CPD+programme

This section of the website contains the programme, learning activities, resources and source material for the teacher educator training which is part of the **Supporting Teacher Educators Partnership (STEP)** funded by the **Learning and Skills Information Service (LSIS)** and operated by the **SW Centre for Excellence in Teacher Training (SWCETT)**. The programme was used with Lifelong Learning (LL) Teacher Educators, but anyone is welcome to use the content and materials if they find them relevant

Resources for the course are all freely downloadable from the links in the programme below by clicking on the links concerned.
 * The whole programme** can be downloaded as a word or pdf file from the link below (resources are not hyperlinked in the same way as they are in the online programme)





Stepping Out’
By the end of the programme participants will have:
 * The SWCETT regional development programmefor Teacher Educators Outline programme (Resources are hyperlinked to files used)**
 * Aim:** To build confidence of inexperienced and isolated Teacher Educators by providing opportunities for them to network with other Teacher Educators, access support from more experienced colleagues and to reflect on key aspects of delivering a teacher education programme.
 * Outcomes of the ‘Stepping Out’ Teacher Educator Development (3-day) programme**
 * Identified and worked on key skills and knowledge that distinguish a Teacher Educator from other teachers in the L&S sector
 * Considered the effectiveness of a range of strategies, approaches and resources
 * Explored ways to help develop trainee teachers and promote reflective practice
 * Identified their own development needs and a range of possible sources of on-going support
 * Participated in a range of activities which provide useful ideas for ITT and which model good practice

Day 1: Professional Journeys

 * Objectives:**
 * Identified key aspects of the teacher educator role which differ from the role of being a teacher / trainer
 * Identified ways to promote reflective practice and develop critical thinking in trainee teachers
 * Developed an awareness of the suite of teacher training awards (PTLLS, CTLLS, DTLLS, CertEd/ PGCE) and related awards (such as the Assessor and Verifier qualifications) and their requirements
 * Discussed some aspects of undertaking ITT observations and giving feedback which promotes reflective practice Discussed some ways to handle ‘difficult’ situations possibly encountered as a TE

Your journey [1hr 30mins] || What are your expectations, hopes & aspirations for the programme?
 * **Time** || **Topic** || **Activity detail** || **Supporting resources** ||
 * //09:30// || **//Arrival & registration//** || //Coffee available// ||  ||
 * 10:00 || Welcome & Introductions || Icebreaker - **//“Find someone who …”//** || Icebreaker sheet' - [|find someone who'] ||
 * 10:15 || How have you got here?

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> **//Group exercise to identify common themes//** <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> - Overview of Programme Outline of the day’s session <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> - Your journey in the sector so far

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> **//Where are you in the teacher career cycle?//** Short input followed by discussion in pairs || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Flip chart paper & pens

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Printed outline of the whole course

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Handout with brief explanatory notes - [|the teaching journey] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> **//Post-it notes exercise//** <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Why? <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> //**Input followed by case studies**//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">11:15 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Generating ground rules || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">How?

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> **//Discussion of the links to basic classroom management and group dynamics//** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Post-it notes [|Getting started - Ground rules.doc] [|Ground Rules Case Studies.doc] [|GroundRules_Candidate_A.doc] [|GroundRules_Candidate_B.doc] [|GroundRules_Candidate_D.doc] [|GroundRulesCandidate_c.doc]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|What't the point of learning styles handout] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(2)Key requirements of PTLLS, CTLLS, DTLLS
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">12:00 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">The Sector || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(1)The reforms

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> **//Discussion of links to formal and informal initial assessment of participants and of trainees//** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Handout - [|teacher training in England]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">RFDC ‘[|My Essentials’ Form] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Discussion with team members. || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Advice available from team || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Online, including:
 * ||  || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Who needs a peer mentor?
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//1:00// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//LUNCH//** ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">1:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Introduction to Reflective practice || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Intro to pm session and useful resources:**

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Reflective Practice <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Itslife]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Books, and reading list

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**How to foster reflective thinking by your teacher trainees and their students.**// <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(a) May's reflective learning video or National Star College video from RP resource. <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(b) 'Why reflect' activity from RP resource || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Internet access and data projector

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Reflective Practice Flyer <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Teachology flyer

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Reading list]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Reflective Practice <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|vid1]; [|vid2]; [|vid3]; [|vid4] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> May's video [|here] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> '[|Why reflect' activity sheet] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[1hr] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Modelling practice and promoting excellent practice**//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">2:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">What is being a Teacher Educator all about?

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(a) //**Observation Activity - view National Star RP video**// <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|vid1]; [|vid2]; [|vid3]; [|vid4] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> - What do you think? <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> - How would you give feedback on it?

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Free feedback from group first then discuss questions posed at end of video.

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Homework://** //Review RP or other chosen resource// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Reflective Practice <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|vid1]; [|vid2]; [|vid3]; [|vid4]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">'//Lesson Observation//' video .. view to end of obs and before tutor discussion .. run activity then run tutor feedback and comment.

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">C&G Observation report handout [|Observation report CTLLS.doc] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Between session task(s) / Homework reminder: <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Resources// - what you use - showcase <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Work in groups of 3-4**// to: <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(a) Share 1 key incident each as TE – generate 1 key learning point from each incident. <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(b) Produce 1 reflective comment on first day -Put them on post-its (different colours) - view on way out. || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">2 x colours of post-its || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Flipchart, post-its, pens, biros, plain paper ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">3:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Review & between session tasks || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Review of day**
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//4:00// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Finish & Depart//** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Evaluation** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Evaluation Form ||
 * Day 2: Professional Practice**
 * Objectives:**
 * Have considered the importance on promoting effective planning as a tool to ‘equip’ teachers and contribute to excellence in teaching & learning
 * Explored the diversity of the sector and discussed ways to address the varying needs of trainees (& learners)
 * Discussed ways to meet qualification (and other) requirements within specific programmes
 * Considered the role of educational theory and explored some ways to promote links between theory & practice
 * Identified and explored a range of survival tools and useful resources
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Time** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Topic** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Activity detail** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Supporting resources** ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//09:30// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Arrival & registration//** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Coffee available// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Name badges with coloured dots
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">10:00 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Introduction and Review || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Introduction to day and links to day 1 -**// Outline of the day’s session

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> //**Starter Activity**// - //“What’s in the briefcase?” -// Icebreaker - introductions || [|STEP_Briefcase starter.doc] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[1 hr] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Input / Q&A** <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> How we get key aspects of planning, plus the development of analytical skills across to trainees:
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">10:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Making planning accessible and matching planning and learning needs

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Examples of aspects of planning including:
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Lesson planning
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">SMART outcomes linked to Bloom //“Milking a Cow”//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Planning to assess

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Meeting group and individual needs:
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Thumbnail sketches of learners
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Differentiation || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Roles and responsibilities and training cycle

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Lesson plan examples <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Quick Survival Guide to Lesson Planning

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Handout on Bloom’s Taxonomy

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Questioning techniques and differentiation handout || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[45 mins] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Group activity**// <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Making a coherent SOW <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//(route plan)//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//11:30// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Break// ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">11:45 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Extended planning

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Embedding (IT, ELM, E&D, Fuctional Skills) || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Planning a trip handout <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Taunton - London handout <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Map of journey to London || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[1hr 15mins] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Role of theory in ITT**:
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//12:30// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//LUNCH//** ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">1:00 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Relationship between theory and practice

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**10-15 min Input**// using Harkin (2006) and Clow and Harkin (2009), //**followed by Q&A 'what theory do you like?'**//

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Theories out of a hat**// Interesting ways to deliver key aspects of theory. Choose theory and topic to teach out of hat at random and plan how to teach it in groups.

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Discuss implications of theories for practice

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Further Readings and resources || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Resource:** <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|Theory in Teacher E] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|Harkin (2006)] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Clow and Harkin (2009)]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|'Theories out of a hat' activity] (30 mins)

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|teaching and learning cards] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|theories cards] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|theory orientation cards]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|topics cards] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Behaviourism] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Humanism] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Cognitivism] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|Situated Learning] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">[|Geoff Petty Chapter] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[1hr 15mins] || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Meeting the varied needs of trainees on the programme <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> - ranges of differing needs <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> - Dealing with ‘difficult’ / ‘challenging’ learners
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//2:15// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Break//** ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">2:15 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Resources and approaches

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Activity: produce your top tips for behaviour management in your context (or could issue contexts, eg. adult, 14-16, workplace, SfL, Functional Skills, A level, etc.) //OR// produce case study activity on behaviour at tables.

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Exploring available resources

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Homework:** List of ‘must go to websites and resources’ with need to add at least one more each. || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">PowerPoint incorporating activities <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[|Short guide to behaviour management] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Geoff Petty managing behaviour <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Geoff Petty <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Sue Cowley <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[] <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Pivitol (Paul Dix) <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">[] ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">3:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Review & between session tasks || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Review of day 2 and programme so far

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Between session activity(s):**// <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> ‘Mark’ examples of written work to assess against given criteria (levels) - ready for activity next session || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Please collect and bring to last session <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Evaluation activity: Post Its <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Review of between session activity(s) || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Link to days 1 & 2 and Outline of the day’s session <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> //**Icebreaker: Learning Anecdotes**// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Learning anecdotes handout || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**[45 mins]** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Observations (take 2): <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">(National Star videos + others) || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**[ 90 mins]** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//**Assessing written work- group activity**// :
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%; text-align: left;">//Achievements// and //Key Challenges// ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//4:00// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Finish & Depart//** ||
 * Day 3: On-going Professional Development**
 * Objectives**:
 * Explored some aspects of undertaking ITT observations and ways of giving feedback
 * Discussed and practiced assessing written work at appropriate level(s)
 * Have considered a variety of different roles relevant to a teacher education programme: delivery team, internal & external mentors, links with staff development and HR, etc
 * Identified useful sources of on-going support and ways to use them (including their Awarding Institution’s External Verifier/ Moderator)
 * Considered how to keep up to date with policy and with national developments
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Time** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Topic** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Activity detail** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**Supporting resources** ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//09:30// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Arrival &registration//** || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Coffee available// ||  ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">10:00 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Introduction and
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">10:15 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Assessing on ITT programmes - Observations
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Observe videos (5 mins); Work in pairs to role play giving feedback (5 mins);
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Then swap roles for 2nd video
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Plenary: Summary of key learning points || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> 2 videos
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//11:00// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Break// ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">11:15 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Assessing on ITT programmes //- written work//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Work on 4 separate tables, choosing 2 levels to address
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Discussion based on marking of assignments
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Giving feedback || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> Assignment extracts at different levels (L3 – L5) from PTLLS, CTLLS, DTLLS or CertEd/PGCE assignments plus summary feedback for each ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//12:45// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//LUNCH//** ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">1:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Professionalism || * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Ozobula activity
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">What makes a professional?
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Encourage links to own PD planning//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Overview of theories around professionalism || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Ozobula activity [|OzobullaExercise.pdf]

<span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;"> [|PowerPoint ‘Professionalism in ITE]’ || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Evaluation of STEP programme ||
 * || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Action Planning || * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">GROW model
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Linking to own action planning
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//(Who could be an ally? Who do I need to influence?)//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Sharing ideas around keeping up with developments and policy || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Link to explanation of [|GROW model] ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//2:30// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Break//** //+ networking// ||  ||   ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">2:45 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Action Planning + Networking || * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Keeping up with CPD:
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//Own CPD + promoting idea to trainees that ITT just a starting point//
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Top Ten Tips for Teacher Educators ||  ||
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">3:30 || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Evaluation || * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Evaluation of day 3
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Evaluation of the whole STEP programme || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Day 3 evaluation
 * <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">//4:00// || <span style="color: #2909c1; font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">**//Finish & Depart//** ||

**Additional resources for download**
<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">Day 2: Professional Practice

STEP - SUPPORTING TEACHER EDUCATORS PROGRAMME
[|STEP_behaviour.pptx] [|STEP_Being_a_teacher_educator.ppt] [|STEP_Briefcase starter.doc] [|STEP_C&G 1-6 Observation report CTLLS.doc] [|STEP_ClassroomManagement PettyChapter.doc] [|STEP_ClassroomManagement_Petty_chapter_online.doc] [|STEP Evaluation form for Full Programme.doc] [|STEP_FIND SOMEONE WHO.doc] [|STEP_Getting started - Ground rules.doc] [|STEP_Ground Rules Case Studies.doc] [|STEP_GroundRules_Candidate_A.doc] [|STEP_GroundRules_Candidate_B.doc] [|STEP_GroundRules_Candidate_D.doc] [|STEP_GroundRulesCandidate_c.doc] [|STEP_my essentials form.doc] [|STEP_PCE7 Assignment Handbook2.doc] [|STEP Peer Mentoring - An Introduction.pdf] [|STEP_Peer_Mentoring_-_Case_Study_Form.doc] [|STEP Peer Mentoring - Guidelines.pdf] [|STEP Peer Mentoring - Record of Mtgs Form.docx] [|STEP_RefPract_WhyReflect_Act.doc] [|STEP_Teacher Training in England.doc] [|STEP_The teaching journey.doc] [|STEP-Theories cards - explanations.doc] [|STEP Theory orientations cards.doc] [|STEP_Whats the Point of Learning Styles.doc] <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Objectives: <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Have considered the importance on promoting effective planning as a tool to ‘equip’ teachers and contribute to excellence in teaching & learning <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Explored the diversity of the sector and discussed ways to address the varying needs of trainees (& learners) <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Discussed ways to meet qualification (and other) requirements within specific programmes <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Considered the role of educational theory and explored some ways to promote links between theory & practice <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Identified and explored a range of survival tools and useful resources