PGDE Programme Components and Connections

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PGDE Programme - Components and Connections
Learning Teaching in Schools Summative
Assessments
APS CPD
Further Professional Studies
Professional Studies
Ways of Working
Beginning to Teach .....The Developing
Professional .....Inclusive Practice
School Experience
Learning Through the Curriculum
School Exp Assessments
Pastoral Support
SITE
Induction Year
Programme Review Research
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Professional Studies Themes and Units
Professional Studies
Learning Learners
The Active Professional
Social Justice
Unit 1 The Active Professional Who am I?
Unit 3 Learning Learners
Unit 5 The Active Professional Where am I now?
Unit 4 Emotional, Social Educational Literacies
Unit 2 Education, Learning Social Justice
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• Primary curricular studies (LTCP)
• Secondary subject studies (LTCS)
• Secondary shared sessions
• Cross-curricular lectures

Learning Through the Curriculum
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Direct Practice (guided by teachers
Uniiversity)
Model of Practice
Alternative forms of good practice (observation,
critical reflection evaluation)
Critical Study (of theory research in context
to inform practice)
Critical study of practice (ongoing
analysis, reflection evaluation of own
practice)
SE File Portfolio
School Experience
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Ways of Working

• TDAs
• Tutorials
• Lectures
• Self-study
• WebCT
• Collaboration
• Inclusive

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Further Professional Studies

• Extended study in a specialist (non-curricular)
  area
• Choice of options
• Assessment
• Student Conference

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Summative Course Assessments Assessment A
Effective Teaching for Successful Learning
Effective teachers will engage with educational
theory and use their understanding to inform
their professional practice. This assignment
gives you the opportunity to demonstrate your
developing understanding of how children/young
people learn and the role that you play in the
planning and provision of suitable learning
opportunities for all children. It is designed
to provide you with an opportunity to engage
critically with educational theory in relation to
successful learning. Assessment B Personal
Development Becoming an Inclusive Practitioner
Effective teachers take responsibility for
their personal and professional development and
use reflection to improve their practice. This
assignment gives you the opportunity to
demonstrate the action you have taken and the
progress you have made in developing your
understanding and skills in becoming an inclusive
practitioner. It is designed to build on the
targets identified at the end of Summative
Assessment A and provide you with an opportunity
to consider implications for your practice and
identify next steps for your ongoing professional
development.
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• Your School Experience File
• A collection point for school based documentation
  which contains
• Information about your class/es e.g. class
  layouts, pupil info, lists
• School prospectus
• Relevant School policies
• On-going lesson plans including daily ongoing
  evaluations
• Resources
• All PROP forms
• Specific targets for each placement linked to
  SITE
• A different SE File will be used on each
  placement block since it contains everything you
  have done on that placement.
• You will select material from these files to
  include in your Professional Portfolio as
  evidence of how you are working towards achieving
  SITE

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• Your Professional Portfolio
• An essential tool to enable you to organise and
  articulate your personal and professional
  learning journey from starting PGDE to Induction
  and beyond
• It reflects and informs your ongoing practice
  and professional development and helps you to
  make overt links between campus and school
  experience and beyond
• A body of evidence collected systematically over
  the year
• Long-term targets and examples of progress in
  working towards these
• Evidence should include TDAs, SBETs, self-study,
  reflective accounts and critical incidents. You
  may also include other material such as inspiring
  quotes, photos, extracts from pupil work,
  selected lesson plans/PROP forms/extracts of
  evaluations.
• Selected evidence should specifically illustrate
  how you are working towards overtaking your
  long-term targets.
• It is a live working document not an archive
  of materials and policies you have gathered!
• You are expected to share this with the visiting
  tutor and other supporting school
  colleagues/peers to form the basis of learning
  conversations
• You will draw on evidence from your Portfolio to
  support your Assignment submissions and in
  writing your personal statement for your final
  Profile

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Professional Development Programmes of Initial
Teacher Education need to promote three main
aspects of professional development. Standard
for initial teacher education (SITE) 2006
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Professional Values and Personal Commitment By
the end of the programme of initial teacher
education, the probationer teacher can 3.1
Value and demonstrate a commitment to social
justice and inclusion and protecting
and caring for children. 3.2 Value themselves
as growing professionals by taking
responsibility for their professional learning
and development. 3.3 Value, respect and show
commitment to the communities in which
they work. Standard for initial teacher
education (SITE) 2006
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BECOMING AN ACTIVE PROFESSIONAL
Lenses
The context
Learner at the centre of the theme
The teachers role
Professionalism
Reflective practice
Informed action
Collaboration Learning conversations Agent for
change Decision making Using powers as
teacher Creativity Responsibility
What is it? Qualities Codes of
conduct GTCS CPD Working with others
Reflection Thinking Critical
evaluation Challenging assumptions Attitudes/val
ues Research