Welcome to the Initial Teacher Education Open Day Dr Lesley Reid - - PowerPoint PPT Presentation

https://www.ed.ac.uk/teacher-education

Dr Lesley Reid

Welcome to the Initial Teacher Education Open Day

Schedule

Welcome Breakout session Student & Teacher panel with Q&A Welcome Breakout session Student & Teacher panel with Q&A Welcome Breakout session Student & Teacher panel with Q&A

Information Fair & Refreshments

2:15 - 2:25 2:25 - 3:45 3:45 - 4:15 4:15 - 5:15

PGDE Primary PGDE Secondary MSc Transformative Learning & Teaching

LT1 G.03 LT2 APPLETON TOWER CONCOURSE

PG Initial Teacher Education (ITE) at Moray House

Work towards post graduate masters level provision…

PGDE Primary 1 year PGDE Secondary 1 year MSc Transformative Teaching and Learning 2 years

…building on c 200 years of tradition in ITE

Similarities and Differences

PGDE: 60 credits towards M

• Sec qualified to teach S1-S6
• Prim qualified to teach nursery,

P1-P7

• Tutor/ mentor teacher support

for serial days plus block placements

• Activist orientation

MSc: full Masters degree

Qualified to teach either P5-S6

• r

Nursery, P1-P7, S1-S3

• ‘Cluster’+ tutor/mentor

teacher support for

• Site based learning 2 days per

week plus block placements

• Activist orientation

Professional Studies School/Site-based Learning Curriculum+ Subject Specialism

ITE Curriculum

‘Exploring Theory through Practice’

Professional Studies

• The Activist Professional
• Developmental Psychology
• Social Justice
• Additional Support for Learning
• Assessment for Learning
• Sustainability, globalization, digital literacy
• Practitioner Enquiry Research

Student Learning

• Lectures
• Workshops
• Blended learning
• Placement/site-based learning
• Presentations
• Essays
• Collaborative, problem based

learning

• Peer learning
• Assessment for Learning

What sort of teacher do you want to become?

SKILLS? KNOWLEDGE? ATTITUDES? VALUES?

• Confidence
• Competence
• Creativity
• Teaching as political, cultural, intellectual and moral action
• Relationship-based
• Education as transformative

Preparing for your ITE Programme

• Interviews
• Advance Reading
• Working with young people

Progressive, future-oriented teacher education designed to enable teachers to transform the lives of children and young people. Come and make a difference! Contribute to our mission to ‘Teach for a Better World’

The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.

Moray House School of Education The University of Edinburgh Holyrood Campus, Edinburgh EH8 8AQ Tel: +44 (0) 131 651 6138 Email: education.school@ed.ac.uk www.ed.ac.uk/teacher-education

Initial Teacher Education Open Day 2018

https://www.ed.ac.uk/teacher-education

MSC TRANSFORMATIVE LEARNING AND TEACHING

UNIVERSITY OF EDINBURGH

Dr Aileen Kennedy, Programme Director aileen.kennedy@ed.ac.uk @DrAileenK #MScTLT

MSC TRANSFORMATIVE LEARNING AND TEACHING

• Two-year Masters in ITE
• Qualifying teachers to work across the primary

secondary transition, in either Nursery-S3 or P5-S6

• Developed and delivered in partnership with local

authorities

• Focus on developing knowledge, skills and

dispositions that support more inclusive and socially just teaching

• Means of supporting beginning teachers to adopt

an activist and transformative orientation

OUR GRADUATES WILL BE(COME)

• 1. Pedagogical experts with specific knowledge in

teaching literacy and numeracy

• 2. Advocates for, and activists in, learning for

sustainability and social justice

• 3. Teachers who are research active and draw on

evidence-based practice

• 4. Digitally and statistically literate
• 5. Leaders in school education
• 6. Global in outlook

THE QUALIFICATION

• Professional Masters degree
• GTCS registration in either:
• Nursery – Secondary 3 (generalist); or
• Primary 5 – Secondary 6 (subject specialism)
• Graduates well-placed to make use of GTCS

Professional Registration route

WHAT’S DIFFERENT ABOUT THIS ITE ROUTE?

• All graduates qualify to teach across the P5-S3

transition

• Integrated model of university and site-based

learning

• Cluster-based approach to site-based learning
• Explicit transformative/activist orientation
• Assessment philosophy which is:
• Professionally authentic
• Sustainable
• Collaborative
• Student-driven

SITE-BASED LEARNING

• Cluster approach allows you to understand

better the communities in which the pupils live and learn

• Placed in one cluster for year 1 and a

different cluster for year 2

• Each cluster has a Cluster Tutor who has

participated on the University/LA partnership course on supporting teacher learning

THIS YEAR’S CLUSTERS

(WITHIN THE SOUTH EAST REGIONAL IMPROVEMENT COLLABORATIVE) YEAR 1

• Boroughmuir, Edinburgh

City

• Dunfermline, Fife
• Galashiels, Scottish

Borders

• Newbattle, Midlothian
• North Berwick, East

Lothian YEAR 2

• Balerno, Edinburgh City
• Dunbar, East Lothian
• Kirkcaldy, Fife
• Lasswade, Midlothian

10 Sep 2018

WELCOME WEEK

17 Sep 2018

YR1 S1

24 Sep 2018 1 Oct 2018 8 Oct 2018 15 Oct 2018 22 Oct 2018 29 Oct 2018 5 Nov 2018 12 Nov 2018 19 Nov 2018 26 Nov 2018 3 Dec 2018 11 Dec 2018

35 days

Beginning

Monday Tuesday Wednesday Thursday Friday

14 Jan 2019

YR1 S2

21 Jan 2019 28 Jan 2019 4 Feb 2019 11 Fab 2019 18 Feb 2019 25 Feb 2019 4 Mar 2019 11 Mar 2019 18 Mar 2019 25 Mar 2019 1 Apr 2019 8 Apr 2019

SPRING TEACHING VACATION

15 Apr 2019

SPRING TEACHING VACATION

22 Apr 2019 29 Apr 2019 6 May 2019 13 May 2019 41 days 20 May 2019 27 May 2019

‘NOMINATED CLASS ELEMENT’

Generalist Pathway Subject Specialism Pathway Year 1 Semester 1 Primary 5-7 Year 1 Semester 2 Primary 1-4 Year 2 Semester 1 Secondary 1-3 Year 2 Semester 2 Nursery/Primary (preferred stage)

‘NOMINATED CLASS ELEMENT’

Generalist Pathway Subject Specialism Pathway Year 1 Semester 1 Primary 1-4 Secondary Year 1 Semester 2 Primary 5-7 Primary 5-7 Year 2 Semester 1 Secondary 1-3 Secondary Year 2 Semester 2 Nursery/Primary (preferred stage) Secondary

YEAR 1 COURSES

• Developing teacher professionalism (1)
• Understanding the nature of knowledge and

curriculum

• Literacy, learners and learning
• Numeracy, learners and learning
• Children and young people (1)
• Subject specialism/primary curricular areas (1)
• Assessing what matters (1)

YEAR 2 COURSES

• Developing teacher professionalism (2)
• Children and young people (2)
• Assessing what matters (2)
• Subject specialism/primary curricular areas (2)
• Teacher literacies
• Inclusive Education (choice course)
• Option course

COURSE TIMETABLE

COURSE TIMETABLE OVERVIEW Monday Tuesday Wednesday Thursday Friday Am Pm Am Pm Am Pm Am Pm Am Pm Year 1

• Sem. 1

Numera cy or literacy Assessin g what matters (1) Subject speciali sm (1) Develo ping Teacher professi

• nalism

(1) Nature knowle dge & curric. Year 1

• Sem. 2

Numera cy or literacy

• Chn. &

young people (1) Develo ping Teacher professi

• nalism

(1) Subject speciali sm (1) Year 2

• Sem. 1

Assessin g what matters (2) Subject speciali sm (2)

• Chn. &

young people (2) Develo ping Teacher professi

• nalism

(2) Year 2

• Sem. 2

Develo ping Teacher professi

• nalism

(2) Teacher literacie s

ASSESSING PROFESSIONAL COMPETENCE

• Student-driven through critical engagement with the

Standard for Provisional Registration

• Strong emphasis on formative assessment to support

professional growth in both university and school contexts

• Students record their development in a professional

portfolio

• Culminates in a professional viva at the end of year 2

THE MSC STUDENT EXPERIENCE

• Emphasis on student-centred and

peer-group learning

• Student negotiated assessment
• Professional authenticity
• All courses include both university-

based and site-based learning

• Total site-based learning time =

150 days/30 weeks

• Building community across

cohorts

WHAT THE 2017 COHORT SAY

Balance between theory and practice is fantastic

Nourishing for my soul Challenging Thought- provoking Busy & vibrant

TEACHER INDUCTION SCHEME

• A one-year, salaried (£22,866) teaching post guaranteed for

every eligible student

• Reduced class contact time, with time set aside for professional

learning

• Support from an experienced teacher who will provide support

and act as a mentor

• Programme of professional development offered by local

authority

• Working towards the GTCS Standard for Full Registration
• Report to GTCS at end of year, successful completion of

induction year leads to full registration with the GTCS

… AND THEN WHAT?

Generalist: Nursery – S3

• Nursery or primary

teacher

• Transition teacher in

cluster

• Numeracy/literacy/HWB

specialist teacher in lower secondary

• Nurture class teacher in

lower secondary

• …

Subject Specialist: P5 – S6

• Secondary Subject

teacher

• Secondary subject

teacher with literacy/numeracy/HWB specialist role

• Subject transition teacher

in cluster

• …

BE A PART OF SOMETHING NEW AND EXCITING

• Based on cutting-edge research and practice
• Opportunity to work with world-leading educational

researchers

• New transition qualification attractive to potential employers
• The first beginning teachers with a full Masters degree in

teaching and learning

• Part of a cadre of teachers working to an explicitly

transformative and activist agenda.

PGDE Primary | an introduction

Open Day November 2018

Moray House School of Education University of Edinburgh

WHY TEACH?

W h y te a c h in Sc o tla n d ?

What has inspired you to want to teach?

Teaching Scotland’s Future & GTCS Standards

WHAT IS THE COURSE LIKE?

H ig h le ve l te tr is

Prof Studies | Language | Maths | HWB | SocStuds | ExArts | RME | Sciences | Techs & Practicum

what’s involved

who’s involved

• YOU?! (x125)
• Tutors (Personal, professional, placement)
• Administrators
• Placement office
• Schools (Heads, Deputes, mentors)
• Library
• Student support
• EUSA…
• GTCS...

HOW TO PREPARE

W h a t c a n w e d o ?

@MichaelRosenYes

https://www.youtube.com/watch?v=nvGwbg3ALl0&feature=youtu.be

Pep talk from Tim

https://www.youtube.com/watch?v=yoEezZD71sc

Develop the habits of noticing and minding about education

QUESTIONS

W h a t c a n w e d o ?

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Professional Graduate Diploma in Education Secondary Education Moray House School of Education The University of Edinburgh https://www.ed.ac.uk/education/undergraduate/pgde/secondary

— This Programme is an established university route into

teaching in Scotland and around the world.

— It is a 36 week intensive programme which integrates

university based learning with school placement learning. 18 weeks are spent on placement and 18 weeks on university based education.

— Students, tutors and school staff work together in an

established partnership pattern based on mutual respect and shared understanding of student teacher progression.

PGDE Secondary ITE Programme

21/11/18 2

PGDE Secondary ITE Programme Learning Objective

The overarching aim of the Programme is to educate and prepare students so that they can meet the expectations and challenges of teaching in the 21st century. To realise this aim they must become an:

q Effective

T eacher

q Reflective

T eacher

q Enquiring

T eacher

q

Transformational T eacher

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Subjects on Offer

q Art and Design q Biology q Chemistry q Design and Technology q Drama q English q Geography q History q Mathematics q Modern Foreign Languages q Music q Physical Education q Physics

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University Courses

Curriculum and Pedagogy

EDUA11289

Curriculum Plus 1 – Primary Specialisms

EDUA11292

Professional Studies EDUA11288 Curriculum Plus 2 – Cross Cutting Themes in Education

EDUA11291

Curriculum Plus 3 – General Science

EDUA11293

Curriculum and Pedagogy – Double Subject

EDUA11290 — Dual qualification means that a teacher is qualified to teach

two different subject areas within schools, such as French and German, History and English, or Mathematics and Physics

— CDT is classed as a double subject — Why choose to pursue a dual qualification? ü Employability - Schools and Local Authorities see this as

highly desirable

ü Interdisciplinarity and Curriculum for Excellence

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And 3 School Based Placement Courses

Placements are in three different schools

Placement 1: 6 weeks placement October/ November (Plus 1 week pre-placement Observation) Placement 2: 6 weeks placement February/ March Placement 3: 5 weeks placement April/ May

Placement and Partnership Arrangements

Placements are arranged within the following six local authorities: City of Edinburgh Midlothian West Lothian East Lothian Borders Fife

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Underpinning Themes

q Learning, Teaching and Assessment q The Curriculum q Research – Practitioner Enquiry q Equalities and Diversity – Social Justice

Assessment

— Placement is assessed collaboratively between

the University Tutor and the School Mentors, and measured against the GTCS Standards for Provisional Registration (SPR).

— The three University Courses are taught and

assessed at masters level and students leave with 6o masters level credits which can be put towards a full masters programme, through APL, after students enter the profession.

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The Probationary Year

ü Guaranteed employment for one year in a Local

Authority school in Scotland

ü Continuing support and assessment to meet the

Standard for Full Registration

Employment in Scotland

q Shortages in some subject areas q Generally work available in all subject areas but may

involve moving out of the central belt

q PGDE recognised all over the world

https://www.tes.com/jobs/ https://www.myjobscotland.gov.uk http://teachinscotland.scot Sources

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Why Come Here?

ü Edinburgh University is a world renowned university with a

sustained focus on Education and on the quality of Teaching and Research

ü The Programme is taught by university tutors who have all been

teachers and we all love the teaching element of our remit

ü Many MH staff are highly regarded researchers in their field and

they contribute to our Programme

ü The Programme is highly evaluated by students ü The Programme courses have a high level of contact time. ü We know that our colleagues in schools like our approach and value

the way student teachers are prepared

I have drawn on all the things we learned about in university and all the professional advice staff in the school give me and I am finding this whole experience amazing. Without the combination of support it would be a disaster. My favourite things about the Programme are how well it is integrated with practice, and the good relationships which exist between the tutors and the schools for supporting students – i.e. me. I have felt very well supported on this Programme and very well prepared professionally and academically.

Student T estimony – extracts from Reflective Journals

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https://www.ed.ac.uk/education/undergraduate/pgde/secondary