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The Information Zone - Page 3

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Recruitment, Induction and TRAINEE Experience

Recruitment

Guide to Recruitment - current version
The guide for staff in partner colleges which explains all stages of recruitment.

This guide includes sections as follows:
  • Selection process flowchart
  • Application Guidance Notes
  • Initial assessment activities
  • Exemplar interview form

Recruitment / registration documents

There is a simple university 'application for admission' form for all applicants on these awards to complete, with notes for completion provided. Each centre is supplied with copies of the form, and it is included here for reference and use in emergencies only. Completed forms should be forwarded to the university registry by colleges as they are completed, as it means trainees' details can be entered on the university's information system ready for full registration.

BSU Application for Admission - pdf - MS word

BSU Application for Admission - notes for completion

FINANCIAL SUPPORT

Student Finance 2011/12 - new 26th August 2011

Information re applying for student finance is on the direct gov website now, and can be accessed at

http://www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/StudentFinance/DG_194466

The relevant section is for 'part time students'

AP(E)L

Where potential trainees have qualifications / and / or experience in teaching already they may be able to gain direct entry to Year 2 of the awards. The AP(E)L guidance explains how that works, and provides the relevant documents to complete to support the process.

Guidance for Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL) is downloadable below

AP(E)L guidance (word)

Induction

We believe that the early stages of any learning programme are crucial for all concerned. As a result, the arrangements for Induction on these awards are carefully designed to:
  • Provide opportunities for trainees to settle into their new course and socialise / build rapport with each other and the course team.
  • Establish ground rules regarding attendance, behaviour, confidentiality, assessment and deadlines.
  • Provide information, advice and guidance about all course content and activities.
  • Engage all trainees in inclusive, active, interesting and enjoyable learning activity which will establish them on the course and support the development of their Initial Individual Development Plan.
  • Integrate induction with early elements of course content to address key principles of teaching and learning.

Induction will involve:

  •  Participative, student-centred activities and sharing of experience.

  •  Initial assessment of trainees' Language, Literacy, Numeracy and ICT skills and initial action planning for the course.

  •  Study and information literacy skills.

  •  Information and advice sessions.

  •  Managing the course workload and succeeding with assessment activities.

Induction checklist

This checklist is intended to enable course teams to track that various documents relating to the process of registration and induction have been completed, supporting evidence submitted and initial assessment completed and recorded. It should be complete by the end of the induction period and is an 'at a glance' summary of all trainees in any group.

Initial Individual Development Plan (word 204k)

This first version of an Individual Development Plan should be completed by trainees by the end of induction, and provides a useful summary of each trainee's starting points in all key areas of the programme.

Individual Development Plan (word 205k)

This IDP is used from induction onwards to summarise trainee progress, review priorities, establish action points and priorities and record any discussions on tutorial matters. See tutorial support below

SELF ASSESSMENT TRACKING

There is an expectation that all trainees will regularly review and update their own progress against against the OfSTED grading criteria, and the Minimum Core of Language, Literacy and ICT. This is a challenging load in addition to other work for assessment, but we have devised four proformas, featured below, which make this task clear and straightforward for all. The self assessment tracking of these areas features as part of Milestone Reviews, carried out three times each year.

Self assessment of Practical Teaching (using OfSTED criteria)

Self assessments for
Literacy and Language
Numeracy
ICT

TRAINEE EXPERIENCE

To develop an initial teacher education programme for trainees and associated support which will enable them to recognise and evaluate their own progress in all elements of this programme, to qualify as a teacher in the Lifelong Learning Sector, and to develop as Reflective Practitioners who continually improve throughout their career.


The training experience will include:
  • A course as described in the Course Handbook, which will enable trainees to qualify as a teacher in the Lifelong Learning Sector.
  • A taught programme of a minimum of 120 hours, including tutorials and milestone reviews.
  • Support for trainee learning towards successful completion of the qualification.
  • Supported teaching practice in trainees' workplaces, and opportunities to broaden their teaching experience.
  • Support to develop their specialist area including 15 hours per year direct support from a mentor.
  • Access to suitable accommodation, facilities, books, ICT and other resources.

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