PE Dance Mentors Conf Presentation

Information about PE Dance Mentors Conf Presentation

Published on November 22, 2007

Author: Haylee

Source: authorstream.com

Content

Partnership Developments at the University of Brighton PE & Dance Mentors’ Conference 20th September 2007 :  Partnership Developments at the University of Brighton PE & Dance Mentors’ Conference 20th September 2007 Diana Brightling Coordinator of Initial Teacher Education University of Brighton Indicators of High Quality for PE:  Indicators of High Quality for PE OfSTED M&QA: Grade 1 Training: Grade 1 Standards: Grade 2 Student Satisfaction Surveys Buoyant recruitment, high retention rate, high employment rate. Areas for Development:  Areas for Development Embedding the new Standards for QTS Improving the performance of PE students …. and consistency in assessing students’ performance Improving our provision in relation to Equality and Diversity. New Standards for QTS :  New Standards for QTS Revalidation of all QTS Courses ‘ECM’, workforce reform, changing roles for teachers, personalised learning, new curricula (KS3/4 NC, 14-19 diplomas) ……. Changes to university-based elements school placements …..and strengthening the links between them. Personal Professional Development (Q7-Q9):  Personal Professional Development (Q7-Q9) Professional Development Profile (PDP) Individual Training and Development Profile (ITDP) Sections of the PDP (Professional Development Profile):  Sections of the PDP (Professional Development Profile) Section A Curriculum Vitae Section B Audits Section C Summary of Initial Teacher Education Section D Professional Standards for QTS Section E Action Plans Section F ITDP and School Placement Feedback Sheets Section G Assessed Work – Feedback Sheets Section H Career Entry and Development Profile PDP: Section D – reviewing progress towards the standards :  PDP: Section D – reviewing progress towards the standards Professional Attributes (Q1-9) Frameworks (including professional responsibilities) Relationships, communicating and working with others Personal professional development (including evaluation & reflective practice) Professional knowledge and understanding (Q10-Q21) of: Teaching and learning Assessment and monitoring Subjects and Curriculum (including literacy, numeracy & ICT) Achievement and diversity, including health & well-being. Professional Skills (Q22-Q33) Planning Teaching Assessing, monitoring & giving feedback (including reviewing teaching and learning) Learning environment Team working and collaboration Section D – Review Points & ITDP:  Section D – Review Points & ITDP Review point 1: before the 1st placement Leading to ITDP (PiE, p. 91) Review point 2 : between placements Leading to new ITDP for 2nd placement And Final Review Leading to CEDP for NQT year Changing all those forms! :  Changing all those forms! Observation and feedback report (Form SA – PiE Handbook p.83) Interim placement report (Form SB – PiE Handbook p.84) Final placement report (Form SC – PiE Handbook p.86) Assessing students against the standards :  Assessing students against the standards Analysis of Final Placement Grades in 2006/7 Key points for PE? Very high grades for Professional Values and Practice Monitoring and assessment grades for PE students low but improving Targets for this year and beyond: :  Targets for this year and beyond: Consistency in assessing student teachers against the Standards:  Consistency in assessing student teachers against the Standards “Is your ‘good’ the same as my ‘good’?” “How good is ‘very good’?” “Can any student be ‘very good’ on a first placement?” New Grading Descriptors (PiE Handbook, p. 53 – 65) Equality and Diversity:  Equality and Diversity Two parallel challenges 1. We need to recruit and retain a more diverse group of student teachers 2. All our student teachers need to be better equipped to meet the Standards relating to diversity. (e.g. Q18, Q19 & Q20) Personalised learning and teaching We need to prepare students to……:  We need to prepare students to…… teach pupils of different abilities teach pupils from minority ethnic backgrounds work with children with Special Educational Needs work with children with EAL See Partnership Survey Findings Ways forward?:  Ways forward? Considering the statements To what extent does this or could this happen in your school? What is, or could be done as an alternative? What are the barriers? How might these be overcome? Highlights from PGCE PE student evaluations 2006/7:  Highlights from PGCE PE student evaluations 2006/7 “Taking a tutor group was really rewarding” “Seeing myself grow as a teacher and a person” “My first placement was inspiring and made me proud to be on the course” “Second placement – overall enjoyment” “The placements were brilliant. I loved the hands-on nature of the course”

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