mcn@bcu

Welcome to the 2014-15 Network

Event- Part 2

mcn@bcu

Rationale:

• Mentoring and coaching are interrelated disciplines, which maximise every participant’s potential to be an outstanding teacher.

• Both Teach First and BCU recognise the importance of enabling this essential developmental resource to be as effective as possible.

mcn@bcu

Objectives:

• To share key documentation and resources to support schools through the Teach First Year-long Programme.

• Provide an opportunity to meet with colleagues from both BCU and Teach First and develop an understanding of how we support work in schools.

Core Documentation-

Paper/ Electronic

• Key Requirements

• Mentors Handbook

• West Midlands Programme guide

• Calendar

• R&A form

• Placement Guidance

• BCU Tracker

Core Documentation- Electronic

• Subject Studies Guide

• Secondary Journal

These will be available on the

Partnership website

Fair Education Impact Goals

Narrow the gap in GCSE attainment at secondary

school

Pupils with eight or more GCSEs are more likely

to progress successfully and gain a place at

university than those with five GCSEs. We want

to see this gap close 44% by 2022.

Fair Education Impact Goals

Narrow the gap in university graduation,

including from the 25% most selective

universities, by 8%

There is a significant gap in access to higher

education, particularly to the most

selective universities, between those from

low socio-economic backgrounds and

their more affluent peers. Closing this gap

is crucial to improving social mobility.

Fair Education Impact Goals

Ensure young people develop key strengths,

including resilience and wellbeing, to

support high aspirations

While there is no significant gap in the

aspirations of young people from low-income

homes, there is a big gap in reaching

aspirations. These pupils may need to be

even more motivated and resilient to

overcome the barriers that they face.

Fair Education Impact Goals

Narrow the gap in the proportion of

young people taking part in further

education or employment-based

training after finishing their GCSEs

If someone is in education,

employment or training after their

compulsory education has ended,

it is a good indicator that their

earlier education has been

successful. If not, it can be

devastating for that person and

their later progression.

Fair Education Impact Goals

Narrow the gap in literacy and numeracy

at primary school

Attainment at age 11 is a strong predictor of

later success at secondary school. We want

to see pupils in low-income communities

achieving at the same level as their more

affluent peers in English and maths by this

age. We want to see this gap close 90% by

2022.

National Agenda for ITE

• Behaviour Management

• Meeting Individual needs

• Must observe good/

outstanding teaching

• Homophobic bullying

• Phonics

• Early Mathematics

BCU/ Teach First Priorities

• Enhanced subject mentor practice

• All Mentors to be in training during

the academic year of 2014-15

• All Participants achieve a minimum

of good, the expected outcome is

Outstanding

• Ensure that retention rates are

above National Averages

Introduction to Teach First

The two-year programme, beginning with the ITE

component, enables an exploration of wider

development opportunities in pursuit of impact.

This journey is focused on leadership in the

short, medium and long term. It begins with

participants committing themselves to teaching

for at least two years in schools and we are

excited to be working with colleagues from all

over England and Wales.

The Teach First Leadership Journey

Application

&

Assessment

2 years teaching

in school

Being

an

Ambassador

SIC

P

D

Who's who? When to contact…Davinder Dosanjh, Programme Director: Birmingham City University

Anita Wheeler, Regional Director: Teach First Offices, Birmingham

Paul Sanders, Secondary Lead Birmingham City University

Louise Lambert, Primary Lead Birmingham City University

Caroline Montgomery, Partnerships Lead: Birmingham City University

Ann Scott, Partnership Manager (East) Teach First Offices, Birmingham

Dan Howells, Partnership Manager (West) Teach First Offices, Birmingham

Nathan Hawkins, Course Administrator: Birmingham City University

Michelle Young, Course Administrator: Birmingham City University

Gemma Neale, Programme Administrator: Teach First Offices, Birmingham

Expectations of working Practices- communication

• All communication to and from Participants needs to be through BCU email.

• teachfirst@bcu.ac.uk is the central email address for sending information.

• Please keep all parties informed by adding tutor/ mentor/ LDO addresses to cc. box in emails.

• Please contact us sooner, rather than later

Summer Institute Overview

4 week overview

Visits and Observations

Professional Studies Tutors= 6 visits

Subject Tutors= 6 visits

PM= 3 individual observation and 1 (minimum) joint

observation with PST

SM= 6 individual observation and 1 (minimum) joint

observation with ST

Year Long calendar

Key Points of the year:

• End of September/ start of October- realisation that

sleep is required. Most start to recognise the scale of

what they don’t know… it is essential that PMs manage

the expectations of the Participant and other members

of staff

• January and WA2.

• February/ March- the safe plateau and decisive action

on C4C

• April/ May WA3 and RJA3 are submitted 3 weeks apart

at the start of exam season

• July- enough time for WA4

Expectations of working Practices-observations and grading

• Like Ofsted, we do not grade lessons

• Strengths and areas for development are determined in terms progress against the teaching standards

• All observations and visit records are shared with Tutors, Mentors and LDOs are are completed using the BCU Review and Analysis Form

Using the R&A Forms- best practice

• Multi-purpose form for all

observations/ meetings. (Examples

in pack)

• Use in line with the BCU tracker.

• Always refer to the teaching

standards.

• Share the contents.

Training and supporting our Mentors

•Bespoke training sessions at BCU

(September is Subject specific pedagogy led

by Curriculum Leads)

•Mentor Recognition Training goes online from

September

•BCU Website

•Termly newsletter- SI edition out in

September

A polite reminder…

All mentors must undergo compulsory training

and development throughout the year,

delivered by the training provider and Teach

First. These will take place on a termly basis

at Birmingham City University and the dates

of all mentor training will be shared with

partner schools at the start of the academic

year.