SE2 preparation

GeneralTeachingEvidence

The course• Start of course

• SE1

• SE2/short placement

• External visits• Assessment• Exam Board

• Subject pedagogy sessions

• S3P• Tutorials• PPR1• SSA• Planning for SE2• PPR2• SER• Planning to

meet/extend standards evidence

• PPR3• Induction planning

First part/SE1• Planning lessons &

short sequences, using range of strategies

• Being in a (new) school

• Focus on what you want the Ss to learn from lessons

• Focus on how you can find out (SSA)

• Wider aspects of school life

• Subject pedagogy sessions

• S3P• Tutorials• PPR1• SSA

Second part• Being in a new school• Plan of action to refine

strategies from SE1/try out new

• Examination of a non-subject-specific area

• More involvement in wider school life

• Audit and obtain evidence for final assessment

• Job & induction

• Planning for SE2• PPR2• SER• Planning to

meet/extend standards evidence

• PPR3• Induction planning

SER Submission Deadline 11th April 2016

Details in Programme & S3P Hanbooks

SER Aims• Undertake a small-scale research

project on the effectiveness of a school policy on an educational issue;

• Relate and compare government and school policies and the actual practices carried out in school. (In the context of theoretical literature?)

• Demonstrate understanding of an issue and how it relates to the educational progress of pupils;

A suggested strategy• Identify your chosen SER topic• Search for and identify relevant literature• Review the literature - key issues• Decide on a research question• Decide on research methods and therefore data

sources: manager(s), teachers, pupils, etc. • Discuss the SER with your PCM in school (on

SE2 visit if possible)/APT and your S3P Tutor• Compare your findings with school/government

policies and research literature• Discuss any issues from research, policy &

practice with your tutor

Data collection• Read stuff first• Decide what data to collect and

how• Can you share the load?• Decide on what you want to find

out and who can answer your questions

• Set up meetings well in advance• Allow time to analyse your data

Structure• Introduction (context, question)• Research literature review• National Policy/guidance review• School policy review• Methodology/ethics• Presentation of data• Analysis/Evaluation of data• Conclusions

Structure (word count guide)• Overall word count – 8000word

1Introduction (context, question)

500/1000

Research literature review, National Policy/guidance review, School policy review

2000/2500

Methodology/ethics 500/1000Presentation of data 1500/2000Analysis/Evaluation of data 1500/2000Conclusions 500/1000

SE2 Teaching• Build up to around 12 hours of teaching (9-

12)• Attached to a tutor group (usually not

mentor’s), gaining PSHE (or similar) experience

• Parents’ evenings, Open Evenings, trips, extra-curricular experience, Inset, Department/Year Group meetings, report writing (or contribution to) etc

• See Programme Handbook p. 48ff.

Teaching• Similar build up:

• Observation and getting to know the class, team teaching/parts of lessons, marking

• Move to full timetable may be quicker than SE1 (but for you and mentor/PCM to negotiate)

• Overall, across SE1 & 2, must have sufficient KS3, KS4 and post-16 experience.

Exam classes• You will need experience of exam classes• At minimum, working with small

group/team teaching/teaching a short sequence/ one topic over a couple of weeks

• Schools sometimes accommodate via timetable of 9 hours + varied experience of exam classes during the additional hours.

Outside of timetable• Continue to observe one or two lessons

outside Classics per week (range of styles, newly qualified teachers, observing classes you teach in other lessons, an IWB expert, etc, etc)

• Non-contact half-day: anything you might not have experienced, visiting other schools

• NB It’s not intended for day-to-day work such as planning and marking.

Support & feedback• Discuss week’s outline sequence in

advance• Discuss draft plans in advance• Remember to focus on what you want the

students to gain from the lesson and how will you and they know

• At least one formal written observation per week, as soon as start teaching (often more, as you will be teaching more classes).

Other observations• One visit from me (unless more

required/requested)• Observation by PCM or APT

• PCM QA observation with mentor• Potential visit from External Examiner

(May)

Observation visitsTeach a complete lesson to a full class, providing: • Your lesson plan and teaching materials • Your plan & evaluation of the previous lesson with the class • Your outline plan for the whole teaching sequence • Your assessment records for the class• Seating plan for the lesson • (Ideally some marked work for the class, information from

which has been recorded )• In addition, evidence of progression in planning lessons and

sequences, marking work and recording, and assessing pupils’ progress and evaluating lessons then using these to improve your teaching. • ie Professional Practice File, Professional Development Profile,

and discussions with you and Mentor (and PCM).

PPF• class list and seating plans • assessment record of students’ strengths, weaknesses and progress (more than

just a table of marks or grades; ie specific knowledge, skills, concepts, errors and misconceptions), any IEPs , any comments on Ss.

• outline plans for sequences of lessons.• plan for each lesson including LOs, and how you will teach and assess these. • if possible, a copy of material you used for the lesson (e.g. exercise or passage

from a book) and homework, with answers and mark schemes where appropriate.

• copies of all assessments used. • your evaluation of every lesson including students’ achievement of learning

objectives and referring to specific instances or Ss, accompanied by suggestions for improvement in future lessons.

• a few copies of assessed work, selected to show progress in providing constructive focused feedback and targets which you follow up.

• all written evaluations of your lessons by teachers, tutors and students. • a record of the work you are doing with your tutor group and in PSHE, ideally in

the form of a week-by-week account of tutorial lessons and of issues that arise.

Might also include:• notes of lessons you observe. • materials and ideas for activities which you did

not use. • Notes or minutes of meetings you attend e.g.

department, year. • record of further professional responsibilities,

along with comment on your role/ effectiveness in that role.

• a record of extra-curricular activities involved in.

• further samples of students’ work.

Other considerations• SE2 action plan (exemplar on KEATS)• SER • Primary experience 2• See Programme Handbook.

Standards• Grading – see Assessment of Professional

Practice Grid• Standards exemplification

• Standards further summarised – which standard is it? Do you have similar evidence

• Sample self-assessment for PPR2• Reminders:

• PDP (sample extract)• Pen portrait – update as necessary

Cover sheet for each standardTeaching standard n• PPR 2 • Mentor meeting 30th Jan 2015• Yr 7 lesson plan 22nd Nov 2014• Yr 9 Lesson plan & observation 5th March 2015• Yr 10 Lesson plan 20th April 2015• Yr 12 student work with formative feedback• Notes from Inset attended on 11th Jan 2015• Resource produced for Year 11 as a result of

above Inset• NB The best way of making the evidence clear is if you use a

highlighter to indicate specifics on the plan/obs/etc to show where the evidence is.