New PGCE Primary Programme 2013-2014

As we approach the final phase of the new PGCE primary course, and as students enter the most demanding period of their initial teacher education, it is timely to review some of the ways that schools have contributed to and shaped the new school based programme.

DEVELOPING AND DESIGNING THE PGCE PRIMARY PROGRAMME

During the development phase last year, over a 100 schools were consulted about and involved in the process of re-structuring the course, supporting the newly devised aims, outcomes and organisation. This feedback was a vital component in determining the expectations for each of the 3 phases of school-based training.

Headteachers from local schools were heavily involved in the review, attending the formal validation of the new programme, reinforcing their commitment to the Partnership with the University of Brighton. Schools led the PGCE development event in June 2013 and this ensured that the central features of the school based programme reflected the needs of schools as partners in ITE and as employers of our new teachers.

SCHOOL BASED TRAINING

Earlier in the year, over 30 mentors and a dozen ‘evaluation schools’ participated in the 1^st-phase review. This feedback was overwhelmingly positive and reinforced the benefits of the new PGCE model. For example, mentors talked of the ways they were already able to personalise the experiences for individual teachers and there was an increased focus on the individual student teacher’s learning needs and action plan. In SBT1 mentors commented that this new model enabled a greater depth of understanding about ‘school life’ and this was evident via a richer programme of learning opportunities beyond the classroom.

Schools agreed they liked the students joining classes early on and spending the whole term with them. The mentors polled unanimously agreed the benefits of returning to the school for SBT3 and the recent very high attendance for the SBT3 Twilight highlights the schools’ commitment and enthusiasm for the new programme. A mentor noted that “the new style of course is so much better with very clear expectations”.

This consultation enabled the PGCE team to integrate school-led commentary into the revised programme for the coming autumn term (SBT1). We took action to better reflect the needs of schools and

• All SBT handbooks were revised with adjustments to layout and content to make them more user-friendly.
• SBT3 has a series of ‘re-assimilation’ days at the end of the spring term to further prepare the student for the final phase
• All mentor events are at the beginning of each of the SBTs i.e. September, January and March
• The timetabling for 2014 includes the 2 schools days as Monday/Tuesday as well as immersion week in week 4 of the programme and the maintenance of the 3 ‘block week’ prior to Xmas
• The organisation will more clearly signal the roles and responsibilities of the students within and beyond the class (notably in relation to planning)

Please contact us with offers of placements for SBT1/3 and SBT2.

QUALITY ASSURANCE AND SUPPORT FOR SCHOOLS

In the spring term (SBT2) and as part of our on-going commitment to work in partnership with colleagues (and in relation to quality assurance), two experienced mentors – and senior teachers-  from Partnership schools led the external moderation of schools’ use of the University grading descriptors. A senior teacher at Ocklynge Junior School commented that the schools she visited were “really helpful and have given the students an excellent positive experience. It was a really great opportunity for me to work with them and see how they worked – thank you”.

As students return to their schools for the final phase, the emphasis is very much on developing their capacity to be accountable for pupils’ learning and progress. In the recent SBT3 Twilight event, many mentors commented on the usefulness of the data, assessment and tracking task and how the newly introduced ‘pupil progress review’ task would support students’ engagement with such a complex area (TS2).

We are committed to ensuring this new PGCE model escalates both student teachers’ and pupils’ progress and attainment as well as providing schools with an increasingly confident and competent workforce of newly qualified teachers.

On June 3^rd, we are hosting another evaluation and development event for PGCE primary mentors and look forward to hearing more about how the programme can further respond to and integrate the schools’ perspectives on effective initial teacher education.

We are very much looking forward to further developing our Partnership and ensuring this becomes a ‘school-led’ though joint endeavour.