The Course

 

The course involves training to teach 11-16 year olds with post 16 enhancement. The vast majority of the time devoted to training is in school.  All training teachers will work alongside experienced and dedicated teaching staff and mentors who will provide the support and guidance needed to become a first rate teacher.  Each training teacher recruited will be placed in a school that is most able to meet his or her training needs. A school-focused professional studies programme is provided by St Paul’s and the alliance partners. This is a weekly programme of workshops delivered by practising teachers from across the secondary schools in Milton Keynes and surrounding areas.  The focus of the programme is to address the development needs of the next generation of teachers who will teach in our schools in the unique, dynamic and diverse community of Milton Keynes.  A programme of subject studies is also provided and is delivered by local specialists in the field.  These sessions are designed to develop the understanding and delivery of a subject, reviewing topics such as lesson planning and assessment.

Training teachers will be following this exciting programme of professional studies and subject studies to promote and explore the philosophy of education and the pedagogy associated with the teaching of a subject.

This course is framed by a commitment to help you to develop into a graduate teacher who is reflective, creative, resourceful, independent, collaborative and resilient. It presumes you have the drive, energy and commitment to undertake a course which is devised to develop your expertise in teaching and learning. Key to the course are the skills to be an effective communicator whilst also being a responsible and accountable professional at all times. This SCITT/School Direct scheme offers a practical approach to teacher training which gives you a ‘hands on’ experience as a classroom practitioner.

Students are on placement in one ‘base’ school throughout the year. This is from the start of the school year (including training days) and until the last Friday in June. It is compulsory for all ITT students to have an experience in a second school. This short placement will be organized from February half term until Easter. It is also usual that a period of 4 days is spent in a local Primary school to develop an understanding of transition. This is organized by the trainee.

There are two overarching elements to the course: the development as a professional and the development as a subject specialist. These are not separate and all aspects of the year intertwine and overlap. The best ITT students have a clear understanding of their role and responsibilities as a teacher in a school.

You can expect a wide range of support throughout the year. A mentor in school will be responsible for you on a daily basis and the mentors are supported in school by a nominated Professional Tutor. You will have support with professional practice sessions and also subject specific sessions. Link tutors will visit you on placement and observe you to quality assure your experience.

Lead teaching of classes in the early stages is very much dependent on your past experience, your ability and confidence. You will be expected to assume responsibility for whole class teaching as soon as you and your mentor feel that you are ready for this undertaking. By way of guidance it is normal for the first two weeks to be observation so that you become familiar with the classes you will be assigned. You would then normally take parts of lessons (starters, plenary, demonstrations etc.) for a further two weeks to nurture you into the teaching and learning experience. Normally a trainee teacher would be lead teaching up to 6 lessons a week before October half term. The proportion of lead teaching would then increase gradually each week until your timetable reaches approximately 16 hours per week.

At the end of the year successful trainees will be awarded QTS status and a Post Graduate Certificate in Education – PGCE with Masters level credits. The assessment process for these awards consists of being able to satisfy the Teacher Standards and also demonstrate an understanding of the relevant subject knowledge required for the subject through set assignments.

 

 

 

 

 

 

 

 

 

 

 

School Experience

 

It is imperative to gain some recent in-school experience prior to interview; you will find your perspective as an adult will be very difficult to when you were a pupil yourself!  Visiting schools to talk to teachers, observe lessons and speak with pupils will help you to discover what teaching today is really like.  We would advise you to gain as wide a range of educational experiences as possible and therefore suggest you try to find a school where the experience will be very different from your own schooling. We require 10 days of recent school experience before starting the course.
Ring the Teaching Information Line on 0800 389 2500 for the school experience programme or visit the NCTL website at www.education.gov.uk/get-into-teaching

Check on the NCTL website for local events or taster courses to gain even more insight into the career.

 

 

 

 

 

 

 

 

 

 

Assessment

 

Over your training year your progress as a teacher will be assessed in a variety of ways, all of which will support your development as a reflective and novice teacher.  Assessment components include:

 

A Teaching Standards Portfolio – this is a form of continuous assessment; over the year you will collect evidence from all areas of the course to demonstrate that you have met the necessary standards to achieve Qualified Teacher Status by the end of the course.

Teaching File – collection of lesson plans, lesson resources and assessments of students for each of your classes on both placements.

 

Teaching File – collection of lesson plans, lesson resources and assessments of students for each of your classes on both placements.

 

Progress File – this includes half termly assessments and evidence of formal lesson observations.  These will be undertaken by experienced colleagues who will offer supportive feedback to help you to continue to improve your teaching.  Mentor meeting records are also evidenced and collated.

 

A Subject Knowledge File – a collection of evidence to demonstrate that you have gained sufficient knowledge and understanding regarding your subject specialism to be able to teach it convincingly.  You will be able to make links to knowledge already gained during your degree or post-degree study for during relevant employment.

 

Written Assignments – these consist of a mixture of formal essays and research-based investigation, linking your day-to-day teaching experience to educational theory.

 

 

 

 

 

 

 

 

 

 

 

Interview Process

 

If you are invited to interview there will be a presentation which gives an overview of the course followed by the opportunity to ask questions. There will then be a tour of the school. After a short break you will be given an hour to complete mock Literacy and Numeracy Skills tests. There will then be a task, which you will have prepared in advance, where you interact with 3-4 pupils for approximately 15 minutes conducting an activity related to the subject you want to teach.

 

After lunch there will be a 30 minute formal interview with a panel where you will be questioned about the subject you wish to teach as well as education in general.