Embed Size (px)
Citation preview
WHO’S WHO ?
•Class Mentor
•Professional Mentor
•University Tutor
•Partnership Tutor
•PGCE School-Based Training Unit Leader
INTENDED OUTCOMES FOR PGCE STUDENTS
• To have experience of observing teaching across at least 2 age phases
• To have experience of independently teaching and planning sequences of lessons in numeracy, literacy, science and at least one foundation subject
• To understand how assessment fits into the planning and teaching cycle
• To be confident in teaching whole class lessons independently
• To have evidence in PDR file of meeting the Teaching Standards
• Engage with the completion of workbooks on phonics/reading, maths, managing pupil behaviour
• To complete tasks: core tasks, child study/profile (p.28 Handbook)
WEBSITE AND DOCUMENTATIONHTTP://WWW2.MMU.AC.UK/PRIMARY/PARTNERSHIPS/RESOURCES/
THE BIG PICTURE
MMU week no.5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Week Beginning
31-A
ug-1
5
07-S
ep-1
5
14-S
ep-1
5
21-S
ep-1
5
28-S
ep-1
5
05-O
ct-15
12-O
ct-15
19-O
ct-15
26-O
ct-15
02-N
ov-1
5
09-N
ov-1
5
16-N
ov-1
5
23-N
ov-1
5
30-N
ov-1
5
07-D
ec-1
5
14-D
ec-1
5
21-D
ec-1
5
28-D
ec-1
5
04-Ja
n-1
6
11-Ja
n-1
6
18-Ja
n-1
6
25-Ja
n-1
6
01-F
eb-1
6
08-F
eb-1
6
15-F
eb-1
6
22-F
eb-1
6
29-F
eb-1
6
07-M
ar-1
6
14-M
ar-1
6
21-M
ar-1
6
28-M
ar-1
6
04-A
pr-1
6
11-A
pr-1
6
18-A
pr-1
6
25-A
pr-1
6
02-M
ay-1
6
09-M
ay-1
6
16-M
ay-1
6
23-M
ay-1
6
30-M
ay-1
6
06-Ju
n-1
6
13-Ju
n-1
6
20-Ju
n-1
6
27-Ju
n-1
6
BA YR 1
Induction
Da
y V
isit T
ues
Da
y V
isit T
ues
Da
y V
isit T
ues
Da
y V
isit T
ues
Da
y V
isit T
ues
Da
y V
isit T
ues
Inte
rim
Fin
al
BA YR 2
Induction
KS
3 D
ay V
isit F
ri
KS
3 D
ay V
isit F
ri
KS
3 D
ay V
isit F
ri
KS
3 D
ay V
isit F
ri
KS
3 D
ay V
isit F
ri
KS
3 D
ay V
isit F
ri
KS
3 D
ay V
isit F
ri
Inte
rim
Fin
al
BA YR 3
Induction
Inte
rim
Fin
al
PGCE
Induction
Early Re
adin
g & P
ho
nics
Da
y V
isit W
eds
& T
hurs
PG
1 In
terim
Tu
/Wed
/Th
/Fr
PG
1 F
inal
SE
N
SE
N
PG
F In
terim
Tu
/Wed
/Th
/Fr
PG
F F
inal
extra
days if re
q'd
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Our Key Probable Half Term Breaks
Major Holidays
School Based Training
University Enrolment
2015-2016 School Based Training Year Planner
Erasmus/UK International
To incoporate 1 week
SEN/Inclusion experience
OFSTED
• We are expecting Part 2 of our Ofsted before December 2015
• This may affect students whose placement school has a NQT trained at MMU
• Ofsted Inspectors will arrange to carry out joint lesson observations with mentors of NQTs
• They may also want to speak to students, class mentors and professional mentors about their experiences of the partnership (but we do not expect that they will watch students teach)
CLASS MENTOR ROLE
• Most important role as they have regular contact with the trainee
• Students need support of class mentor in order to achieve and collect evidence to support teaching standards
• Feedback to trainees on their development and next steps as a teacher is crucial – informally, formally written and oral.
DATES – PLACEMENT IS 11 WEEKS
LIST OF KEY DATES
Student SBT Briefing 18th September
School Tutor/teacher SBT Briefing
15th October + local events
University Tutor visit 1 – Interim Report5th teaching week
w/b 23rd November 2015
University Tutor visit 2 – Final ReportFinal Week
w/b 18th January 2016
HEADLINES• Summaries Page 8,9 and 19,20 and 29
• Week 1 - Early Reading and Phonics
• Week 2-5 - Building up teaching to 60% - mainly Core
• Week 6-11 - Maintain 60%
• This involves - planning, teaching and assessing (marking and keeping records) - doing what teachers do
• And gradually …. the rest of it - See Appendix 1 Handbook
Tasks
• Contextual Analysis
• Key Issues and Targets
• Child Study
• Phonics tasks
• Managing Pupils Behaviour
• Plan teach and get observed teaching Early Maths
• Keep a Weekly Review
IF THERE ARE PROBLEMS
Remember - the sooner someone knows about the problem, the sooner help can be provided. It is the student’s responsibility to share their concerns.
Communicating with Tutors
Email or phone tutors if you would like to speak to/meet them. We will try our hardest to respond as soon as possible, within 2 days.
Quality teaching and learning
team lead – Lyn Howdle
Unit Specific Problem
Unit Tutor
Unit Leader
Academic Problem
Personal Tutor
Student Hub
School Based Training Problem
– University Based
Personal Tutor
Partnership coordinator – Zoe Crompton
School Based Training
Problem – School Based
Class Mentor and/or
Professional Mentor
University visiting tutor
and/or Deputy Head Teacher
Pastoral problem
Personal Tutor
Student experience team lead – Ben SteelOr Rania Maklad
Partnership coordinator – Zoe Crompton
Counselling Services – 0161 247 3493
TARGET SETTING AND REFLECTION
• Students should have begun to identify initial targets at the outset of the placement through their PDR tutorials
• As the student gets feedback from their teaching and engagement with the placement, these will also feed into the target setting process (related to teaching standards)
• They should also identify some Key Issues which they need to work on that specifically relate to this school. E.g. mixed age classes, Pupils with EAL, using the outside classroom
• The student should be meeting with their class mentor and reflecting on their progress on a weekly basis
PLANNING AND TEACHING
Students are expected to:
• Work with groups and individuals using the teachers’ planning initially
• Move on to planning for groups/part of the lesson
• Whole class planning (supported by the teacher)
• Independently planning (using the school’s medium term/unit plans)
• Work towards teaching 60% by Interim (mix of whole class and groups but adjusting the balance of this as the placement progresses)
PHONICS AND MATHEMATICS TASKS
• Students will have been briefed about tasks related to these core areas – completed in Phonics and Maths Training and Development Guides
• All tasks to be negotiated as students may need to be in a different class to complete them
PE• Students will be expected to teach PE as
part of their final placement
• Please help students to identify opportunities in PG1 to observe/teach PE
PROCESS OF ASSESSMENT
Key strands:
• Record of lesson observations – RoLOs
• Using feedback to help the student move forward following assessment
• Using the grading criteria throughout the placement
• Interim reports
• Final report
FORMAL FEEDBACK
• Provide verbal and written feedback.
• Identify 1-2 points to discuss with specific advice and short summary of any minor points.
• Summary ‘what next’ and discuss what student has learnt.
• Agree future targets using grading criteria with suggestions of how to achieve them.
• Relate targets to the teaching standards
THE GRADING CRITERIA
• Use formatively and summatively.
• Helps provide student and school mentor with a structure to base discussions of progress around.
• Highlight where student and class mentor believe them to be ‘working at’ at least twice over the placement.
• Use the highlighted grading criteria to inform Interim and Final Reports.
HOW MUCH TEACHING?
PG1 Teaching time PPA time
Professional Development time
Interim to End of Placement
build up to 60% of available timetable by interim and sustain to end of placement
10% 30%
Teaching time ? Can be small group BUT mainly whole class
PPA time? – Planning Preparation Assessment
Professional Development time ? – Observing – working with .. Supporting.. Training.. Phonics..
PLANNING LESSONS
• The MMU planning proforma can be used, BUT if school feel it is better to use theirs, this is OK provided it is done in detail
• Partnership website http://www.ioe.mmu.ac.uk/partnerships/
• Thinking is invisible – so the Lesson Plan shows the mentor and tutor the student’s THINKING
• Plans should be useful, working documents..
• Plan for additional adults (if appropriate)
• Include reminders, questions to ask etc.
ROLOS ON THE PARTNERSHIP WEBSITE HTTP://WWW.IOE.MMU.AC.UK/PARTNERSHIPS/
Record of Lesson Observations:
• Written feedback to move student’s practice forward
• Also provides evidence against the Standards
• 1 each week
• A focus of each observation should be agreed in advance and will generally be related to previous targets
THE INTERIM REPORT AND JOINT OBSERVATION OF TEACHING During the visit the University Tutor will:
• Observe part of a lesson with the class mentor
• Looking at student’s files, checking the quality of planning, assessment and evaluation. Progress towards school-based tasks will be checked, as will completion of the PDR
• Compare judgements about progress against the Standards using the PDR statements and Ofsted Grading Criteria
• Making notes on a RoLO
• Talk to student and class mentor individually
• Agree the Interim Report grades (this should have already been written – after discussion between student, Professional Mentor and Class Mentor)
• Email the Interim Report form to the University Tutor who will email it to the Placements Office
FIRST PLACEMENTINTERIM REPORT
FINAL REPORT
University Tutor will visit w/b 18th January 2016
• No observation at this visit
• Review of the student’s files, Professional Training and Development Handbooks and tasks, with particular note of progress and evidence of progression since the Interim
• Discussion of the draft Final Report
• Agreeing grades for the student
• Feedback to the student by the SBT tutor
• If student has not progressed in a section leave interim colour.
• Email the Interim Report form to the University Tutor who will email it to the Placements Office
GRADESThe grading is for:
• Professional Responsibilities
• Subject/Curriculum and Pedagogical Knowledge and Understanding
• Professional Practice – Planning
• Professional Practice – Teaching
• Professional Practice – Assessment
• Professional Practice – Classroom and Behaviour Management
• Part 2: Personal and Professional conduct
HOW THE GRADE IS CALCULATED• Grade 1 Outstanding Profile student:
• 4 or more Grade 1s
• Grade 2 Good Profile student:
• 4 or more Grade 2s
• Grade 3 Requires Improvement Profile student:
• 4 or more Grade 3s
• Grade 4 At Risk of Failure Profile Student:
• Grade 4 in ONE or more elements
In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome.
GRADE 3 = REQUIRES IMPROVEMENT
• Targeted support to move student from a 3 towards a 2 must be documented
e.g. on reports and lesson observations forms.
• Students should indicate on lesson plans which target areas they are working on.
• Proforma used to support development. Written at interim jointly by University Tutor and mentor
• Follow up support sessions in university if grade for placement is a 3
AT RISK OF FAILURE
• At interim - Any 4’s = ARoF
• Extra support from University Tutor after interim.
• At Risk proforma completed at interim with clearly defined targets with action points and timescales
• Senior Moderator visit
• At Final - Any 4’s = Fail
DOCUMENTATION - MENTORS
• RoLO
• Weekly Mentor meeting form – to agree and sign
• RI proforma
• ARoF proforma
• First Placement Interim and Final reports
DOCUMENTATION - STUDENTS• SBT file
• Lesson plans
• Additional adult communication sheet (if appropriate)
• Key issues (max 3)
• Lesson evaluations – careful reflection focused on children’s learning to be
completed after every lesson/session taught and to include ‘next steps’. Can be hand written on lesson plans
• Assessment records of children’s ongoing progress
• Learning journal – personal reflections
• Weekly review – ongoing analysis of progress against Key Issues
• Weekly mentor meeting form
• Tasks – Phonics, Maths, Behaviour, Pupil Profile – p28 Handbook
MENTOR SURVIVAL GUIDE!• Everything is in the Handbook or on the Partnership website
• Clear communication - make sure that the aims, focus and expected outcomes of mentor meetings are clear and agreed, if possible in writing.
• Observations - be clear about what you will be looking for
• Feedback - check that your student has understood and knows what follow up is required
• Make sure you have all the necessary documents and that you are familiar with them and the deadlines for action and reporting.
• Brief the trainee on school policies, rules and organisation and make the relevant paperwork available.
• Encourage an evaluative and problem-solving approach to teaching, leading to independence and further professional development.
FURTHER SUPPORT
• How can we continue to support you?
• Thank you again for your continuing involvement in the Partnership
• Any questions?
