https://www.ed.ac.uk/teacher-education Welcome to the Initial Teacher Education Open Day Dr Lesley Reid
Schedule LT1 LT2 G.03 MSc Transformative PGDE Secondary PGDE Primary Learning & Teaching Welcome Welcome Welcome 2:15 - 2:25 Breakout session Breakout session Breakout session 2:25 - 3:45 Student & Teacher Student & Teacher Student & Teacher 3:45 - 4:15 panel with Q&A panel with Q&A panel with Q&A APPLETON TOWER CONCOURSE Information Fair & Refreshments 4:15 - 5:15
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 MSc : full Masters degree • Sec qualified to teach S1-S6 Qualified to teach either • Prim qualified to teach nursery, P5-S6 P1-P7 or • Tutor/ mentor teacher support Nursery, P1-P7, S1-S3 for serial days plus block • ‘Cluster’+ tutor/mentor placements teacher support for • Site based learning 2 days per week plus block placements • Activist orientation • Activist orientation
ITE Curriculum ‘ Exploring Theory through Practice’ Professional Studies Curriculum+ School/Site-based Subject Specialism Learning
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’
https://www.ed.ac.uk/teacher-education Initial Teacher Education Open Day 2018 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 The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.
MS C TRANSFORMATIVE LEARNING AND TEACHING UNIVERSITY OF EDINBURGH Dr Aileen Kennedy, Programme Director aileen.kennedy@ed.ac.uk @DrAileenK #MScTLT
MS C 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 YEAR 2 • Boroughmuir, Edinburgh • Balerno, Edinburgh City City • Dunbar, East Lothian • Dunfermline, Fife • Kirkcaldy, Fife • Galashiels, Scottish • Lasswade, Midlothian Borders • Newbattle, Midlothian • North Berwick, East Lothian
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 Primary 5-7 Year 1 Semester 1 Primary 1-4 Year 1 Semester 2 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 Secondary 1-3 Year 2 Semester 1 Secondary Secondary Year 2 Semester 2 Nursery/Primary (preferred stage)
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 OVERVIEW Monday Tuesday Wednesday Thursday Friday Am Pm Am Pm Am Pm Am Pm Am Pm Year 1 Numera Assessin Subject Develo Nature COURSE TIMETABLE Sem. 1 cy or g what speciali ping knowle literacy sm (1) matters Teacher dge & (1) curric. professi onalism (1) Numera Chn. & Develo Subject Year 1 Sem. 2 cy or young ping speciali literacy sm (1) people Teacher (1) professi onalism (1) Year 2 Assessin Subject Chn. & Develo g what speciali young ping Sem. 1 matters sm (2) people Teacher (2) (2) professi onalism (2) Year 2 Develo Teacher Sem. 2 ping literacie Teacher s professi onalism (2)
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 MS C 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 Thought- Nourishing Challenging provoking for my soul Balance between theory and practice is Busy & fantastic 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 Subject Specialist: P5 – S6 • Nursery or primary • Secondary Subject teacher teacher • Transition teacher in • Secondary subject cluster teacher with literacy/numeracy/HWB • Numeracy/literacy/HWB specialist role specialist teacher in lower secondary • Subject transition teacher in cluster • Nurture class teacher in lower secondary • … • …
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