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The best teacher training programs emphasise subject mastery and provide many opportunities for student teachers to spend time in real classrooms under the supervision of an experienced mentor. Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.
At Wexham we recognise the importance of contributing to the development of teachers at all stages of their careers and we currently work in collaboration with a range of Universities to do this.
Access for PG Certificate (PGCE) Secondary
Wexham work in collaboration with the University of Brunel whose Primary and Secondary PGCE courses are currently "Outstanding" (Ofsted, 2015).
Wexham have worked closely with the University for a number of years and have contributed and helped develop the course. This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.
As a school we support the University and its students:
- To develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
- in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for the programme;
- to promote practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.
School Direct and Assessment Only (AO) routes towards QTS.
School Direct and Assessment Only (AO) courses are based on the skills providers are looking for in a newly qualified teacher (NQT). The programme is designed by Slough schools in partnership with the University of Reading. The schools recruit you as a trainee with a job in mind just for you. This is a popular choice for those who hope to secure a role in the network of schools where they train.
School Direct courses generally last a year, and you’ll train in at least two good schools.
Assessment Only (AO) courses generally last for two years, and you will train in two contrasting school settings. There is also the possibility of studying for a PG Certificate (without QTS) with the University of Brunel on the Assessment Only route.
This course offers a brilliant option if you want to train and learn ‘on the job’ – but you shouldn’t worry about being thrown in at the deep end. You’ll be part of a team from the very start, receiving intensive support from experienced teachers and mentors.
Teaching qualifications needed for FE
Since September 2007 all new teachers entering the further education sector in England and Wales have to undergo the following initial teacher training (ITT) to become a licensed practitioner:
This is a short, introductory course to the teaching strategies in further education and is the equivalent of an introduction to teaching course. PTLLS consists of 30 hours’ delivery plus 30 hours of self-directed learning. This will be a level 3 or 4 qualification and must be completed within 12 months of taking up a teaching post. After you’ve completed the PTLLS you then need to take further qualifications depending on whether you’re aiming to qualify as a ‘full’ or ‘associate’ teacher.
Diploma in Education and Training (DET)
Formerly known as ‘detols’. This is the minimum qualification you need to work as a ‘full’ teacher in FE and it allows you to apply for Qualified Teacher Learning and Skills (QTLS) status. You either get the Diploma or you go down the PGCE/Cert Ed in Further Education route.
Miss. Nadya Bishop (Teacher of Art) has recently completed this route into teaching and says,
“ I have really enjoyed the courses that I have been given the opportunity to study at Wexham. It has enabled me to develop my teaching skills whilst learning on the job, which has been a great experience. I have had an experienced mentor who has supported me throughout my studies and coached me in the classroom on a regular basis. I have been able to work in a fantastic department which has given me a great start to my career as an Art teacher.”