Initial Teacher Training - Trainers Pack and Programme

Secondary

Professional Skills Values

Practitioner excellence
Working with Adults
Communication, empathy and sensitivity
Own Professional Development

Practitioner excellence

When Newly Qualified Teachers (NQTs) first enter the teaching profession they will need to work with other people in schools including professionals some of whom they will need to manage and others who will be managers. As teachers they will need to recognise what practitioner excellence is, demonstrate that they have a secure knowledge of art and design and be able to articulate why the subject is important to young peoples development.

  • Recognising and facilitating practitioner excellence
     
    • Managing advanced skills teachers (ASTs) and learning networks

      Information about advanced skills teachers and their role in schools can be obtained from the following websites:
      http://www.standards.dfes.gov.uk/ast/
      www.afour.org.uk

      The Standards for Qualified Teacher Status (England) are currently (April 2006) under revision and, when re-written, will provide specific indicators relating to Qualified Teacher Status, the requirements for achieving Threshold status, Exceptional Teachers and Advanced Skills Teachers.
       
    • Portfolio of work

      By the end of their teacher training newly qualified teachers should demonstrate through the evidence in their ITT portfolio that they have a secure subject knowledge and artistic intelligence. They should be able to articulate and conceptualise their work in enthusiastic terms for prospective employers.

      An outline of the content of a PGCE student's portfolio can be found at:
      www.ex.ac.uk/pgce_art/students_work/index.php
       
    • Articulation of the value of art, craft and design education in their own and young people's development

      There are many publications that make reference to the value of art, craft and design education. The tutor and mentor support, the practical training and the reading list that you provide for trainees should enable them to formulate their own philosophy. They should be able to articulate that philosophy in terms of the approach that they take in the classroom. A reading list should flag a wide range of texts. To view a comprehensive list of art and design education texts go to www.nsead.org.

      There are other web-based resources that also offer advice on the value of teaching art, craft and design. The 'Making it Work' web site focuses on placing craft at the centre of learning and it offers a useful range of resources for initial teacher trainers and trainees www.makingitwork.org.uk
       
    • Experience of educational contexts and their perceptions of the art, craft and design teacher's role

      Art and design is taught in a wide variety of educational contexts and trainees should be made aware of these. They should be encouraged to explore and, where possible, experience as many contexts as possible. As a teacher trainer you should provide some guidance as to the range of possible approaches to art and design education, other than mainstream primary, secondary and further education courses that include: community art education projects, gallery and museum education, art and design as therapy etc.
       
    • Awareness of educational issues

      An important role for the initial teacher trainer is to ensure that trainees are aware of the current educational issues. This can be daunting and the great majority may not be significant in relation to art and design. The following three sites will give a taste of the current general education issues
      www.becta.org.uk/leaders/display.cfm?section=4
      news.bbc.co.uk/1/hi/education/uk_systems/default.stm
      www.nerf-uk.org/bulletin/current/
       
    • Life-long learner - ongoing engagement with art, craft and design

      The revised Standards for Qualified Teachers is likely to provide a clear career progression for teachers and in order to progress to exceptional teacher or advanced skills teacher it will be necessary to provide evidence of ongoing engagement with not only subject knowledge but with a wider range of education practice. The NSEAD, as the leading subject association for teachers of art and design, will play a significant role in enabling and recognising the achievements of teachers in meeting excellent teacher and advanced skills teacher status.
       
    • Knowledge of health and safety issues (see Teaching: Planning and Expectations, classroom management, health and safety - below)
      www.nsead.org/hsg/index.aspx

      In September 2004 the Health and Safety Laboratory produced three reports for the Health and Safety Executive (HSE) that might be useful when discussing Risk Education in art and design with trainees. Copies are available from the Health and Safety Executive. They are:
      • A review of National Curriculum (5 - 16 yrs) Guidance for England, Scotland and Wales. (Report No ERG/03/03)
      • Teacing Practice in Risk Education for 5 - 16 year olds (Report No ERG/03/04)
      • Risk education Provision: A survey of schools in England, Scotland and Wales (Report No ERG/03/19)
      www.hse.gov.uk/education/index.htm
       
    • Awareness of professional responsibilities. (Conditions of service etc.)

      Most initial teacher training courses will have a module focusing on professional studies. In addition many providers will hold events where trade unions and professional associations are invited to recruit trainee teachers. The NSEAD provides a lecture service for initial teacher training courses that introduces some of the professional issues that art and design teachers might face. Information about this service can be obtained from davidjones@nsead.org

      The DfES publish a document which provides an overview of the professional responsibilities of teachers entitled, 'School Teachers' Pay and Conditions Document and Guidance on School Teachers' Pay and Conditions'. It can be found at: www.teachernet.gov.uk/paysite/
       
    • Leadership and Management

      1. Management of trainees as agents of change

        Students of whatever discipline are essentially agents of change and trainee teachers in art and design are no exception. In managing trainees as agents of change training institutions should provide, along with their partners, opportunities to enable trainees to develop their own strategies and to try out new approaches to teaching. Part of the role of a teacher trainer is to recognise the potential in their students, to nurture this and ensure that the trainee is given every opportunity to realise that potential as a teacher
         
      2. Course management

        Much of the day to day management of courses is down to the systems and procedures adopted by the institution. In their first year trainers will be led by their course leaders or initial teacher training coordinators. You should familiarise yourself with the structure of the courses on which you teach and ensure that you have a sound understanding of the programme: noting the topics to be addressed, course management tasks to be performed and significant dates.

       

Working with Adults

  • Adult Learning Inspectorate

    The Adult Learning Inspectorate is a government funded body responsible for raising the standards of education and training for young people and adults in England, by inspecting and reporting on the quality of learning provision they receive.
    www.ali.gov.uk

    There is also some useful information on working with adults in the Education section of the Public Technology website.
    www.publictechnology.net

Communication, empathy and sensitivity

Own Professional Development

  • Reflective practice (see intro paragraph)
  • Knowledge of outside agencies
  • Professional associations
    www.aaiad.org
    www.engage.org
  • PhD supervision
  • Sources of research funding

 

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