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ITP Glenn Billingham

ITP Glenn Billingham

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Published by: Glenn Billingham on Jun 06, 2011
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The East Northamptonshire Initial Teacher Training College: GraduateTeacher Training Programme – Individual Training Plan
Individual Training Plan – Glenn Billingham
This document should be completed by the Subject Mentor and trainee. The trainee willnot have the experience to complete it alone.Using the Subject Audit and the Needs Analysis, complete the Individual Training Planindicating how the trainee’s needs will be fulfilled throughout the programme. The ITPshould be completed in detail.The ITP is intended to be a working document, which is reviewed at least once a fortnightby the Subject Mentor and the trainee in a Subject Mentor meeting. Terms 1 and 2 shouldbe completed in detail. Terms 3, 4 and 5 will become more refined as the traineeprogresses through Term 2.The ITP is the first document that an assessor will scrutinize to judge the effectiveness of the training the trainee has received. It indicates how progress towards meeting theStandards will be made. It is essential that the ITP is regularly reviewed and amended asthe trainee’s requirements become more apparent. (This may be indicated by retainingdrafts or colour coding.) Progress against the Standards, set out in the ITP, will be notedin more detail on the weekly mentor meeting records.KEY:All text in RED= Additions to original schedule of trainingAll text in BLUE= Re-scheduled sessions/eventsINITIALS:GB = Glenn Billingham DT = David Tebbutt SB = Sarah BrooksKD = Karen Draper JW = Jo WhitingJH = Jo Hutchinson RD = Ria Desai 
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The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
GLENN BILLINGHAM: INDIVIDUAL TRAINING PLAN 2010-2011DateTraining activitiesStandards
   W  e  e   k   b  e  g   i  n  n   i  n  g  :   1
  s   t
    S  e  p   t  e  m   b  e  r   2   0   1   0
Core SKfT
n/a – no college training this week.
Subject specific SKfT
PSHE:PSHE SK1.iv Developing good relationships and respectingthe differences between people.Q14 & Q15
Core training
n/a no college training this week.n/a
Academic reading and research
Summer reading for assignment oneFoundation stage tracking documentQ14 & Q15
Wider school based training
School PolicySchool Bullying PolicySchool Dress Code PolicyQ3(a)
School based subject specific training
School training day - Marking and effective feedbackQ3(a)
Pastoral activities
Staff introductionsDiary datesBrief Foundation PPA
Observations by GTT (staff/focus)
Y1 PSHE (settling in)Y1 LiteracyY2 PSHE (settling in)Q14&Q15
Observations of GTT (staff/focus)
n/a
2
 
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
GLENN BILLINGHAM: INDIVIDUAL TRAINING PLAN 2010-2011DateTraining activitiesStandards
   W  e  e   k   b  e  g   i  n  n   i  n  g  :   6
   t   h
    S  e  p   t  e  m   b  e  r   2   0   1   0
Core SKfT
SK1 Subject Specific Knowledge & Related Issues-SK1i Awareness of foundation stage curriculumAT1 Professional Conduct & Reflective Practise-AT1.i Roles and responsibilities-AT1.ii Role of the class teacher -AT1.iii Working with colleagues-AT1.iv Policies & practices-AT1.v Evaluative skills through journal entriesAT2 Guidance & Support for Pupils – Gender, Race &Disability-AT2.vii School nurse-AT2.viii School handbookAT6 Collaborative Working-AT6.i Team skills-AT6.ix Peer supportSP4 Teaching & Learning Strategies-SP4.i Utilising a variety of teaching/learning styles inthe classroom-SP4.v Use of consistent routines and behaviour management strategies to support and ensure aconsistent approach to learning-SP4.viii Teacher modellingSP5 Classroom/Time Management-SP5.xii Teacher-pupil relationships
Subject specific SKfT
Q4, Q7, Q8,Q9, Q10, Q21,Q25, Q29, Q30,Q31, Q32, Q33
Core training
Welcome and introduction; ExpectationsIcebreaker General administration including name badges, car parking passes, signing in, telephone tree; ExpectationsUsing your laptopUsing the Subject Audit and Needs Analysis to write the ITP; Incorporating the SKfT into the ITPSubject Mentor Meetings and Core Topics; The Academic Journal: reflective writing; Applying the Action Research ModelQ7a, Q7b, Q8Q4, Q6, Q32Q7a, Q7b, Q8Q17Q7a, Q7bQ7a, Q7b
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