New Standards and New Requirements

1
New Standards and New Requirements

• Nalini Boodhoo and Karen Keeling
• PDS Training Session
• May 2007

2
Aims of the Seminar

• to further consider the new draft standards
• to discuss what opportunities student teachers
  should be given to demonstrate progress against
  the standards
• to discuss how to ensure entitlement for students
  to demonstrate progress against the standards in
  PL teaching and learning

3
New Framework

• 3 Interlinked Sections
• Professional attributes
• Professional knowledge and understanding
• Professional skills
• Number of Standards for QTS
• 33

4
The Key Ideas

• Every Child Matters
• Equal Opportunities
• Remodelled Workforce
• Personalised Learning
• Reflective Professionalism
• Communication
• E-learning

5
The Key Ideas 2

• ECM (Q5, Q18, Q21)is the underpinning base for
  the new standards - foci include education
  outside schools, extended schools and linking
  with children's services, remodelled workforce
  (working with a range of partners support staff
  in school and wider community, multi -agency
  teams, parents and carers Q6, Q20, Q32-33).
  Student teachers will need more precise knowledge
  of well-being/child protection issues and
  referral systems.
• Equal opportunities foci on areas such as Race
  Equality and The Gender Equality Duty, The Ajegbo
  Report on Diversity and Citizenship, more
  explicit indication of learning needs to be
  catered for

6

• Personalised learning (Q10, Q13, Q19) will focus
  on the processes that youngsters undergo and the
  factors that influence learning (parents,
  community, higher expectation of student
  teachers competence to use assessment data and
  statistics, with particular emphasis on
  personalised learning)
• Reflective professionalism focus on reflection
  and improvement for student teachers personal
  professional development (Q7, Q8, Q9)
• E- learning use as a teaching and learning
  strategy will be required by all
• Use of language an overt focus on student
  teachers use of language in their professional
  lives
• Expectations increased responsibility for
  student teachers to communicate their
  expectations to support colleagues

7
Subject Expectations

• The requirements no longer state that a first
  degree in the subject specialism being studied is
  necessary. A first degree per se is the only
  requirement (!).
• However, Q14 states student teachers should
• have a secure knowledge and understanding of
  their subjects/curriculum areas and related
  pedagogy to enable them to teach effectively
  across the age and ability range for which they
  are trained.
• See also Q15
• Know and understand the relevant statutory and
  non-statutory curricula, framework, including
  through the National Strategies, for their
  subjects/curriculum areas, and other relevant
  initiatives applicable to the age range and
  ability range for which they are trained.

8
Age Range Requirement

• All trainee teachers to teach across two or more
• consecutive age ranges selected from the
  following
• Foundation stage (ages 3-5)
• School years 1-2 (ages 5-7)
• School years 3-4 (ages 7-9)
• School years 5-6 (ages 9-11)
• School years 7-9 (ages 11-14)
• School years 10-11 (ages 14 16)
• School years 12-13 (ages 16-19)