School Based Mentor / Class Teacher trainingUGP1 Block A specific

20 October 2015Laura Manison Shore -Primary Partnership ManagerBen Knight- Professional Practice Module Leader

Week beg 31 7 14 21 28 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25 1 8 15 22 29 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20

UNDERGRADUATE Week no: 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 48UGP1 MON 7 11 1 18 25

TUE 3 10 17 24 1 8 12 2 16 23 1 8 15 19 26WED 9 13 20 27THUR 10 14 4 14 21 28FRI 11 15 5 15 22 29

JuneMayAprilMarchFebruaryOctoberSeptember November December January

• Feel supported and welcomed• Be nurtured and aided in their development – while it is important to

have high expectations of trainees it is also important to remember that they are not qualified yet and that many of our UG1s are, themselves, straight out of school!

• But also ….. To be given episodes of responsibility and ownership as the placement progresses

• Regular professional discussions with class teacher / SBM• Coaching and mentoring as appropriate to enable trainees to meet

agreed targets• In the full week at the end of the block provide opportunities for

complementary training which enhance and support trainees’ progress towards Standards

• Be told if there are causes for concern and/or in danger of failing in good time THERE SHOULD BE NO AMBIGUITY AND THE TRAINEE SHOULD BE FULLY AWARE OF THE SITUATION

• PPA time – this will look slightly different in this placement

Change of grading language Consistent impact on pupil progress visible

throughout (and reflected in documentation)

Early addressing of trainees who ‘require improvement’

School colleagues encouraging trainees to ‘make links’ between theory and practice

• To develop successful relationships• To be professional in all aspects of the role • To respond to evaluation and feedback with

focused targets informed by Teachers’ Standards• To maintain a professional development porfolio in

which they are consistently relating theory to practice

• To track their progress towards Teachers’ Standards in terms of the above

• To be proactive in seeking support and guidance

No jeans, trainers or inappropriate clothing Punctuality – for school and lessons Contact number for school if held up Have files in school at all times Staffroom etiquette / general courtesy – offering to pay

for tea and coffee Getting to know support staff Discretion Knowledge of key school policies – including use of

intranet Use of photocopier MOBILE PHONES!

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others not undermining fundamental British values, including

democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

‘Managing’ the trainee experience across the school:

Welcoming, introducing and settling new trainees;Enabling the complementary training in the final

week;Managing the assessment and reporting process;Quality assuring training and support provided in

school

Maintaining communication with UWE: Professional practice office Professional tutor

On their serial days (every Tuesday in Nov) the students will:◦ Observe specific features of classroom

organisation, teaching & learning for feedback and discussion purposes back at UWE. Sometimes focussing on individuals or groups of children and sometimes on the teacher.

◦ Support the class teacher by working with groups or individuals on activities planned by the CT.

◦ Support the teaching & learning by helping with resources (photocopying, preparing activities etc)

The serial day weeks will look like this:◦ Monday – Lecture◦ Tuesday – in school (task to undertake)◦ Wed, Thurs or Fri – follow up seminar feeding

back and discussing experiences in school.

The students will use their observations and classroom support activities from Tuesday as the basis of discussion and follow up activities to reflect on the role and characteristics of the teacher and children’s learning.

During the week block (7th-11th Dec) the students will need to:◦ Take the whole class at least twice for register,

lining up, end of the day procedures etc.◦ Teach a lesson introduction (together as a pair)◦ Do a playground duty (with the CT)◦ Work with groups or individuals in every lesson on

activities planned by the CT.

Interim Review for UGP1

Tutors from the University will visit during the full week (w/b 7 December) at the end of this first block. They will chat with the trainees and also with you and get a sense of how the trainee has responded to school life – we will be considering part 2 of the standards and the assimilation of theory and practice during this visit. There will be no observation but they will have a short report to complete

External Examiners do not judge or affect schools’ judgements, they moderate the process.

Under guidance from the class teacher … each trainee should take responsibility for organising the learning experiences of groups of children including planning , teaching and evaluating.

There is no expectation for a trainee to teach a % of sessions but they should be given the opportunity to teach groups of children independently as well as have some experience of planning and delivering whole class sessions

There will be a Block B specific training date on March 15th when we will look at this in more detail and will welcome feedback from Block A