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How the programmes are structured

SCITT

School Definitions

The Lead School is Clacton County High School and is the administrative centre.

Clacton Coastal Academy is the SCITT Base school and is also the school where the majority of the General Professional Studies teaching programme takes place. GPS theory days are generally on Mondays and the whole Trainee body is taught as a single cohort.

The Subject Lead School is the school of the Major Subject department which is responsible for the delivery of the subject theory part of the course (see table below)

The Base School is the Centre where Trainees undergo School based teaching experience and first teaching practice. In 2010-11 the Base Schools are as follows:

Subject Base School
Maths TBC
ICT TBC
English TBC
Science TBC
History TBC

Trainees are integrated with the teaching staff of these Schools and in particular become part of the subject teaching teams. Each Trainee is assigned a Subject Mentor in their Base School.

During the first term the subject theory days are generally as follows:

Subject Day Location
Maths Tuesday TBC
ICT Tuesday TBC
English Tuesday TBC
Science Tuesday TBC
History Tuesday TBC

The Final Teaching Practice School will be a different one to the Base School and will be visited during term two in preparation for the final teaching practice in terms two/three. This School is normally any Confederation School but could be any other locally approved Secondary School.

PGCE Assessment

The assessment strategy reflects the overall aim of the course which is designed to facilitate the progressive development of professional competence and capability through a process of reflective practice centred on school based experience as well as academic development through critical analysis and comparison.

Throughout the Course, assessment provides the base for feedback to trainees, and an agenda for Tutorials, Seminars and Target Setting.

Written Assignments
Assignment Description
The Artefact Trainees design, produce and test out a teaching resource
Assignment One An assignment which focuses on developing subject knowledge
Linked Learning Activities Mini assignments set throughout the course
Teaching Practice One
Assignment Two An assignment which explores aspects of Action Research
Linked Learning Activities Mini assignments set throughout the course
Teaching Practice Two
Cross-curricular Project A Group Assignment (Peer Assessment)
Critical Review Reflection on personal development
Career Entry Development Profile.

All assignments contribute either to the award of PGCE or QTS, however all elements of the course must be satisfactorily completed in order to gain any award.

PGCE Assessment of Assignments

In order to gain a PGCE, Trainees are expected to operate at level 3 or third year degree level. This assessment is undertaken through the written assignments.

QTS Assessment

Assessment Summary - Requirement for the Award of QTS

  1. Pass 3 formal assessed lesson observations EACH TERM:
    • 1 observation by Subject Mentor
    • 1 observation by Co-ordinator
    • 1 observation by Assessor
  2. Complete the assigned tasks in the Professional Development Journal.
  3. Submit Subject and Form Tutor reports for EACH TERM
  4. Show clear of evidence of assessment.
  5. Submit teaching files which contain schemes of work/lesson plans/teaching materials/evaluations.
  6. Submit a maintained Professional Development Journal
  7. Achieve a grading of Level 3 or above in the final term's assessment of QTS Standards (see Graded Assessment of Standards)
  8. Pass the required QTS Skills Tests in Literacy, Numeracy and ICT.

GTP

The Role of the lead school

The School is responsible for:

  1. Recruiting and employing the trainee.
  2. Supervision and support - training, mentoring and assessing the trainee.
  3. Enabling the trainee to teach his or her chosen subjects and age group to the right level.
  4. Providing a range of learning experience, such as observation of role models, regular appraisal, review and discussion (tutorials), access to local teacher networks.
  5. Enabling the trainee to have sufficient time and opportunity for training.
The role of NETT

The North East Essex Coastal Confederation is responsible for:

  1. Verifying the required qualifications of the trainee.
  2. Supporting the school in a needs identification audit against the required Standards.
  3. Designing and submitting the training programme (length, training, funding, assessment, quality assurance).
  4. Monitoring the quality of the school based training, including mentoring, observation and feedback, target setting, trainee progression towards the required Standards.
  5. Managing any training funds allocated by the TDA and accounting for them.
  6. Supporting, where required, school staff in their roles; acting as an intermediary for staff or trainee if required; providing the school staff and trainee with access to SCITT resources, training and related expertise.
  7. At least one formal assessment per term - lesson observation, file inspection and discussion with trainee.
  8. Overseeing the final assessment of the trainee and making formal recommendation for the award of QTS to the TDA and DCSF.
Programme Personnel

The organisation of the GTP centres on three key roles:

  1. The Assessor
    This person is either the Programme Director or Assistant Programme Director from NETT who assesses your performance against the QTS standards.
  2. The GTP Co-ordinator
    This person is a senior member of staff within your own school who Quality Assures your training programme.
  3. The GTP Subject Mentor
    This person is an experienced teacher within your own department who is directly responsible for your training.