MTL_overview

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					September 2009
Delivered in partnership with schools
 MTL student
 M-coach/teacher
 HEI tutor


In essence teaching through Case Study
  approach within school, supported and
  assessed by HEI tutor
 Part of a consortium of 12 providers in
  the South East
 MTL South East Alliance (SEA)
 Divided into 4 sub-regions
 This sub-region is Brighton and Sussex


 The MTL will be awarded by one
 university but the overarching provider is
 the SEA
 Concern   over standards and turnover
  especially of new staff
 Aim is to raise standards make Teaching
  a Masters profession
 To support induction and professional
  development with Standards integrated
  with masters level criteria
 Funding follows student – an ‘entitlement’
 January  2009 to National Challenge
  Schools for NQT’s and newly employed
  HOD’s in National Challenge Schools and
  for NQT’s in Schools facing Challenging
  Circumstances
 September 2010 anticipated for all NQT’s
  in all schools and newly employed HOD’s
  in Schools facing Challenging
  Circumstances
1.   Teaching, learning and assessment
2.   Subject knowledge and curriculum
     development
3.   Inclusion and management of additional
     needs
4.   Leadership and Working with others
     including interdisciplinary practice
1.   Developing - Builds on ITT – 10 + 30
     credits for NQT’s aligns with induction

2.   Broadening and Embedding ––4 x 20
     credits

3.   Deepening – developing subject
     specialism, linking with networks 2 x 30
     credits
1.   Induction portfolio for NQT’s (can APEL
     30 credits)
2.   Core phase, may take 2 years. Clearly
     based in practice; case studies,
     presentations to staff, professional
     discussion, critical analysis of practice
3.   Depth of knowledge through extended
     study
 Register  interest now
 First enrolments January 2010
 Begin in summer term 2010
 10 credit module – Initial Needs Analysis
  and plan
 30 credits based on the 4 areas
  evaluating impact on pupils’ learning -
  summer term 2011
  (Portfolio and learning diary) Sept- June
 Register, enroland begin as NQT’s
 10 credit module – Initial Needs Analysis
  and plan – based around department
 30 credits based on the 4 areas (Portfolio
  and learning diary) Sept- June focus on
  department policy – here evaluating
  impact on pupils’ or staff learning with
  focus on dissemination
 Itis anticipated that many NQT’s and
  HOD’s will import 30 Masters level
  credits from their PGCE or other work
  (accredited NPQH etc)

 These  applicants will simply undertake
  the 10 credit module in summer 2010 and
  move directly to phase 2
4  x 20 credit modules,1 per content area
 Supported by central input from HEI and
  possibly study groups supported by M
  coaches, Training schools are likely to have
  a role here
 Assessments are likely to include annotated
  scheme of work (or dept policy for HOD);
  presentations that could be within school as
  well as written submissions
2 x 30 credit modules
Some sort of extended study
Alternative to a standard dissertation
Intended to demonstrate depth of
 understanding in a key area of
 practice
              MTL provider Learning          Participant    Total by
              management Opportunities       time, learning phase
                           HEI’s or others   opportunities
                                             from coach and
                                             school
Phase 1           £155           £553            £1,032      £1,740
Phase 2           £495          £1,769           £3,300      £5,564
Phase 3           £372          £1,326           £2,474      £4,172
Part total       £1,022         £3,648           £6,806
Grand total                                                  £11,476
 The funding follows the applicant
 Targetted at the school
 Funds available for release of both
  applicant and coach
 Expectation that role of coach will
  change to include teaching and this
  teaching will need to be at M level
 The role of HEI tutor focussed around
  assessment but liaison between the 2
  roles essential
TDA July 15th 2009
 The coach for the first phase should be
  the Induction Tutor
 The Local Authority training should be
  extended and shared with HEI to address
  M level
 No TDA requirement for Masters level,
  but clearly helpful
 Capacity  building in schools and HEI’s
 Awareness raising sessions
 Collaborative developments with
  schools, HEI’s and other partners
 1st and 2nd July MTL launch at TDA
 15th July Coaching workshop TDA
 21st & 22nd September Programme
  Development TDA
 Course development and validation –
 involving schools (NCS, SfCC and
 Training schools)

      and responsibilities of tutors and M
 Roles
 –coaches

 Training   for M coaches and other staff
 The role of the M Coach – how will this be
  developed?
 The Induction coach is being suggested as
  appropriate for stage 1 – will this work?
 How  do we engage our local schools and
  offer appropriate support
 How do we develop a programme that is
  meaningful to applicant
 How we make best use of our regional and
 sub regional group
 More   students with M level credits
  already wanting progression routes
 More awareness of M level working
 Impact on current PPD programme
 PPD is a good starting point for
  establishing HEI tutor: M coach
  relationship – what is needed?
 Is the role of the link tutor a potential
  area for development?
 How   can the training for Induction
  coaches be adapted to meet this new
  need?
 How will we work with our local HEI/MTL
  provider to support this?
 How will we build capacity?
 What about weak/failing NQT’s, will the
  MTL ‘entitlement’ take precedence – who
  will decide?
If a NCS or SfCC , this begins Sept 2010
All schools Sept 2011
 How many NQT’s will I have
 Who will be my coach(es)
 What training/support will they need?
 How will we manage this programme
 Can we do this in-house or will we need   to
  work as part of a cluster
 Which HEI shall I work with?
 How will I ensure NQT’s/HoD’s/Coaches do
  not get overloaded?
   MTL SEA Steering Committee
    Sub Regional Provider Group 1
   Universities of Brighton and Sussex + Schools and Local Authorities

   Sub Regional Provider Group 2
   Universities of Chichester, Portsmouth, Southampton, and Winchester
   + Schools and Local Authorities

   Sub Regional Provider Group 3
   Universities of Oxford, Oxford Brookes, Reading and
   Kingston + Schools and Local Authorities

   Sub Regional Provider Group 4
   Universities of Canterbury Christchurch and Greenwich + Schools and
    Local Authorities
 Irena Andrews University of Brighton
   MTL Programme Co-ordinator
   I.l.andrews@bton.ac.uk
              University of Brighton
 Claire Watson
   MTL Programme Administrator
   c.e.watson@bton.ac.uk
 Nadia  Edmond University of Brighton
     n.edmond@bton.ac.uk
 Jo Westbrook   University of Sussex
     jlw24@sussex.ac.uk

				
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posted:10/13/2011
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