23 June Tda Barbara Brown


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Secondary Undergraduate Materials Launch Day

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  • Amy, Lisa, Based on theme on J.E
  • 23 June Tda Barbara Brown

    1. 1. SEN Initiative 2008 - 09 Training and Development Agency for Schools (TDA) University of London, Institute of Education
    2. 2. Element 1 Taught sessions <ul><li>Distinctive features i </li></ul><ul><li>Partnership with experienced and excellent practitioners in order to illuminate and exemplify theory in to practice </li></ul><ul><li>The three units are strengthened by drawing upon a range of practitioner associate tutors </li></ul>
    3. 3. Element 1 Taught Sessions <ul><li>Distinctive features ii </li></ul><ul><li>The richness and quality of the study resources and the way the units are scaffolded to create a comprehensive and coherent foundation of knowledge in to practice </li></ul><ul><li>Applied study </li></ul>
    4. 4. Element 1 Taught Sessions <ul><li>Distinctive features iii </li></ul><ul><li>Electronic access to the resources enable them to be shared across teacher training, that includes partner schools </li></ul>
    5. 5. Element 2 Placements i <ul><li>Four week special school placement </li></ul><ul><li>The guidelines are excellent because they allow time for the trainee to gradually become members of a teaching team </li></ul>
    6. 6. Element 2 Placements ii <ul><li>Paired Placements in classrooms </li></ul><ul><li>Enables the development of: </li></ul><ul><li>a professional dialogue </li></ul><ul><li>collaboration, support </li></ul><ul><li>problem solving </li></ul><ul><li>Accelerates learning process </li></ul>
    7. 7. Element 2 Placements iii <ul><li>It provides a secure framework, as well as time for appropriate learning opportunities that impacts on the trainees’ professional development </li></ul>
    8. 8. Element 2 Placements iv <ul><li>The impact of Element 1 on the trainees’ ability to extend their knowledge and practice in Element 2 </li></ul>
    9. 9. Element 2 Placements v <ul><li>Participation project: </li></ul><ul><li>A focused piece of resource rich teaching with a small group of children </li></ul><ul><li>For example: </li></ul><ul><li>Barriers to Learning: A case study in teaching literacy with a child who is on the autistic spectrum </li></ul>
    10. 10. A school based project By Amy Ibbotson and Lisa Hendry
    11. 11. Element 2 Placements vi <ul><li>It provides the trainees with the opportunity to extend their knowledge and practice related to the Standards: </li></ul><ul><li>QTS </li></ul><ul><li>SEN Specialist Core </li></ul><ul><li>SEN Specialist Extension </li></ul>
    12. 12. The impact on the NQT as a result of undertaking Elements 1 and 2 <ul><li>Gained an understanding on how to focus on the individual needs of children and how to appropriately interpret the curriculum to meet their needs and develop appropriate teaching practice. </li></ul><ul><li>Understood the impact of the learning environment on individual children. </li></ul><ul><li>Gained an understanding of a range of learning and communication difficulties experienced by children. </li></ul>
    13. 13. The impact on the NQT as a result of undertaking Elements 1 and 2 <ul><li>Gained an understanding of the nature of ASD and how this affects children’s learning and development. </li></ul><ul><li>Established teaching strategies that will enable me to communicate and teach children with ASD (Structured and Gentle Teaching). </li></ul><ul><li>Learned how to communicate with children using Makaton signing. </li></ul>
    14. 14. The impact on the NQT as a result of undertaking Elements 1 and 2 <ul><li>I realise the importance of adapting my teaching practice to meet the needs of individual children </li></ul><ul><li>Children respond differently to different teaching approaches </li></ul><ul><li>The importance of communication between teacher, LSW, parent, carer and child </li></ul><ul><li>The need for children to feel safe and secure </li></ul><ul><li>The need for a calm and quiet classroom environment </li></ul>
    15. 15. The impact on the NQT as a result of undertaking Elements 1 and 2 <ul><li>The placement has had a significant impact on me as an NQT. Through this experience I have learnt that children are children what ever their individual needs, but some have more specialised needs. </li></ul>
    16. 16. Cluster Activity South West <ul><li>2008 - 09 Phase 1 </li></ul><ul><li>Becoming a community </li></ul><ul><li>Meeting, sharing and listening </li></ul><ul><li>Developing a sense of trust </li></ul><ul><li>Developing a network of communication and support </li></ul>
    17. 17. Cluster Activity South West <ul><li>Recognising and respecting the distinctiveness of each others’ courses </li></ul><ul><li>The development of a forum for discussion into action </li></ul><ul><li>Having the courage and confidence to use the forum as a sounding board </li></ul>
    18. 18. Cluster Activity South West <ul><li>A shared mission and purpose: </li></ul><ul><li>To embed SEN & D in ITT with our partner schools (mainstream, special units and schools) in order to extend the trainees knowledge and practice </li></ul>
    19. 19. Mainstream settings Mainstream settings Mainstream settings with special units Special settings: Optional free standing ‘M’ level module PGCE TERMS BEd YEARS 1. 2. 3. 3. PROFESSIONAL STUDIES SCHOOL PLACEMENT EVERY CHILD MATTERS SEN & DISABILITY: THE DEVELOPMENT OF INCLUSIVE KNOWLEDGE AND PRACTICE Foundation Subject modules Core Subject modules A Model of ITT training at the University of Gloucestershire NQT
    20. 20. Cluster Activity South West <ul><li>To impact on the knowledge and practice of the NQT through a recognition of individual and diverse learning needs and the ability to include and access children to high quality learning opportunities and achievements </li></ul>
    21. 21. Cluster Activity South West <ul><li>To enable trainees to seek to remove barriers through an open and collaborative way of working that engages them in a problem solving approach and ongoing learning </li></ul><ul><li>The greatest learner is the teacher! </li></ul>
    22. 22. Cluster Activity South West <ul><li>To develop an intelligent practitioner </li></ul><ul><li>who is able to be responsive to the individual needs of all children </li></ul><ul><li>To raise the standard and quality of teaching and learning in mainstream to the benefit of all children </li></ul>
    23. 23. 2009 - 10 Targets <ul><li>To develop a continuum of school placement provision in teacher training so that trainees can develop appropriate experience related to meeting children’s individual and diverse learning needs </li></ul>
    24. 24. 2009 - 10 Targets <ul><li>To consider how to develop SEN & D as a common and strength area in ITT </li></ul><ul><li>To consider how SEN & D can bridge in to M level, the NQT year and beyond </li></ul><ul><li>To consider how to impact on CPD and work based learning in special schools across the range of professionals and teaching resource. </li></ul>
    25. 25. 2009 - 10 Targets <ul><li>The development of mentor training </li></ul><ul><li>The development of link tutoring </li></ul><ul><li>To consider the development and sustainability of SEN & D in the next five years </li></ul>
    26. 26. Positive outcomes <ul><li>Meeting and working with colleagues in other universities on a joint project </li></ul><ul><li>The impact on ITT, schools and most of all children as a result of becoming a community </li></ul><ul><li>The opportunity to celebrate children’s individual and diverse learning needs through ITT </li></ul><ul><li>The opportunity to develop knowledge and practice in SEN & D through ITT </li></ul>