How to Achieve Your QTS: A Guide for Students

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Edited by: Neil Denby

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    Notes on Contributors

    Robert Butroyd is a Teacher Educator with 16 years' experience. Prior to this he taught Economics and Business Education in secondary schools for 14 years, including schools in the West Midlands, Yorkshire and Galloway. His current research interests include teachers' occupational experiences and pupil disengagement.

    Roger Crawford is a Senior Lecturer in Education and a member of the Institute of Educational Assessors. His background is as a systems analyst/computer programmer in commercial companies in London and New Zealand. He has been a Chief Examiner for GCSE for over 18 years and also an Ofsted inspector. He has considerable experience as a teacher in multicultural, urban secondary schools in the UK, New Zealand and Australia. Publications include textbooks and resources for teaching and learning covering GCSE and Functional Skills along with academic articles in practitioner publications and journals. He has also written on the management of ICT in secondary schools. For more information see http://www.hud.ac.uk/ITsec/rac1.htm.

    Matthew Crowther is Key Stage 3 Manager and teacher of Business and ICT at Rastrick High School, a large comprehensive school in Brighouse, West Yorkshire, in the North of England. He has a background in industry and is currently in his fourth year of teaching. He also has responsibility as a teacher training subject mentor in Business Studies.

    Neil Denby has been involved in teacher education for over 10 years. An experienced and successful author, he has written over two dozen texts at various levels from GCSE to post-graduate. He is a Senior Lecturer in Education at the University of Huddersfield and Partnership Co-ordinator for PGCE Schools. Research interests include using the abilities of gifted and talented students to enhance the learning experience and the training and certification of teachers in Citizenship at Masters Level.

    Jonathan Glazzard is a Senior Lecturer in Education at the University of Huddersfield. He has worked in primary schools and has experience of teaching across the Foundation Stage and Key Stages 1 and 2. He now coordinates the primary education provision at the university and is actively involved in research in special and inclusive education.

    John McComish has worked in education for 30 years and has taught Science subjects and Information Technology (under a number of subject titles) since early in his career. He has taught at the University of Huddersfield on the PGCE, BEd and Masters courses in Education since 1999. He currently carries out research into ICT issues in education and supervises doctoral students working in this area.

    Joanne Pearson is a Senior Lecturer in History Education and lectures on the professional development programme and the primary education course. She is currently the Yorkshire and Lincolnshire advisor for the new History National Curriculum at Key Stage 3 and has worked in a range of secondary schools in the North of England.

    Lesley-Anne Pearson is Course Leader PGCE/BEd for the Secondary Initial Teacher Education course and a Music Education tutor at the University of Huddersfield. Her main research interests include the transition between Key Stage 2 and Key Stage 3 in music – issues of provision, resourcing and teaching; the assessment and mentoring of students; the use of ICT in music at Key Stage 3; music and the deaf. She is on the Board of Directors for ‘Music and the Deaf’.

    Jayne Price taught for 15 years and was Head of Music and Continuing Professional Development Manager in an inner-city secondary school in Leeds before becoming involved in teacher training at Huddersfield in 2003. She is now Subject Coordinator for the PGCE Music course.

    Ian Quigley is Assistant Headteacher at Sowerby Bridge High School in West Yorkshire, where he is responsible for Curriculum and Assessment. He has been the Professional Mentor to ITE students for many years. His enthusiasm for statistical data and support of Burnley FC should not be held against him.

    Rod Robertson is a Senior Lecturer in the School of Education at the University of Huddersfield. He worked for 16 years in secondary schools as a head of department and head of faculty. His main interest is leadership/management in secondary schools, in particular the relationship between middle teacher/leaders and teachers.

    Helen Swift is the Head of Continuing Professional Development and Course Leader for the MA in Professional Development in the School of Education at the University of Huddersfield. Previously she taught in a variety of school and college settings. Her research interest is in the impact of continuing professional development (MA) on institutions, teachers and pupils.

    John Trafford is Head of the Department of Initial Teacher Education and Continuing Professional Development at the University of Huddersfield. Prior to this he was a secondary school French and German teacher, then languages tutor and PGCE course director at the University of Sheffield. He is a former president of the Association for Language Learning.

    Fiona Woodhouse is presently the Science and Admissions Tutor for the PGCE course at Huddersfield University. She has taught predominately Science in schools for 15 years and had a variety of responsibilities before moving into initial teacher education. Her main interests are the selection of candidates for PGCE courses and the science subject pedagogy.

    Mick Woodhouse is the Head of Sixth Form at Rhodesway School in Bradford. He has been teaching for nearly 30 years in which time he has taught several subjects, predominately PE and Business Studies. He has held several management roles from head of careers to senior management. His main interest is in educational management.

    Foreword

    Everyone has a view on education; we've all been to school, so we are a nation of self-styled experts, always ready with advice and criticism. In reality teaching is a tough, challenging, complicated job and society demands more from its teachers than ever before. The environment has changed: we aim to send fifty 50 per cent of young people into higher education, demand better and better examination results and yet teachers are now responsible for so much more than the delivery of subject-specialist teaching. They have to be multi-skilled and must fulfil many roles at once. They must be expert in their subjects, but also in their understanding of current legislation, information technology, relationship building and partnership working with other professionals. They have to be managers of the media, learning innovators and experts in tailoring learning to the needs of each and every individual. This is all happening in a society that is less deferential, and more questioning and demanding, where children and parents may resist as well as cooperate and the management of out-of-school relationships is vital.

    Teachers need training that reflects all of this and the authors of this book have shown how the new standards in teacher training ensure that the next generation of teachers can meet the challenge. Each chapter addresses aspects of the new standards, and in doing so the book sets out all of the elements which contribute towards being a good teacher and shows the novice what each of these elements means and how they fit together in practice.

    In Part 1, Professional Attributes, the authors discuss the all important question of relationships with children and young people, but also focus on partnerships. The importance of partnership working both within the school setting and with the wider professional network involved in supporting children and families is emphasised. Promoting health and well-being for all children in a school community cannot be achieved even by the best co-ordination of effort solely within the confines of the school. It is important that teachers take the trouble to understand the contributions of different professionals within the childcare field and develop their own skills of collaboration. Increasingly, virtual teams of people are involved in working together to support children. This responsibility does not rest solely with special educational needs coordinators and named professionals in child protection but is the shared responsibility of all teachers and staff in schools.

    In Part 2, the focus is on the classroom and the organisation of learning, and the book incorporates valuable information about the way young people learn, behaviour management, planning for learning and assessment. This is the essential knowledge needed to succeed in the day-to-day management of the classroom, ensuring good quality learning for all the young people for whom you have been given responsibility. There is an emphasis on inclusivity and personalised learning and this of course links back to the importance of partnerships. Satisfying the particular needs of vulnerable children, children with special needs and children with additional needs relies heavily upon collaboration. Schools are now able to support children in mainstream education with a wide variety of complex needs. This requires a sophisticated understanding of not only the needs of those children but the types of support that are available to them. We have seen in recent years an increasing ability for mainstream schools to include children of all abilities. With the right support we see such children thriving and also benefiting from the lessening of stigma associated with disability or special needs. We also see all children in the school gaining an understanding and tolerance of difference which equips them to be more thoughtful and compassionate adults in society.

    In Part 3, the authors outline a range of essential information about current policy and legislation and important initiatives. From the beginning the new teacher needs to understand the examination system, major curricular issues and the importance of evaluation and ICT. This section outlines the implications of wider policy for day-to-day practice. Good teachers and good schools have always seen the child in the context of their family and wider community and used that understanding to tailor their teaching to how that individual child can best learn. So in a sense there is nothing new in some of today's ideas arising from the Every Child Matters agenda and the personalisation of learning. But never before have the frameworks and expectations been so clear. Never before have teachers been so held to account to deliver attainment and achievement for children but also to promote their social and emotional well-being. The focus in this section on the Every Child Matters agenda is important for this reason, but also permeates the book as a whole.

    While it is the case that teaching has become technically demanding with more measurement and evaluation than ever before, at the heart of being a good teacher is a fundamental enjoyment of children and a liking for them. The personal qualities of empathy and valuing and respecting children and young people underpin the profession. To be a good teacher you give a lot of yourself. This requires a well developed sense of who you are and what drives you and a sophisticated understanding of your own personal values and behaviours. A good teacher knows how others see them and has a wide repertoire of communication and engagement skills which enable them to inspire others.

    Teaching is undoubtedly most challenging work but also carries great rewards. Sometimes this may be recognised and appreciated, as it is by the many who acknowledge the teacher who motivated or inspired them in some way. But good teachers often work very subtly, helping others to achieve for themselves, so that they are hardly aware of the role the teacher has played in their success. The emphasis on planning, partnership and individual learning set out in this book will help the next generation of teachers ensure that the next generation of children experience that sense of achievement and success that will enable them to go on to make the most of life's opportunities.

    Alison O’ Sullivan and Christine Jarvis

  • Appendix: List of Common Educational Acronyms

    AfLAssessment for Learning
    ALPSAssessment and Learning in Practice Setting
    APPAssessing Pupils' Progress
    AQAAssessment and Qualifications Alliance
    ASDANAward Scheme Development and Accreditation Network
    ASKAttitudes, Skills and Knowledge
    ASTAdvanced Skills Teacher
    BSFBuilding Schools for the Future
    BTECBusiness and Technology Education Council
    CARDChoose a Real Deal
    CATCognitive Ability Test
    CCEACouncil for Curriculum, Examinations and Assessment
    CfLaTCentre for Learning and Teaching
    CIDACertificate in Digital Applications
    CLAITComputer Literacy and Information Technology
    CLASICapable, Listened to, Accepted, Safe and Included
    COVECentre of Vocational Excellence
    CPDContinuing Professional Development
    CTCCity Technology College
    CUREECentre for the Use of Research and Evidence in Education
    CVAContextual Value Added
    DCSFDepartment for Children, Schools and Families
    DIDADiploma in Digital Applications
    EALEnglish as an Additional Language
    EBPEducation Business Partnership
    ELLIEffective Lifelong Learning Inventory
    GNVQGeneral National Vocational Qualification
    GTCEGeneral Teaching Council for England
    GTPGraduate Teacher Programme
    HMIHer Majesty's Inspector
    IAGInformation Advice and Guidance
    ICEDIPInspiration, Clarification, Evaluation, Distillation, Incubation, Perspiration
    ICTInformation and Communication Technology
    IEPIndividual Education Plan
    ILPIndividual Learning Plan
    KSKey Stage
    KTPKnowledge Transfer Partnership
    LiLLeading in Learning
    LSALearning Support Assistant
    LSCLearning and Skills Council
    MFLModern Foreign Languages
    MISManagement Information System
    MLDModerate Learning Difficulties
    NCSLNational College for School Leadership
    NFERNational Foundation for Educational Research
    NQTNewly Qualified Teacher
    OCROxford, Cambridge and RSA
    P4CPhilosophy for Children
    PASSPupil Attitude to Self and School
    PCPersonalised Curriculum
    PLTSPersonal, Learning and Thinking Skills
    PSHEPersonal, Social and Health Education
    QCAQualifications and Curriculum Authority
    REReligious Education
    RSARoyal Society for Encouragement of Arts, Manufactures and Commerce
    SAPERESociety for the Advancement of Philosophical Enquiry and Reflection in Education
    SATStandard Assessment Task
    SBEIPSouth Brent Education Improvement Partnership
    SEALSocial and Emotional Aspects of Learning
    SEELSSchool Emotional Environment for Learning Survey
    SEFSelf-Evaluation Form
    SENSpecial Educational Needs
    SLTSenior Leadership Team
    SMARTSpecific, Measurable, Achievable, Realistic and Time-related
    SMTSenior Management Team
    SPRinGSocial Pedagogic Research in Groupwork
    SSATSpecialist Schools and Academies Trust
    T&LTeaching and Learning
    TDATraining and Development Agency for Schools
    TfLTeaching for Learning
    TLRTeaching and Learning Responsibility
    TLRPTeaching and Learning Research Programme
    TSPCThinking Skills and Personal Capabilities
    VLEVirtual Learning Environment
    YSTYouth Sport Trust
    ZPDZone of Proximal Development

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    Websites

    http://www.naa.org.uk – National Assessment Agency, responsible for National Curriculum assessment and testing at Key Stages 1, 2 and 3
    http://www.nc.uk.net – National Curriculum online
    http://www.parentscentre.gov.uk – information on how to help parents and carers support learners in their homework and other out-of-class learning
    http://www.qca.org.uk – Qualifications and Curriculum Authority
    http://www.tda.gov.uk/ – the Standards for Qualified Teacher Status
    http://www.tda.gov.uk/teachers/professionalstandards.aspx – the professional standards for teachers
    http://www.teachernet.gov.uk – a government site for teachers and schools-related professionals

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