# data[].attributes.body
Do we want to keep the current format of generic recordings and subject mentor development sessions via Zoom?

Do we want a blend of remote and face to face meetings? (eg at the start of P1 and P2 we could offer these sessions face to face, the others could be remote) We also need to bear in mind that there will be a lot of changes to the course next year as we embed the CCF across our school provision - ie we would reach a wider audience via Zoom?

Do we want a return to having all mentor sessions run face to face?

# data[].attributes.body
We are unlikely to run Launch Day for Placement 1 on campus again.

Last year we got PGCE trainees to set up a Zoom meeting to meet with their mentors prior to going into placement. Are we confident this happened for all of our trainees and do we want to do this again?

As above for the start of placement 2 but is there an opportunity here for mentors from both P1 and P2 to meet with the trainee via Zoom to discuss PPPC and targets as they move into P2? So some time for mentors to talk together and then a space for the trainee to talk to both mentors?

# data[].attributes.body
Do we want to keep PS remote for all lectures next year?

Do we want a blended experience so trainees attend face to face for key lectures but then access the other lectures remotely? What might these key lectures be?

Do we want to run more lectures with live audiences rather than pre-recordings?

If trainees are going to access lectures remotely, can we agree on a consistent approach so that we know trainees are engaging and that does not impact on trainee workload? eg. Andy and Pedagogy Champions / reflections on the tracker each week rather than additional paperwork.

# data[].attributes.body
Do we want a blended delivery as induction last year where we had:
2 days face to face teaching
2 days remote learning (synchronous/asynchronous)
1 day IST (independent study time)?

Given the uncertainties of the pandemic following the summer holidays, it might be wise to restrict face to face teaching to 2 days a week and teach in subject bubbles again.
Other benefits :
Equity of provision across all courses
Takes the stress out of induction for trainees and staff
Opportunity to engage further with a more varied remote professional studies programme
Opportunity to engage with Maths assessment earlier, etc

First day of the course: Friday 3rd September.
Last year we had trainees in for half a day and then we asked them to watch Jo's lecture and my secondary introduction to the course.
This year do we want to have all of our trainees in for the day in CS with built in flexibilities for watching Clare's secondary lecture? (with Gill and Lynn O'Meara contributing) Or we could live stream this lecture into rooms in the morning?)

Do we want to introduce the Maths assessment during induction? The two days of remote learning would support this? (Rather than after October half term as last year?)

# data[].attributes.body
Do we want a return to us going into schools to observe trainees for both placement 1 and placement 2? EE feedback, mentor and PT evaluations suggest that they consider face to face observations a strength of our provision.

Do we want a more flexible model where we can do one visit to a school in placement 1 and one remote observation placement 2?

Now that we have the protocols set up across the partnership (apart from Surrey Downs), could we use the remote observation format for struggling trainees?

How might we integrate the use of Go React into our teaching and lesson observations of trainees? Feedback from Karen and how she has been using this with her SKE Maths group and for some of her remote lesson observations with her current cohort of PGCE.
trainees.

# data[].attributes.body
Subject handbooks will all be online as per last year, so no hard copies for trainees, mentors or PTs.

Handbooks should be personalised for each subject, your subject should shine through.
All references to mentoring need to come out (eg the mentor meeting calendar, slice of cake training, observation and feedback and target setting) This information is all in the Mentor/PT Guide.

Do not put in the overview to your course programmes as these are always subject to change!

Rearrange existing content into these possible headings:
1. Getting ready to teach
2. Training as a teacher
3. Once you start teaching
4. Extra notes for trainee teachers
5. Assignments
Please use Fi's current handbook as a guideline.
Deadline: Monday 26th July

# data[].attributes.body
It will be lovely to have these meetings in person next academic year.

However we have worked very effectively as a team remotely, so do we want a blend of face to face and remote meetings? The plan will be to keep Secondary ITE meetings to a Wednesday pm (Wednesday mornings before recruitment kicks in in late October)

# data[].attributes.body
All 2021/22 Canvas teaching sites are now ready and can be built as soon as you are ready.
You will find your new Canvas site on the bottom of your Canvas dashboard in Unpublished Modules or you may need to go to 'See all modules'. If you can't find your Canvas site, then you will need to contact the School Office/Paolo Oprandi.
The easiest thing to do is to Rollover all site content from 2020/21 and then amend for new course content this year.

Canvas guidance for 2021/22

1.     Do not publish yet! Publish your subject Canvas site by 3rd September 2021, the first day of the course.

2.     It is advisable to delete old content like photos, discussions, out-of-date paperwork first.

3.     Check that external links are still working.

4.     Check Navigation Pane on the left-hand side, make sure any menus are hidden that are not needed. You will need the following visible to trainees on the Navigation Pane:

·       Home

·       Units

·       Discussions

·       Panopto Recordings

·       Skills Hub

·       Announcements

·       Quizzes

·       Zoom

·       Office 365

·       Reading List (make sure your reading list has been updated and is linked to Talis Aspire)

·       Grades

5.     Accessibility

For Canvas page look at the little man in a circle when editing. Check everything you add and clear up any issues.

If the little man is not there. go to settings, feature options tab, RCE enhancements should be toggled to ‘ON’. Little man should be next to the keyboard at the bottom of the box.

For Word and PowerPoint documents click on the Review tab and then ‘Check for Accessibility’.

6.     Front page of Canvas site:

Please add a photo/s, email, working days, preferred method of contact, how long response times are, office numbers.

The landing page of your Canvas site will also have the ITE Wheel on there. This will be put onto your Canvas sites over the summer. When trainees click on it, it will take them to your course programme rather than it being hidden in course Subject Key Forms and Documents. Your curriculum map needs to be centre stage.

7.     When organising course materials via Units, ensure you are dating each session clearly, so it is easy for trainees to identify.

TEL has produced some further guidance for you here: http://www.sussex.ac.uk/tel/learningtechnologies/canvas/canvasmodulesetup

# data[].attributes.body
Two years ago we had trainees undertake a brief period of observation in both a primary and Sixth Form setting. This was compulsory for all secondary trainees and Professional Tutors and trainees organised this themselves. The Sixth Form experience was more tricky for PTs to organise although quite a few tutors integrated Sixth Form teaching into their programmes with a visit to a local Sixth Form college.
Bearing in mind the potential uncertainties with Covid in September and to help our Professional Tutors, do we want to make this an optional element of the course? Are there any strong feelings that we should return to making this compulsory again this year?

# data[].attributes.body
PPP forms: all dates are Friday deadlines

PPPA: 22nd October 2021
PPPB: 17th December 2021
PPPC: 11th February 2022
PPPD: 8th April 2022
PPPE: 27th May 2022

APK and RPK
APK dissertation via Turnitin: Thursday 24th February 2022 by 5pm
APK appendices: Friday 25th February 2022 by 5pm
RPK rainbow form: Monday 16th May 2022 by 9am
RPK assessment window: Monday 16th - Friday 27th May 2022

Support plan deadlines:
SP 1: Wednesday 24th November 2021
SP2: Wednesday 19th January 2022
SP3: Wednesday 27th April 2022

Non-contributory assignments:
Induction tasks (various - set by course tutors)
APK proposals: 5th November 2021?
APK literature reviews: 10th/17th December 2021 or 4th January 2022?
APK evaluations: 28th January 2022?
Subject knowledge audits (various - set by course tutors)
Tutor reviews (various, set by course tutors but usually we have:
Tutor review 1 just before or just after October half term
Tutor review 2 on our APK Library Day on Friday 28th January
Tutor review 3: just before Easter to support RPK preparation

Click on link below for Secondary Course Structures
Secondary Course Structures

# data[].attributes.body
has been received very positively by the trainees and mentors that engaged with it.

# data[].attributes.body
How shall we book interviews? three possible ways
1. Do we want a similar booking system to this year where we offered a range of dates and candidates selected their own receiving all the information about the interview up front on the system. Daniel then added dates to the applicant log and alerted us.

2. Or on receipt of an application would we prefer to contact the candidate ourselves suggesting a couple of dates to choose from and then once agreed updating the applicant log for Daniel to send the paperwork? We could request candidate email addresses are added to the applicant log to make this quicker.

3. Or would we prefer to manage the whole process ourselves - this would entail arranging the date with the candidate and sending the interview paperwork ourselves. (Please note though there is no additional workload for tutor involvement in this activity)

Any other ideas/suggestions on this?

Online, face to face or hybrid interviews?
Given current uncertainties and should we;

A.  Plan to keep interviews online during the autumn and winter at least returning to face to face when it is safe?

B.  Plan for a return to face to face if possible and safe by Mid October using online as a back up?

C. Offer a hybrid version where most interviews are online but candidates could opt in to a face to face interview day which we could run once a month on a Wednesday to meet us and see the campus if they wish? (should this be possible by Mid October) We could try this and see what the uptake is.

Online advantages
No travel and costs for candidates
Less of a time commitment for trainees
Easier for tutors to fit in around other commitments

Possible online disadvantages
Not able to see how the candidate interacts with others other than the interviewer
If other providers are offering  face to face will we be disadvantaged?
Are candidates more likely to accept if they have invested in a journey to meet us on campus?

I propose that this year we suggest SD schools can interview online or face to face if it is safe.

(Note to Sally - share what other providers/courses are intending re face to face/online)

# data[].attributes.body
For recruitment - option 2, I look at the apps and then ask Dan to invite. Once the wrinkles of delays were sorted it has worked very well. Candidates like talking to the lead tutor and not a portal has been the feedback from them. They have had issues with other providers with unresponsive online booking systems.
For interviews - hybrid seems to be the best way forward. For some of our candidates face to face will be so much better, and for others that are a long way away it would be great to let them know that we are flexible and willing to do online. I think that if they are in a relatively short distance I would like them to make the effort to come to campus and show willing. Also, I have an AT due in Sep and would like to induct them to interviewing and face to face is better for that. All of this is, of course, if we are allowed. If the interviews are face to face I think there should be 2 people there as much as possible. Online are recorded to be seen later, I am not willing to video a face to face interview.

# data[].attributes.body
Option 1 worked well for us this year.

# data[].attributes.body
A blended approach worked well for us with 2 days F2F and 2 days remote

# data[].attributes.body
We have reverted to booking our own interviews and sending out all the paperwork. and this is working better for us - we have stopped loosing people before interviews.

The only addition I would request would be the students email address added to the excel spreadsheet.

# data[].attributes.body
Ideally 2 interviewers, but realistically this can't always

# data[].attributes.body
We are in favour of number 2. It gives us some personalisation of contact with candidates but takes the pressure off us with regards paperwork etc. This is unanimous in our group, we like the flexibility of arranging our own interviews to fit in with part timers, colleagues in school.

# data[].attributes.body
Having the chance to give students a bit of work to do in between sessions was a strength

# data[].attributes.body
Seems to be easier to do things ourselves and missing out the middle man - seems to speed up the process.
Music would like to see them live for the music task.
Group tasks are missed.

# data[].attributes.body
Booking system:  Sue - admin to book. Andy- needs to be clearer who from team we contact for different things, booking system worked this year. Chauvan - 2. I book but admin to send paperwork.

Hybrid model for interviews. Campus can be a selling point. Option to come in but online available. (Candidate led)
Would like 2 people if F2F or record it?

# data[].attributes.body
The booking system saves us from having to do too much - particularly the part time tutors.

# data[].attributes.body
We really valued the IST for some relief on the intensity of induction for trainees and tutors. We are hugely in favour of some face to face teaching but happy for remote/blended approach. The face to face teaching is crucial for getting to know your groups and for placement allocation etc.

We would like 3rd Sept to be a full day on campus with the lecture live streamed into rooms so we could watch it together.

Maths assessment - PS session (recorded) on data and then on how to do the maths assessment, give a deadline before registering with DfE. Do the input in induction in case they want to get it out of the way in induction when it's less busy.

# data[].attributes.body
Maths test in the induction is a good idea...

# data[].attributes.body
As the maths assessment is based on a set of school data currently. If we continue with the same model then we would have to have a PS lecture first.

# data[].attributes.body
Recorded sessions take a lot to prepare and there will be a temptation to use the material that has been prepared previously. We feel this is likely to make them feel stale very quickly even if the content has not changed much. Is there an opportunity to work in some kind of study group. Cross curricular perhaps?

# data[].attributes.body
We think the online format worked really well last year - with some lectures live and audience interaction.

# data[].attributes.body
We like the hybrid induction like last year.
Maths task - sooner the better!

# data[].attributes.headline
Sue: 4 days F2F please. Andy: flexibility would be good- as much F2F as poss.

# data[].attributes.subject
Sue: 4 days F2F please. Andy: flexibility would be good- as much F2F as poss.

# data[].attributes.body
Mentors to meet trainees via zoom but schedule this so the tutor knows that is taken place - and mentors know how important this meeting is. Perhaps tutors can direct trainees to arrange this meeting within a window of time.

# data[].attributes.body
We would love the lectures back but it just isn't realistic this year. A later start on a Friday has many benefits - such as school runs and catching up etc. engagement is tricky but we felt it was pretty good this year. Flexibility is generally good.

# data[].attributes.body
Learning together - brings together the subjects with professional studies. We feel a blended approach would work well if we can not put all subjects together (some in the lecture theatre and some live at zoom at home). For the online ones, where possible have them 'live' remote.  We need to look at evaluations to see if best live or recorded and look at tutor evaluations alongside this.

# data[].attributes.body
Happy with online sessions. Worked well and attendance seemed good.

# data[].attributes.body
Conscious of travel times, live audiences.
The tracker comments were useful.
Big debate on whether you plan your CS to match or not the PS session.

# data[].attributes.body
For part-time tutors online works well as tutors can attend virtually or watch the recording.

# data[].attributes.body
I like the idea of hybrid as it means that those in maths that we feel have weaker subject knowledge we could invite onto campus so we can get them to sit a GCSE paper.

I ike option 2

# data[].attributes.body
In non Covid times, these visits are really important and should be compulsory. However, in the Covid world these visits are not practical at the moment.

# data[].attributes.body
the professional profile could form part of the introduction to mentor. Very important for the meeting for P2.
Like idea of mentors meeting together to discuss PPPC

# data[].attributes.body
I asked our mentors what they liked and it was mixed opinions.  They liked the accessibility of not having to come in but missed the in person interactions.  We suggest maybe having a mix of the two, so have the first training session on-line, the second one in person and then the third one on line.  Best of both worlds

# data[].attributes.body
A mix seems a sensible approach. IF we are meeting online then we will need the equipment to access online meetings from our office PCs

# data[].attributes.body
Could this be part of enrichment week?

# data[].attributes.body
We like the meetings being set up between mentor, PT and trainee prior to placement 1, not in favour of three way meeting before placement two - too stressful for trainee.

# data[].attributes.headline
Can you post a link to where to find  Fi's handbook please?

# data[].attributes.subject
Can you post a link to where to find  Fi's handbook please?

# data[].attributes.body
All subject handbooks are published on our Partnership Pages but here is the link to Fi's Handbook: https://www.sussex.ac.uk/webteam/gateway/file.php?name=science-handbook-2020-21.pdf&site=26

# data[].attributes.headline
I love GoReact ! Thanks for sharing, Karen - how do I get it on my Canvas site?

# data[].attributes.subject
I love GoReact ! Thanks for sharing, Karen - how do I get it on my Canvas site?

# data[].attributes.body
My research on transition highlights the importance of understanding KS2 pedagogy/curriculum and also how trainees want this experience. I am very very much in favour for primary experience. I don't think KS5 is as important personally.

# data[].attributes.body
I really like the goreact thing, looks fantastic in terms of potential and peer review etc but I really want to be back in schools observing. Recordings aren't the same, you can't see what the kids are doing. It's such an important part of the role and the building of relationships with mentors and trainees.

# data[].attributes.body
TBC

# data[].attributes.body
I have to see music lessons face to face if at all possible. The fact that students are nearly always making music and using multiple rooms to learn does not work via video stream. The audio doesn't pick up the music and teacher/pupil talk simultaneously. It is one or the other and it's really hard going to watch!