research within the subject area, school or department. Curriculum Mentors may be able to facilitate access to appropriate materials, resources and colleagues to enable the trainee to develop your line of enquiry. Assessment: In order to pass, the trainee must maintain a satisfactory record of attendance and participation in lessons; obtain the Curriculum Mentor recommendation that they have satisfactorily adapted to the role of a classroom teacher. If the trainee appears to be at risk of failing to meet these requirements, they will be counselled and set targets, in line with Edge process Hill’s ‘remediation’ SUMMARY OF PROFESSIONAL PRACTICE 1(b) This schedule should be adapted to fit and professional practice trainees’ needs circumstances. Reflective Observations / Date Teaching Role Professional Practice Preparation (RPP) School Professional Practice 1(b) Trainees who are Trainees who are continuing in the continuing in school/setting ensure professional practice that their evaluations 1(a) ensure that a clearly inform medium of lessons have term planning for the ‘series’ been completed with forthcoming A clear is ‘Training Plan’ the classes that they Professional Practice emerging with will teach on 1(b). individualised targets for Professional Practice all Trainees. This 1(b). These have been is clearly ‘Training Plan’ evaluated and the linked to the evaluations inform the Trainees who transfer Professional Standards. next stage of planning. to a different school for The Portfolio of The dates are Professional Practice Professional flexible Trainees who transfer 1(b) observe the Development is to a different school for classes they will teach increasingly used to Professional Practice during professional support professional 1(b) observe the practice 1(b). They dialogue and evidence classes they will teach use their observations self-improvement. during professional and discussions with practice 1(b). It may be trainers and teachers appropriate for the to inform their medium Trainees to support the term planning for teacher in the professional practice classroom. 1(b).
research within the subject area, school or department. Curriculum Mentors may be able to facilitate access to appropriate materials, resources and colleagues to enable the trainee to develop your line of enquiry. Assessment: In order to pass, the trainee must maintain a satisfactory record of attendance and participation in lessons; obtain the Curriculum Mentor recommendation that they have satisfactorily adapted to the role of a classroom teacher. If the trainee appears to be at risk of failing to meet these requirements, they will be counselled and set targets, in line with Edge Hill’s ‘remediation’ process SUMMARY OF PROFESSIONAL PRACTICE 1(b) This schedule should be adapted to fit trainees’ needs and professional practice circumstances. Date Teaching Role Observations / Preparation Reflective Professional Practice (RPP) School Professional Practice 1(b) The dates are flexible Trainees who are continuing in professional practice 1(a) ensure that a ‘series’ of lessons have been completed with the classes that they will teach on Professional Practice 1(b). These have been evaluated and the evaluations inform the next stage of planning. Trainees who transfer to a different school for Professional Practice 1(b) observe the classes they will teach during professional practice 1(b). It may be appropriate for the Trainees to support the teacher in the classroom. Trainees who are continuing in the school/setting ensure that their evaluations clearly inform medium term planning for the forthcoming Professional Practice 1(b). Trainees who transfer to a different school for Professional Practice 1(b) observe the classes they will teach during professional practice 1(b). They use their observations and discussions with trainers and teachers to inform their medium term planning for professional practice 1(b). A clear ‘Training Plan’ is emerging with individualised targets for all Trainees. This ‘Training Plan’ is clearly linked to the Professional Standards. The Portfolio of Professional Development is increasingly used to support professional dialogue and evidence self-improvement.
FLEXIBLE-Professional-Practice-Handbook-Sec-PGCE-2017-FINAL.docx