Teacher Educator CPD

This section of the website contains the programme, learning activities, resources and source material for the teacher educator training which is part of the Supporting Teacher Educators Partnership (STEP) funded by the Learning and Skills Information Service (LSIS) and operated by the SW Centre for Excellence in Teacher Training (SWCETT).

The programme was used with Lifelong Learning (LL) Teacher Educators, but anyone is welcome to use the content and materials if they find them relevant

Resources for the course are all freely downloadable from the links in the programme below by clicking on the links concerned.

The whole programme can be downloaded as a word or pdf file from the link below (resources are not hyperlinked in the same way as they are in the online programme)

‘Stepping Out’

The SWCETT regional development programmefor Teacher Educators Outline programme (Resources are hyperlinked to files used)
Aim: To build confidence of inexperienced and isolated Teacher Educators by providing opportunities for them to network with other Teacher Educators, access support from more experienced colleagues and to reflect on key aspects of delivering a teacher education programme.
Outcomes of the ‘Stepping Out’ Teacher Educator Development (3-day) programme
By the end of the programme participants will have:

  • Identified and worked on key skills and knowledge that distinguish a Teacher Educator from other teachers in the L&S sector
  • Considered the effectiveness of a range of strategies, approaches and resources
  • Explored ways to help develop trainee teachers and promote reflective practice
  • Identified their own development needs and a range of possible sources of on-going support
  • Participated in a range of activities which provide useful ideas for ITT and which model good practice

Day 1: Professional Journeys


  • Identified key aspects of the teacher educator role which differ from the role of being a teacher / trainer
  • Identified ways to promote reflective practice and develop critical thinking in trainee teachers
  • Developed an awareness of the suite of teacher training awards (PTLLS, CTLLS, DTLLS, CertEd/ PGCE) and related awards (such as the Assessor and Verifier qualifications) and their requirements
  • Discussed some aspects of undertaking ITT observations and giving feedback which promotes reflective practice Discussed some ways to handle ‘difficult’ situations possibly encountered as a TEd
Time Topic Activity detail Supporting resources
09:30 Arrival & registration Coffee available
10:00 Welcome & Introductions Icebreaker – “Find someone who …” Icebreaker sheet’ – find someone who’
10:15 How have you got here?
Your journey
[1hr 30mins]
What are your expectations, hopes & aspirations for the programme?

Group exercise to identify common themes
– Overview of Programme Outline of the day’s session
– Your journey in the sector so far

Where are you in the teacher career cycle? Short input followed by discussion in pairs

Flip chart paper & pens

Printed outline of the whole course

Handout with brief explanatory notes – the teaching journey

11:15 Generating ground rules How?
Post-it notes exercise
Input followed by case studiesDiscussion of the links to basic classroom management and group dynamics
Post-it notes
Getting started – Ground rules.doc
Ground Rules Case Studies.doc
GroundRulesCandidate_c.docWhat’t the point of learning styles handout
12:00 The Sector (1)The reforms
(2)Key requirements of PTLLS, CTLLS, DTLLSDiscussion of links to formal and informal initial assessment of participants and of trainees
Handout – teacher training in England

RFDC ‘My Essentials’ Form

Who needs a peer mentor?
Discussion with team members.
Advice available from team
1:00 LUNCH
1:30 Introduction to Reflective practice Intro to pm session and useful resources:
Online, including:Reflective Practice
ItslifeBooks, and reading listHow to foster reflective thinking by your teacher trainees and their students.
(a) National Star College video from RP resource.
(b) ‘Why reflect’ activity from RP resource
Internet access and data projector

Reflective Practice Flyer
Teachology flyer

Reading list

Reflective Practice

2:30 What is being a Teacher Educator all about?
Modelling practice and promoting excellent practice

(a) Observation Activity – view National Star RP video
– What do you think?
– How would you give feedback on it?

Free feedback from group first then discuss questions posed at end of video.

Homework: Review RP or other chosen resource

Reflective Practice
vid1vid2vid3vid4Lesson Observation‘ video .. view to end of obs and before tutor discussion .. run activity then run tutor feedback and comment.C&G Observation report handout
Observation report CTLLS.doc
3:30 Review & between session tasks Review of day
Between session task(s) / Homework reminder:
Resources – what you use – showcase
Work in groups of 3-4 to:
(a) Share 1 key incident each as TE – generate 1 key learning point from each incident.
(b) Produce 1 reflective comment on first day -Put them on post-its (different colours) – view on way out.
2 x colours of post-its
4:00 Finish & Depart Evaluation Evaluation Form

Day 2: Professional Practice

  • Have considered the importance on promoting effective planning as a tool to ‘equip’ teachers and contribute to excellence in teaching & learning
  • Explored the diversity of the sector and discussed ways to address the varying needs of trainees (& learners)
  • Discussed ways to meet qualification (and other) requirements within specific programmes
  • Considered the role of educational theory and explored some ways to promote links between theory & practice
  • Identified and explored a range of survival tools and useful resources
Time Topic Activity detail Supporting resources
09:30 Arrival & registration Coffee available Name badges with coloured dots
Flipchart, post-its, pens, biros, plain paper
10:00 Introduction and Review Introduction to day and links to day 1 – Outline of the day’s session

Starter Activity – “What’s in the briefcase?” – Icebreaker – introductions

STEP_Briefcase starter.doc
10:30 Making planning accessible and matching planning and learning needs
[1 hr]
Input / Q&A
How we get key aspects of planning, plus the development of analytical skills across to trainees:Examples of aspects of planning including:

  • Lesson planning
  • SMART outcomes linked to Bloom “Milking a Cow”
  • Planning to assess

Meeting group and individual needs:

  • Thumbnail sketches of learners
  • Differentiation
Roles and responsibilities and training cycle

Lesson plan examples
Quick Survival Guide to Lesson Planning

Handout on Bloom’s Taxonomy

Questioning techniques and differentiation handout

11:30 Break
11:45 Extended planning
[45 mins]
Group activity
Making a coherent SOW
(route plan)Embedding (IT, ELM, E&D, Fuctional Skills)
Planning a trip handout
Taunton – London handout
Map of journey to London
12:30 LUNCH
1:00 Relationship between theory and practice
[1hr 15mins]
Role of theory in ITT:

10-15 min Input using Harkin (2006) and Clow and Harkin (2009), followed by Q&A ‘what theory do you like?’

Theories out of a hat Interesting ways to deliver key aspects of theory. Choose theory and topic to teach out of hat at random and plan how to teach it in groups.

Discuss implications of theories for practice

Further Readings and resources

Theory in Teacher E 
Harkin (2006)
Clow and Harkin (2009)‘Theories out of a hat’ activity (30 mins)teaching and learning cards 
theories cards
theory orientation cards topics cards
Situated Learning
Geoff Petty Chapter
2:15 Break
2:15 Resources and approaches
[1hr 15mins]
Meeting the varied needs of trainees on the programme
– ranges of differing needs
– Dealing with ‘difficult’ / ‘challenging’ learnersActivity: produce your top tips for behaviour management in your context (or could issue contexts, eg. adult, 14-16, workplace, SfL, Functional Skills, A level, etc.) ORproduce case study activity on behaviour at tables.Exploring available resourcesHomework: List of ‘must go to websites and resources’ with need to add at least one more each.
Geoff Petty managing behaviour
http://www.geoffpetty.com/whatsnew.htmlGeoff Petty
Pivitol (Paul Dix)
3:30 Review & between session tasks Review of day 2 and programme so far

Between session activity(s):
‘Mark’ examples of written work to assess against given criteria (levels) – ready for activity next session

Please collect and bring to last session
Evaluation activity: Post Its

  • Achievements and Key Challenges
4:00 Finish & Depart

Day 3: On-going Professional Development

  • Explored some aspects of undertaking ITT observations and ways of giving feedback
  • Discussed and practiced assessing written work at appropriate level(s)
  • Have considered a variety of different roles relevant to a teacher education programme: delivery team, internal & external mentors, links with staff development and HR, etc
  • Identified useful sources of on-going support and ways to use them (including their Awarding Institution’s External Verifier/ Moderator)
  • Considered how to keep up to date with policy and with national developments
Time Topic Activity detail Supporting resources
09:30 Arrival &registration Coffee available
10:00 Introduction and
Review of between session activity(s)
Link to days 1 & 2 and Outline of the day’s session
Icebreaker: Learning Anecdotes
Learning anecdotes handout
10:15 Assessing on ITT programmes – Observations
[45 mins]
Observations (take 2):

  • Observe videos (5 mins); Work in pairs to role play giving feedback (5 mins);
  • Then swap roles for 2nd video
  • Plenary: Summary of key learning points
2 videos
(National Star videos + others)
11:00 Break
11:15 Assessing on ITT programmes – written work
[ 90 mins]
Assessing written work- group activity :

  • Work on 4 separate tables, choosing 2 levels to address
  • Discussion based on marking of assignments
  • Giving feedback
Assignment extracts at different levels (L3 – L5) from PTLLS, CTLLS, DTLLS or CertEd/PGCE assignments plus summary feedback for each
12:45 LUNCH
1:30 Professionalism
  • Ozobula activity
  • What makes a professional?
  • Encourage links to own PD planning
  • Overview of theories around professionalism
Ozobula activity OzobullaExercise.pdf

PowerPoint ‘Professionalism in ITE

Action Planning
  • GROW model
  • Linking to own action planning
  • (Who could be an ally? Who do I need to influence?)
  • Sharing ideas around keeping up with developments and policy
Link to explanation of GROW model
2:30 Break + networking
2:45 Action Planning + Networking
  • Keeping up with CPD:
  • Own CPD + promoting idea to trainees that ITT just a starting point
  • Top Ten Tips for Teacher Educators
3:30 Evaluation
  • Evaluation of day 3
  • Evaluation of the whole STEP programme
Day 3 evaluation
Evaluation of STEP programme
4:00 Finish & Depart

Additional resources for download

Day 2: Professional Practice


STEP_Briefcase starter.doc
STEP_C&G 1-6 Observation report CTLLS.doc
STEP_ClassroomManagement PettyChapter.doc
STEP Evaluation form for Full Programme.doc
STEP_Getting started – Ground rules.doc
STEP_Ground Rules Case Studies.doc
STEP_my essentials form.doc
STEP_PCE7 Assignment Handbook2.doc
STEP Peer Mentoring – An Introduction.pdf
STEP Peer Mentoring – Guidelines.pdf
STEP Peer Mentoring – Record of Mtgs Form.docx
STEP_Teacher Training in England.doc
STEP_The teaching journey.doc
STEP-Theories cards – explanations.doc
STEP Theory orientations cards.doc
STEP_Whats the Point of Learning Styles.doc