Requirements

The academic and professional requirements of each ITT programme are specified in The Edge Hill University Student Handbook, produced on an annual basis. The handbook sets out what is expected and required of you in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:

Academic failure Malpractice Failure to meet the academic and professional requirements of the programme.

Within the Edge Hill University Academic Regulations, please also refer to Appendix 19: Professional Review Procedures

3. Academic and Professional Review procedure

The ITT Academic and Professional Review Procedure acts as a necessary first stage in the tracking and monitoring of trainees’ progress on their ITT programme. The process is designed to be supportive of you in outlining clear actions to support your success, progression and achievement. In addition, the procedure allows decisions to be made with regard to your suitability to teach and/or remain on the programme.

Whilst on professional practice:2Student Support & Regulations - http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

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http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

http://www.edgehill.ac.uk/studenthandbook/handbook/student_regs_05.html

1. Minor breaches of the Code of Conduct will be dealt with initially by discussion with the mentor and/or visiting tutor, an informal warning, and/or improvement targets set through the normal training process. Provided that you act on such warnings and/or targets, and comply with the Code of Conduct, there will be no further consequences. Failure to act on such warnings and/or targets is likely to constitute a serious breach of the Code of Conduct and the procedure outlined below will apply.

2. If you commit a serious breach of the Code of Conduct and your behaviour gives rise to concern about professional standards, the head, manager or principal of the setting will follow normal procedures in relation to staff discipline as appropriate. Relevant Edge Hill University tutors will also be notified and appropriate action will be taken. This may include the triggering of the Academic and Professional Review Meeting procedure (APRM) usually at Stage 2.

3. Behaviour that is regarded as a grave breach of the Code of Conduct will normally result in your immediate removal from the school/setting/college and serious disciplinary consequences. These consequences will usually include a Stage 3 Academic and Professional Review Meeting.

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APRM Review Process:

Academic and Professional Review Procedures for Initial Teacher Training programmes, 2016-17

All trainees on ITT programmes receive robust training at the start, and throughout their programme, about professionalism. In addition, trainees are introduced to the expectations set out within the ITT Professional Code of Conduct which they must sign both at the beginning of their programme of study, and on an annual basis, as acknowledgement of their commitment to uphold the expectations.

The ITT programmes’ Academic and Professional Review procedure (APRM) is the Faculty-based, 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 triggered3 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

3 Note - all trainees who fail a Professional Practice must attend a Stage 2 APRM meeting

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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

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

9. These agreed principles will be reviewed and, if necessary, revised on an annual basis by the ITT Board

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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

If you have questions about the content please discuss with the Programme Leader who will advise you on the best course of action.

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https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014

RESEARCH ETHICS POLICY AND PROFORMASection A: Personal Details

Name:

Course:

Title of Project:

Supervisor(s):

Section B: To establish whether your project requires ethical approval

Yes No

1. Will your project involve collecting and analysing data rather than solely consisting of a literature review?

2. Will your data be anything other than the material routinely produced and collected as part of your teaching or professional practice (e.g., lesson plans or evaluations)?

3. Will your data be anything other than documentary data (e.g., policy documents, schemes of work, awarding body specifications)?

4. Will your data be anything other than publically available secondary data that is in the public realm (data already collected for another purpose) such as national archives or DfE performance tables?

5. Will you collect new data from or with persons (e.g., interview or questionnaire) purely for purpose of completing this project?

55

If you have answered yes to any of these questions your project will require ethical approval, proceed to Section C.

You must not begin data collection until you receive approval and this form has been signed off. Failure to comply with this procedure is considered by the university as academic malpractice that

will result in failing the module associated with this project and may also result in you being withdrawn from your course.

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Section C: To be completed only if your project requires ethical approval

Before designing your project you will need to become familiar with the standards expected to be followed in educational research by reading the British Educational Research Association Ethical Guidelines for Conducting Educational Research.

If the participants in your study involve persons under the age of 18 years you may also find it helpful to read the Ethical Guidance for Undertaking Research with Children and Young People.

These documents can be found on the Faculty of Education Research wiki: https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics

Project Details

What are the research question(s) for your project?

Brief Literature Review

Who are the intended participants?

How will you access these participants?

What is the proposed methodological approach of your study?

What is/are the proposed method(s) of data collection?

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Ethics Checklist Yes No

1. Participants can freely provide consent to participate2. Participants understand what the project is about3. Participants are informed that they can withdraw from the study during

or after data collection4. I confirm that participants are not deceived or caused any distress by

their participation.5. I have attached a participant information sheet that explains what the

aims of the study and what participation will involve.6. I have attached a consent sheet that allows participants to provide

written consent, informs participants that they can withdraw from the study during or after data collection up to a specified time (e.g. two weeks) and explains how the researcher can be contacted if they wish to withdraw participation retrospectively.

7. I have read the British Educational Research Association Ethical Guidelines for Conducting Educational Research

If you have answered no to any of these questions your project will require an additional level of scrutiny by the FREC. Please liaise with your Course Leader who will be your contact point for this process.

Section D: Supervisor/ FREC Approval

Student to confirm all details are correct

Signature of student: Date:

Supervisor(s) Please tick one of the following options:

Does the project require ethical approval Yes No

Signature of supervisor(s): Date:

FREC Representative

Signature: Date:

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Assignment 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 time.

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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 to the award of Qualified Teacher Status (QTS) 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 document overleaf and shared with the Head of Area.

The flow chart overleaf sets out the detail of the relevant procedures.

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Health Issue disclosed - Faculty Assistant Registrar

(FAR) requests further information and informs Head

of Area (HoA)

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

Trainee not cleared - trainee is

supported in leaving the programme

Trainee completes Self-Declaration

Form and submits form to Academic

Registry

HoA to report outcome to trainee

Team Leader produces DBS

letter and confirms with FAR that letter

has been produced

DBS Panel arranged

DBS letter produced and

passed to CL/PL to

distribute to trainee

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

Self-Declaration Procedure

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Safeguarding – Management of a Cause for ConcernMANAGEMENT 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 2017

REVIEW RESPONSIBILITY K McCormack

LAST REVISION MADE July 2016

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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 student/trainee and Faculty staff

* The FoE (DSO) is Karen McCormack, email: [email protected], Tel: 01695 650994 and Leon Fraser, email: [email protected], 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).

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Student/trainee must inform the school/college/setting’s DSO immediately (within 24 hours) using the details provided during the

induction into the Professional Practice.

Student/trainee must inform the Faculty of Education DSO immediately (within 24 hours) using the

designated email [email protected] and must be copied to the appropriate HoA.

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 HoA will advise the student/trainee to seek support from their Personal Tutor.

The school/ college/setting’s DSO will guide and support the student/trainee in following the school/college/setting’s relevant procedure.

The FoE’s DSO will contact the *relevant school/college/setting’s DSO to ensure the

appropriate procedures are in place.

Student/trainee to be informed of outcome by HoA.

As appropriate, the HoA will work with the relevant Personal Tutor to ensure the student/trainee is

supported in their Professional Practice.

Student has concerns relating to safeguarding of a

child/vulnerable adult

DSO – Designated Safeguarding OfficerFoE – Faculty of Education

HoA – Head of Area

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.



STRICTLY CONFIDENTIAL

INCIDENT REPORTING FORM

TO BE COMPLETED BY A STUDENT/TRAINEE WHO WISHES TO RAISE A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE

(Please include the full names of all concerned)

Name of reporting student/trainee: ......................................................................................

Student no.: ……………………………………………………………………………….

Programme: ……………………………………………………………………………….

Name of Personal Tutor: ..........................................................................................

Professional Practice and name of school/college/setting:

..................................................................................................................................

Date of alleged incident, or cause for concern: ........................................................

Time of alleged incident, or cause for concern: ……….……………………………….

Reported to (please include name(s) and role(s)): ...................................................

Nature of alleged incident, or cause for concern:

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

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Name of Designated Safeguarding Officer in school/college/setting:

...........................................................

Incident reported to Designated Safeguarding Officer in school/college/setting on:

.........................................

Signed:

Student/Trainee: ………………………………..................................... Date: ……………please also print name

To be returned to the relevant Head of Area to forward to the Faculty Designated Safeguarding Officer.

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STRICTLY CONFIDENTIAL

OUTCOME

TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED, FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR CONCERN

....................................................................................................................…………..

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

………………………………………………………………………………………………..

Signed: ………………………………………………………………

Faculty DSO: ……………………………….................................. Date: ……..……..please also print name

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ITT Teaching Standards

Teachers’ Standards (2012)

PART 1 - TEACHINGS1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILSIndicative prompts: establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

S2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILSIndicative prompts: be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study

S3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGEIndicative prompts: have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain

pupils’ interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and

promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy,

articulacy and the correct use of standard English, whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching

strategies

S4. PLAN AND TEACH WELL STRUCTURED LESSONSIndicative prompts: impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge &

understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

S5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILSIndicative prompts: know when and how to differentiate appropriately, using approaches which enable pupils to be

taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how

best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and

know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with SEN; those of high

ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

S6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENTIndicative prompts:

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to

respond to the feedback

S7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENTIndicative prompts: have clear rules and routines for behaviour in classrooms, and take responsibility for promoting

good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

S8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIESIndicative prompts: make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on

advice and specialist support deploy support staff effectively take responsibility for improving teaching through professional development, responding to advice

& feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being

PART 2: PERSONAL & PROFESSIONAL CONDUCTUphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school. treating pupils with dignity, building relationships rooted in mutual respect, and at all times

observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty

and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might

lead them to break the law

Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.

Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Appendix 1Assignment Extension Approval Form – TO BE UPDATED

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This form must be completed by all students / trainees requiring an extension to the published hand-in date for coursework.

Once completed the form needs to be signed by the Module Leader and the appropriate Programme Leader or Head of Area (e.g. Head of Education Programmes). One copy should be retained by the Module Leader and in the case of primary undergraduate one copy should be made available to the Year Co-ordinator.

Students / trainees must ensure that a copy of the form is attached to the relevant piece of coursework when submitted.

Note to tutors: If an extension is granted then students / trainees should not be advised to complete an Exceptional Mitigating Circumstances form as well. Student Details

Name: ID Number:

Course:

Year:

Date:

Module Details

Module Title: Module Number:

Coursework Title:

Submission Date:

Length of extension being requested: New Date:

The reason for this request has been discussed with (tutor):

Student / Trainee Signature:

Module Leader Signature: Programme Leader

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Appendix 2 TRAINEE TEACHER PROFILE Secondary PGCE (Full Time)

Trainee Name

Personal Information

Programme

Subject

Year of study

Student Number

E-mail

Telephone number

Term–time address /postcode

Qualifications

Level 3 (A level equivalent)

Degree (Postgraduate only) and other relevant qualifications

Interests

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Insert appropriate

(passport style)

photo here

Interview Targets (to be completed by trainee in preparation for first Tutorial Review point)

Target Progress update

Pre-programme Experiencei

Settingii Setting Contextiii Summary of Experienceiv Key Achievements/Strengthsv Emerging Training Needsvi

Whole School:

Class(es):

Post16 PSHEE SEND Literacy Numeracy EAL

xx Xx xx

xx xx xx

Professional Practice 1avii

Setting Setting Context Summary of Experience Key Achievements/Strengths Emerging Training Needs

Whole School:

Class(es):


xx Xx xx

xx xx xx

Professional Practice 1bviii

72


Whole School:

Class(es):


xx Xx xx

xx xx xx

Professional Practice 2 Interim Pointix


Whole School:

Class(es):


xx Xx xx

xx xx xx

73

Professional Practice 2 Interim Grade: (tick as appropriate) 1 2 RI

Professional Practice 2 into NQT Yearx


Whole School:

Class(es):


xx Xx xx

xx xx xx

74

Key Targets for NQT Year

The following areas will form my first targets for development during my Induction Year:

xxx xxx xxx

End of Programme Level of Performance (at end of PP2/end of programme)

Overall Grade (please tick)

1

2

RI

Teachers’ Standards Grades

TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2

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1

2

RI

Guidance Notes

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i Include all relevant experience gained within the 3 years prior to starting your teacher training programme. Complete this section prior to Professional Practice 1a in preparation for first tutorial at EHUii Name of school or setting.iii For Whole School include: age range; numbers on role; percentage of free school meals (FSM); IDACI rating; numbers with identified SEND; numbers of EAL learners; numbers of Looked After Children.

For Class(es) include: year group(s); numbers in class; gender split; ability range; identified SEND; Able Learners; EAL learners; Looked After Children

Information for ii and iii above can be found via: Ofsted’s Data Dashboard: http://dashboard.ofsted.gov.uk/; and the DfE’s IDACI Score and Rank site: http://www.education.gov.uk/cgi-bin/inyourarea/idaci.pliv Include: Indicate, by ticking relevant boxes, which training priorities you’ve been able to engage with; Teaching Experience (key topics, examinations, syllabi); other subject teaching; PSHE teaching; extra-curricular; wider professional engagement (parents’ evening, open evenings, INSET training). v Include: key achievements during specific training phase; strengths which have emerged during specific training phase.vi Include: key training needs at this point in training; priorities for the next phase of training.vii Complete this section as you near the end of Professional Practice 1a in preparation for end of phase report completion and follow-up tutorial at EHU.viii Complete this section as you near the end of Professional Practice 1b in preparation for triangulation and follow-up tutorial at EHU.ix Complete this section as you near the interim stage of Professional Practice 1a and are prepare your interim report form.x Complete this section as you near the end of Professional Practice 2 in preparation for triangulation and final tutorial at EHU.

http://www.education.gov.uk/cgi-bin/inyourarea/idaci.pl

http://dashboard.ofsted.gov.uk/

Documents

Disability Support Services Statement - edgehill.ac.uk · Web viewThe principles and vision underpinning professional practice and how this relates to their own practice, including