Induction
- Overview of PLS vision and philosophy for teacher training
- Understanding the school organisation
- Reflecting on the teacher role
- Aware of key issues such as safeguarding
- Aware of current national priorities in teaching and their impact on classroom practice
- High expectations from all teaching groups and all pupils as a starting point
- All things teachers do must be in the best interests of the students
- Viewing children as imitative learners
- What “baggage” am I bringing to teaching?
Foundation, Term 1
- Emerging understanding of teaching and learning
- All lesson plans thoroughly prepared and shared with mentor
- Observation of good practice within and outside own department
- Presentation of work in a way that interests and motivates
- Managing question and answer sessions
- Considering how planning interacts with the management of classes and lessons
- Viewing children as learning from didactic exposure
- Focus on reflection
Developing, Term 2
- Developing understanding of teaching and learning
- Proactively adding evidence to PLS portfolio
- Judging what can be expected of a pupil
- Linking Professional studies to classroom practice
- Reflective evaluation of above- WWW/EBI
- Identify specific training needs and incorporate into targets set
- Viewing children as thinkers
- Moving to teaching classes without another teacher in the room
Consolidation, Term 3
- Enhanced understanding of teaching and learning
- Better understanding of “outstanding” incorporated into own practice
- Getting the most out of all pupils- realising full potential
- Encouraging pupils to raise expectations of themselves
- Confident in the classroom
- A reflective learner
- A researcher
- Ready for the next stage of development as an NQT
- Recognising this is the start not the end of the journey
- Viewing children as managers of their own knowledge
- Development of personal mature relationships with pupils
PLS realises that the end of training is the start of what should be a life-long learning and developmental journey.
PLS Programmes have a coherent and fully integrated structure stemming from a holistic vision of both teacher training and the partnership as a whole. The depth of the programmes ensures you will have outstanding subject knowledge and outstanding knowledge of education as a whole by the end of your training.