PGDE

1
The journey to becoming a fully registered teacher
PGDE
SITE
Year 1
Student Teacher
Entry to the profession
Local Authority
Probation
SFR
Year 2
License The Code of Professionalism Conduct
Beginning Teacher
School Mentor
CPD
Application for Permanent posts
Full GTCS Registration
2
PGDE Programme - Components and Connections
APS CPD
Professional Studies Combined Primary
Secondary
Further Prof. Studies Combined PS
Ways of Working
Inclusion Reflection
School Experience
Learning Through the Curriculum LTC P LTC S
School Exp Assessment Common PS Report
Pastoral Support
SITE
Course Assessments Common Primary Secondary
Induction Year
3

Professional Studies Themes and Units
Professional Studies Combined Primary
Secondary
Learning Learners
The Active Professional
Social Justice
Unit 1 The Active Professional Who am I?
Unit 5 The Active Professional Where am I now?
Unit 4 Emotional, Social Educational Literacies
Unit 2 Education, Learning Social Justice
Unit 3 Learning Learners
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• Primary curricular studies (LTCP)
• Secondary subject studies (LTCS)
• Secondary shared sessions
• Cross-curricular lectures

Learning Through the Curriculum LTC P LTC S
5
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)
School Experience
6
Ways of Working
Collaborative

• Tutor Directed Activities (TDA)
• Workshops
• Lectures
• Self Study Tasks
• Electronic Learning Environment (Web CT)

Inclusive
7
Further Prof. Studies Combined PS

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

8
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/young people in
your care. 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 assessment is
designed to build on targets identified during
school experience and provide you with an
opportunity to consider implications for your
practice and identify next steps for your ongoing
professional development. It also provides you
with the opportunity to demonstrate the action
you have taken and the progress you have made in
developing your understanding of social justice
and in developing skills towards becoming an
inclusive practitioner.
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• Your School Experience File
• A collection point for school based documentation
  which contains
• Information about your classes e.g. class
  layouts, pupil info, lists
• School prospectus
• Relevant School policy extracts
• On-going lesson plans including daily ongoing
  evaluations
• Resources
• All PROP forms
• 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 goals 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 goals.
• It is a live working document not an archive
  of materials and policies you have gathered!
• 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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(No Transcript)
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• Bla
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Inclusion Reflection
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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
14
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
15
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