Graduate Teacher Programme. Information for Schools ( )

Transcription

1 Graduate Teacher Programme Information for Schools ( ) - This document is in two parts; the first gives outline information about the University of Reading Graduate Teacher Programme that will be of interest to schools which have not previously worked with the University and which may wish to train a GTP Trainee. Part two provides more detailed information about the University course, including training requirements and financial implications, and refers to terms and conditions attached to taking a University of Reading GTP trainee. This is relevant for schools which have already agreed to take a trainee. A school s headteacher must sign to confirm that he or she has read this document and understands the requirements of training a GTP on the Main School Nomination Form, which forms part of the Candidate Application Form. Once a place has been offered and accepted by a candidate, the school s participation is confirmed by the Partnership Agreement, which is signed by representatives of both the school and the University. updated October

2 Part One - Outline Information about the Graduate Teacher Programme The Graduate Teacher Programme is an employment based route into teaching in which a trainee is employed by a school for the duration of their programme. One of the main characteristics of a GTP training programme is its flexibility as the school and trainee, with help from the University, together plan the best way of enabling the trainee to address all the QTS standards. Priority consideration is given to candidates who already have a school committed to providing a training placement for them and have all the required qualifications (see below). Who can train a GTP? Any maintained school teaching pupils within the compulsory age range, with an Ofsted report satisfactory or above and which meets the University of Reading approval criteria (see p 6). Any non-maintained special school, which is legally required to employ qualified teachers and which meets the University of Reading approval criteria (see p 6). Any independent school (including special schools) which meets the University of Reading approval criteria (see p 6). Notes: The following institutions are not eligible to train a GTP trainee: Sixth Form/Further Education colleges; Nursery Schools/Early Years Units; Pupil Referral Units. When are the entry points? For both Primary and Secondary there is only one entry point, in September of each year. Age-ranges / subjects supported by the University of Reading Primary: trainees must have the opportunity to teach the full curriculum to two consecutive ageranges from the following: 3-5 years, 5-7 years, 7-9 years, 9-11 years. Secondary: the university accepts applications from candidates wishing to teach one of the following subjects at Key Stages 3 & 4: Art & Design, Design & Technology, Drama, English, History, ICT, Maths, Modern Foreign Languages (French, German, Spanish), Music, PE, Science. What to look for in a candidate prior to application - guidelines for schools Qualifications Prior to starting the GTP, all candidates must have achieved a standard equivalent to grade C in the GCSE examination in Mathematics and English Language. In addition, those applying to teach at Primary level must also have achieved a standard equivalent to grade C in the GCSE examination in a science subject. If these qualifications are not already held at the time of application, it is unlikely that the candidate will be shortlisted for interview. All candidates seeking a funded place must have a good honours degree (2:2 or above) from a UK higher education institution or equivalent qualification. It is expected that Secondary candidates will hold a degree comprising at least 50% of the subject they wish to teach. However, consideration will be given to exceptional candidates with other relevant experience or qualifications. Other entry requirements All those applying for teacher training must show that they can communicate effectively in both spoken and written English. If accepted, the TDA require a trainee to hold a current enhanced CRB disclosure. This is the responsibility of the school and trainee. In addition, a trainee must comply with any other required background checks. Candidates must meet the requirements for fitness to teach. Accepted trainees complete a medical form which is scrutinised by the University Medical Adviser. The offer of a place will be conditional on meeting all the above requirements. updated October

3 Other eligibility criteria Fully qualified teachers trained overseas are not eligible for the Graduate Teacher Programme, but may be eligible for the Overseas Trained Teacher Programme. Visit the OTTP pages on our website to obtain further information about the Overseas Trained Teacher Programme. As this is an employment-based route, all candidates must be legally permitted to work full-time in the UK. A student visa is not sufficient for this purpose. School and other relevant experience The University of Reading programme is oversubscribed. Before they make their application, candidates are expected to have had recent experience in a state-maintained, mainstream school, either as a paid teaching assistant, cover supervisor, a regular volunteer or parent helper or through specially arranged observation visits. Other experience of working with children/young people is an additional strength (e.g. youth work, Brownies, sports coaching, TEFL teaching or teaching experience gained overseas), but will not replace the need for gaining experience in a relevant school setting in England or Wales. Candidates planning to train in a special school or in the independent sector will be expected to gain some mainstream state school experience prior to application in addition to the experience they will already have in their present school. School Interview Schools should assess a candidate s potential as a teacher. As well as observing candidates interacting with pupils and staff, we recommend that schools carry out a formal interview to determine the candidate s suitability as a prospective employee in the school and as a future teacher, whilst recognising that they are not yet qualified to teach. University Interview The University will assess a candidate s suitability for the GTP. Those candidates shortlisted will be invited to attend for a half-day interview at the University of Reading. The selection process includes an individual interview, completion of a written task and, in many cases, participation in group discussions or tasks. Colleagues from schools are regularly invited to be involved in the interview process. However, the decision to accept or decline an application remains the responsibility of the University of Reading. Can the trainee fill or part-fill a teaching vacancy or act as PPA cover? All trainees receiving a salary grant are expected to be supernumerary. The University of Reading definition of supernumerary is that trainees do not have sole responsibility for any classes at any stage during their training. Trainees will be given an opportunity to observe good practice and working with groups before taking some full class responsibility. However, it is likely that trainees will have a greater level of whole class teaching experience early on in their training on the GTP than they might on a PGCE course. updated October

4 Part Two Detailed Information about Training Requirements A school will need to provide the learning opportunities and class placements so that the trainee can meet the Standards for the award of QTS. These are set out in the Professional Learning Plan, which is given to the trainee at the beginning of their programme, and in the Manual of Guidance which is given to all those involved in advance of the start of the training programme. Class Placements Primary: trainees are required to train across two consecutive age-ranges (3-5 years; 5-7 years; 7-9 years; 9-11 years). To meet requirements, they must undergo a period of substantial, sustained teaching in each of the two chosen age ranges: a) a minimum of 60% full teaching responsibility in one; b) a minimum of 80% full teaching responsibility in the other. In addition, it is expected that trainees will spend time observing and teaching in each year group of the two chosen age ranges not covered above. Secondary: trainees are required to train across two consecutive age-ranges (KS3 & KS4) in their subject specialism and must gain substantial, sustained teaching experience across the two age-ranges. Typically this will involve planning, teaching and assessment of classes over half a term or more. It is possible for a trainee to be placed in a school that does not offer the full age-range for which they are training but in such cases the trainee will need to be released to obtain an appropriate level of experience in the other age-range: some of this can be during their second school placement (a compulsory feature of all initial teacher training), but it is likely that the trainee will need to spend additional days in other schools to ensure compliance. For example: A trainee working in a Independent School will need to gain appropriate experience of teaching their subject to Y7 & Y8 in a state maintained school. It may be necessary to release the trainee for more than the normal 20 days of the second school experience to ensure compliance. A trainee working in a 7-13 Independent School wishing to train as a Secondary teacher will need to gain appropriate experience of teaching their subject at KS4. It may be necessary to release the trainee for more than the normal 20 days of the second school experience to ensure compliance. A trainee training for 3-5 & 5-7 years and working in a school without a Foundation Stage 1 class will be expected to spend time observing and teaching in a Foundation Stage 1 setting. Trainees wishing to train for 5-7 & 7-9 years could: o train in a Primary School; o be based in an Infant School and undertake an extended second school placement of at least 8 weeks (40 days) in a Junior School (or in the KS2 phase of a primary school) to include the required 60% teaching experience. This should not be in the linked school, but in a contrasting setting; o be based in a Junior School and undertake an extended second school placement of at least 8 weeks (40 days) in an Infant School (or in the KS1 phase of a primary school) to include the required 60% teaching experience. This should not be in the linked school, but in a contrasting setting; o be based in two schools (one Infant and one Junior) on an equal time basis. In such cases, the trainee will require a mentor in both schools and if the schools are within the same catchment area, a trainee will still be required to undertake a further contrasting second school experience (normally 20 days). Schools interested in partnering in this way should contact the GTP Coordinator for guidance on timetabling and funding. The minimum amount of time a trainee is required to spend in each of their chosen age-ranges is 8 weeks (40 days). updated October

5 Special Schools It is possible for a trainee to be placed in a Special School. However, the training programme must include 50 days' training in a mainstream school, covering the two age-ranges for which they are training. Trainees wishing to train in a Special School are expected to have had prior experience of Special Educational Needs, for example, by having worked as a Teaching Assistant. For those wishing to teach in a secondary special school, we will want to discuss carefully with the trainee and the school its capacity to support the trainee in their subject teaching. What are the staffing implications for schools of committing to train a Graduate Trainee? A GTP trainee requires regular support from a designated Mentor and other school staff. This includes a formal timetabled mentor session at least weekly, written observation of the trainee at least three times weekly once they start teaching (observations may be shared with other qualified colleagues) and a visit by the Mentor to the trainee in their second school. The School Mentor will be expected to attend three afternoon training sessions. The School Mentor will be supported by visits from a University Tutor during the training programme. The School Mentor will be expected to be available at some point each time the University Tutor visits the trainee (normally once each half-term) and be willing to undertake joint observations of the trainee, for mentor training and moderation purposes. A School ITT Co-ordinator (ITTCo) must be nominated. The positions of ITTCo and Mentor should be held by different people. The ITTCo should be a senior member of staff who will take overall responsibility for the quality of the training and support the trainee receives at the school and line manage the work of the Mentor in that aspect of their work. The ITTCo will be required to attend two half-day training and development meetings at the University. Notes: Headteachers are not normally mentors. Past experience has shown that mentors who are only in school on a part-time basis are not usually able to provide the level of support needed. What are the financial implications for state-maintained schools? Each accepted trainee placed in a state-maintained school comes with a grant as a contribution towards salary costs, which is paid direct to school by the University of Reading in termly instalments in arrears (December, March, July). If a trainee completes the course early or withdraws, the amount of funding paid will be adjusted accordingly. The grant for is not yet known, but as a guide, the grant for is 13,500 or 14,400 for schools that pay salaries on the Fringe scale. A GTP trainee must be paid by schools on the unqualified teaching scale. The September 2011 lowest salary level is 15,817 or Fringe 16,856 (September 2012 rates not yet known). The school bears all on-costs. The school will receive an additional contribution towards mentoring costs from the Training Grant received by the University of Reading. The school must absorb any costs relating to the release of the Mentor for tutorials with the Trainee (at least weekly), and for involvement in the visits of the University Tutor (once per half-term); also for releasing Mentors and the ITTCo to attend training and development sessions at the University, as specified above. updated October

6 What are the financial implications for Independent schools? There is no Salary Grant for trainees in Independent schools. A GTP trainee must be paid on the unqualified teacher s salary scale as a minimum. The school must pay the University of Reading for the costs of training. For the amount is 4,710. The school must absorb any costs relating to the release of the Mentor for tutorials with the Trainee (at least weekly), and for involvement in the visits of the University Tutor (once per half-term); also for releasing Mentors and the ITTCo to attend training and development sessions at the University, as specified above. Central Training Central training is an essential part of the Graduate Teacher Programme, which provides the trainee with the necessary subject knowledge for teaching and professional understanding to complement the work in school. It is a compulsory component of the course and attendance is required. How often will the trainee be away from school for training events? The trainee will be away from their main school to attend courses and to fulfil other training requirements. These will include: Primary Trainees only: Approximately 35 days for central training. The central training timetable is subject to annual review, but the timetable is appended to this document for reference. Central training takes place predominantly in the Autumn Term, with around 6 days in each of the Spring and Summer Terms. At least 20 days teaching experience in a second school (usually in term two). At least 6 days visits to other age-range settings. Release time to take Skills Tests (minimum one day or 3 half-days). Secondary Trainees only: Approximately 37 days for central training. The central training timetable is subject to annual review, but the timetable is appended to this document for reference. Central training includes both subject sessions with PGCE students and Professional Studies sessions with GTP trainees across all subjects. Central training currently takes place: o in the Autumn Term every Monday and Wednesday from mid September to the end of October, plus 3 days in December; o in the Spring Term every Monday from January to mid-february plus 3 additional days.; o There are additional introductory days early in the year, and six further days in summer. At least 20 days teaching experience in a second school (usually in term two). At least 6 days visits to other age-range settings Release time to take Skills Tests (minimum one day or 3 half-days) NB Most Secondary training sessions are held at the University of Reading, but Secondary trainees with D&T as their subject specialism have different arrangements. Their central training takes place in Thame, Oxfordshire one day per week throughout the year. The training day for D&T for is to be confirmed, but in the sessions take place on a Wednesday. updated October

7 The Approval of GTP Placement Schools It is in the nature of the Graduate Teacher Programme that Partnership relationships between Schools and the University of Reading may not always be continuous from one year to the next, particularly at Key Stage or Subject/Department level. Therefore, whilst a Partnership Agreement is entered into by both parties for the duration of each trainee s programme of training, it is necessary to consider carefully the nomination of a school/department to host a trainee on its merits and on each occasion. Experience shows that the match between a trainee s needs and the school s ability to meet those needs is crucial, particularly in terms of quality mentorship (across the relevant age-ranges at primary level or subject specific at secondary level), and a phased introduction to teaching responsibility. In the nomination and approval of GTP Placement Schools a number of factors will be taken into consideration. Experience in Initial Teacher Training is an advantage but is not a pre-requisite for approval. Schools will be approved on the basis of evidence that demonstrates: good practice developing through the school, both in terms of teaching quality and value added pupil attainment; a commitment to delivering high quality training and a willingness to participate in quality assurance procedures in this regard; that the relevant Key Stage team/department is well staffed and can offer excellent role and practice models for a trainee teacher; that there is an identified Mentor, confident and experienced in teaching the relevant ageranges/subject specialism, who is enthusiastic about mentoring a GTP trainee and willing to be trained for the responsibilities of the role; a capacity to train a GTP trainee irrespective of the demands of other trainees; a commitment from the school s Senior Management Team to support and facilitate the work of the Mentor and the learning of the Trainee. Sources of such evidence will include: the School Nomination Form completed by the Headteacher; the most recent Ofsted Report; quality assurance data from any previous involvement in ITT with the University of Reading; pupil outcomes, including value added; the school s public profile and status, e.g. Training School, Extended School, Specialist School Status etc; the level of recognised expertise among staff who will work with the trainee, e.g. ASTs, teachers accredited or experienced in ITT mentorship; LA advisors/school Workforce Advisors or other ITT providers who have knowledge and experience of the school s strengths. In addition, where a school/key Stage team/department is unknown to the GTP Management Team and/or where the supporting evidence requires further discussion, a visit by the GTP Director or Assistant Director (Primary) may be arranged. The capacity of the school to provide effective support to the candidate forms part of the selection process. updated October

8 What does the University provide? Documentation including Professional Learning Plan and Manual of Guidance; University Tutor visits; Mentor and ITT Co-ordinator training and support; Curriculum and Professional Studies Central Training; Administration of provisional registration and recommendation for QTS; Access to Library and other Resources; Additional trainee support as required. Independent Schools Unlike many providers, the University of Reading offers the GTP to the independent sector (see Financial Implications above). Trainees who are accepted on the programme should already be working in an independent school. Because there are no grants for those training in the independent sector, the University of Reading does allow such trainees to fill a teaching vacancy; however an Exemptions Request Form must be completed (this form will be available at time of offer) and, as well as having a timetable that enables attendance at all required central training, it is expected that trainees will have a lighter timetable during their training year to enable them to observe lessons and carry out other training requirements. The second school experience must be undertaken in a state maintained non-selective school and timetabled to provide a sustained experience in the normal way. If you wish to speak with the GTP Co-ordinator to confirm your understanding of the commitment, as detailed in this document, please phone the GTP Office below, stating that you are a school interested in training a GTP trainee. Liz Smith GTP Co-ordinator for school enquiries:e.smith@reading.ac.uk Tel for school enquiries: for candidate enquiries: gtp@reading.ac.uk Tel for candidate enquiries: September 2011 updated October

9 GTP Primary Central Training Timetable (Sample) Autumn Term Week beg Monday Tuesday Wednesday Thursday Friday AGE-RANGE A and other training activities this half-term 5.9 Sch (incl INSET) Sch (incl INSET) Sch Sch Orientation 12.9 Orientation Orientation Orientation 19.9 ENGLISH PE 26.9 MATHS PHONICS SEN 3.10 MUSIC Behaviour SCIENCE Child Development HALF TERM AGE-RANGE B and other training activities this half-term MATHS EAL 7.11 ENGLISH SCIENCE SCIENCE MATHS ENGLISH Languages Professional Studies 5.12 AGE-RANGE B (preparation for 60% block) AGE-RANGE B (preparation for 60% block) TERM ENDS* TERM ENDS* * term end dates vary depending on Local Authority Spring Term Week beg Monday Tuesday Wednesday Thursday Friday BH AGE-RANGE B (60% block) 9.1 (60% block) (60% block) PE (60% block) (60% block) 16.1 (60% block) (60% block) (60% block) ICT (60% block) 23.1 AGE-RANGE B (60% block) 30.1 AGE-RANGE B (60% block) 6.2 AGE-RANGE B (60% block) 13.2 HALF TERM 20.2 ENGLISH SCIENCE A 27.2 MATHS Professional Studies nd school placement nd school placement nd school placement nd school placement TERM ENDS Summer Term Week beg Monday Tuesday Wednesday Thursday Friday 16.4 Professional Studies BANK HOLIDAY Cross curricular Cross curricular Cross curricular Cross curricular 14.5 AGE-RANGE A (preparation for 80% block) 21.5 AGE-RANGE A (preparation for 80% block) 28.5 AGE-RANGE A (80% block) 4.6 HALF TERM 11.6 AGE-RANGE A (80% block) 18.6 AGE-RANGE A (80% block) 25.6 AGE-RANGE A (80% block) 2.7 AGE-RANGE A (80% block) 9.7 AGE-RANGE A (80% block) Awards 16.7 TERM ENDS updated October

10 GTP Secondary Central Training Timetable (NB a different subject timetable applies for D&T trainees) Wk beg. Mon Tue Wed Thur Fri 5.9 Professional Studies 12.9 Professional Studies Professional Studies Professional Studies 19.9 Subject Subject Subject 26.9 Subject Subject Professional Studies 3.10 Subject Subject Subject Subject Subject Subject 24.10HT Subject Subject Professional Studies Subject Subject Subject 2.1 BH Professional Studies 9.1 Subject Subject Subject 16.1 Subject 23.1 Subject 30.1 Subject 6.2 Subject 13.2 HT Professional Studies BH Subject Subject Subject HT BH BH Subject Subject Awards updated October