B.Ed Y2 Training and Development Meeting for Mentors

1. B.Ed Y2 Training and Development Meeting for Mentors www.derby.ac.uk/ehs

2. Key University Contacts Sharon Bell Programme Leader s.bell@derby.ac.uk 01332 591399 Dionne Barton Stage 2 Tutor d.barton@derby.ac.uk 01332 592252 www.derby.ac.uk/ehs

3. Ofsted Report: A selection of key strengths • the excellent quality of school-based mentors and tutors and university link tutors who challenge and support trainees very well • the strong arrangements for assessing the progress of trainees and ensuring that challenging targets are set to secure further improvement • the strong commitment of all in the partnership to ensuring trainees make at least good progress through: - open and honest channels of communication and well understood roles and responsibilities - a fully cohesive, consistent and high-quality programme of training at the university and across schools • Trainees are committed and enthusiastic about their training. They recognise its high quality is a key factor in their good attainment and the good or better progress they make in reaching the Standards. Particularly pleasing is the increasing proportion of trainees accurately judged by the provider as being outstanding. www.derby.ac.uk/ehs

4. Extract from External Examiners’ Report ‘Both PGCE and B.Ed courses are examples of excellent partnership based provision. Statutory agencies can be assured that the quality and coherence of all programmes is secure and there is a clear commitment to the long term sustainability and innovation of all courses.’

5. What am I part of? The agreed purpose of partnership arrangements is to provide an appropriate learning environment and forum for continued personal and professional development whilst supporting students in their training and teachers in schools. The ultimate aim of this partnership is to continue to improve the quality of children's educational experiences and the professional development of teachers, students and tutors in school and the University. www.derby.ac.uk/ehs

6. Primary Partnership Infrastructure Primary Programme Committee Partnership Quality Group SLTs Mentors

7. Key Personnel: Roles and Responsibilities • Mentor • SLT – School Link Teacher • ULT – University Link Tutor • SLT as ULT • Internal Moderation Team • External Examiner [All of the above roles are further expanded upon in the Partnership Handbook]

8. What if there are issues…? Partnership Managers, Stage Tutors, Programme Leaders SLT ULT Internal Moderation Team

9. ITE Partnership Websitewww.derby.ac.uk/ppweb • USERNAME: primary • PASSWORD: w2eb415log • Direct email addresses & telephone numbers • All PT documentation • Exemplar Materials • Dates for Your Diary • FAQs • Photo Gallery

10. The context for change: raising expectations for Initial Teacher Education (ITE) • Two day notice period for inspections. • Students will be observed on placement but inspectors also observe newly qualified teachers trained by the provider where these are employed in partnership schools. • Inspectors will use the same grading criteria for student teachers as they use for school inspections. • In relation to student attainment, ‘satisfactory’ (grade 3) is replaced by the phrase: ‘meets minimum expectations but requires improvement.’ www.derby.ac.uk/ehs

11. Evaluations of placement by students Students complete an online evaluation of their placement, grading the following 10 areas on a scale of 1 (outstanding) to 4 (poor) • Arrangements for Induction • Health and Safety • Effective mentoring • Materials, resources and opportunities • Guidance and feedback • Life of the school • Moderation • Quality of written assessment • ULT role • Diverse opportunities to achieve the standards. www.derby.ac.uk/ehs

12. Student Evaluations 2009-13 There is a strong trend towards outstanding overall and in the majority of the specific aspects (e.g. quality of written feedback). www.derby.ac.uk/ehs

13. Feedback to schools by students - 2 stars and a wish www.derby.ac.uk/ehs

14. The Importance of Establishing Effective Ways of Working with your Student: managing expectations • Your sanity.. • Their sanity! • Reasonable parameters and working hours.. • Professional and personal relationships • Boundaries www.derby.ac.uk/ehs

15. Typical student comments for placements rated less than good • The mentor did not understand what was expected • The mentor did not spend time with me and seemed very pressured • The mentor told me on the first day that she did not ask for a 2nd year student • A job share situation made communication difficult • Feedback focused exclusively on the negative • The mentor would not award good or outstanding grades even though I had achieved the criteria because he felt that a student teacher couldn’t be ‘good’ yet • The mentor did not use the university criteria • There was no space to learn from failure • There was no space to be creative • There were no or very few opportunities for feedback from people other than the mentor. www.derby.ac.uk/ehs

16. Typical student comments for placements rated as good or better • I felt like a welcome and included member of the teaching team • I felt valued • The mentoring style balanced strong support with freedom to learn from mistakes, to experiment and to be creative • Feedback was clear and fair with manageable targets • Strengths as well as weaknesses were noted in feedback • The mentor had time for me and knew what was expected • I gained support and useful feedback from colleagues in addition to my mentor • I was graded fairly with reference to university criteria www.derby.ac.uk/ehs

17. National Student Survey 2012-3 Overall Student Satisfaction 100%

18. Programme into Practice • B.Ed Programme as a whole • Modules covered in new look Y2 • Subject knowledge development • Professionalism • Assessment and Progression • Support mechanisms - incl support plans www.derby.ac.uk/ehs

19. EYFS - All B.Ed Y2 students spent last year in EYFS settings • Assessment strategies • Child observation • Child development • Resource management • Collaborative/co-operative working • Response to SLT feedback What challenges can you anticipate they will encounter this year as they move phase? www.derby.ac.uk/ehs

20. The role of the student • Accept, enquire about and act upon the feedback and targets they receive from more experienced colleagues. • Evaluate in an increasingly systematic way, the impact of their teaching on outcomes for learners. • Engage in reflection, individually and with others. • Track and evidence their own progress and attainment against stage specific criteria provided in the Assessment Handbook. • Be proactive in securing opportunities to develop professionally. • Use the weekly progress meeting, RRP and the placement file (professional record) as tools for achieving the above. www.derby.ac.uk/ehs

21. Part Two of the Teaching Standards:

22. Module Booklet for Stage 2 Students • Induction Day: Monday 4th November • 3 Orientation Weeks : w/c 11th ,18th * and 25th November • Planning Day& AP1 (part 1): Fri 29th November • AP1 (part 2): Thursday 23rd January • 5 Week Block Practice • AP2: Thursday 13th February • AP3: Friday 7th March www.derby.ac.uk/ehs

23. The Assessment Handbook Assessment Handbooks provide stage specific grading criteria. • Structured around all of the teaching standards • Specific to the student’s stage of development • Criteria to support grading decisions • Criteria can be used to assess current attainment • Criteria can assist target setting • Report formats for Assessment Phase 1, 2 and 3. • Guidance on supporting underperforming students No other grading criteria to be used to assess attainment www.derby.ac.uk/ehs

24. Orientation Weeks Students must be proactive - these weeks are vital to a successful placement • Compile class data and assessment information so they have a sound understanding of the needs of the class • Identify 3 PLP children • Carry out focused observations to support their knowledge & understanding of the pupils, the class routines and systems & to develop their awareness of best practice • Gather copies of the school’s systems for planning, relevant resources and other pertinent information to support their planning for the main block • Support groups of children, within mentor’s own planning • Whole class interactions e.g. register, circle time, story time • ULT will undertake whole school visit www.derby.ac.uk/ehs

25. Appraisals • 2 appraisals per week. • The focus should be agreed beforehand and can be based on observed teaching or on other aspects of professional development (e.g. teamwork). • Mainly provided by the mentor but should be supported by the ULT, SLT and subject specialists. • Areas of strength/competence and areas for development should be clearly described with reference to the Teaching Standards. • Where there are instances of underperformance terms such as ‘requires improvement’ or ‘inadequate’ should be used. • SMART targets should be designed to secure continued progress with a review date. • All parties should sign and date the appraisal. The appraisal must make reference to the impact of the student’s practice on outcomes for children and should include subject specific targets. www.derby.ac.uk/ehs

26. Written Appraisals for Orientation Phase • WEEK 1:1 general(T1) and 1 subject knowledge (T3) • WEEK 2: (shorter week) 1 on behaviour management (T7) • WEEK 3: 1 subject knowledge (T3) and 1 on promoting good progress and outcomes by pupils (T2) See Mentor’s Weekly Checklist pg.36 of booklet

27. Student teaching commitments during placement • Week 1 = 25-30%* • Weeks 2 and 3 = 50% Direct Teaching • Week 4 = 60% (only a 4 day week) • Weeks 5 and 6 = 60% Direct Teaching www.derby.ac.uk/ehs

28. School Based Tasks & Direct Tasks • Module leader has provided them with the necessary information - you merely facilitate and discuss outcomes • Part of the weekly meeting discussion • Students must plan them in and complete them during their placement! n

29. Personalised Learning Plans (PLPs)Pg 40 giving something back to the children and you! www.derby.ac.uk/ehs

30. The Placement File It is important to regard the placement file not as a bureaucratic inconvenience but as a meaningful: • tool for securing effective planning and teaching • store for information about what children have achieved and what they need next • a place to account for and illustrate the student’s own progress and attainment against the standards, particularly in terms of outcomes for children • a developing portfolio of best practice • a statement of values and aspirations www.derby.ac.uk/ehs

31. Placement File Expectations • An interactive file glossary is available online via the Reflective Teaching Modules. • It describes and illustrates what is expected at each stage of the programme. • Examples and exemplary materials are available via hyperlinks. • Students are expected to explore the file glossary thoroughly as a preparation for their placement. http://www.youtube.com/watch?v=mICYjsPY6IE www.derby.ac.uk/ehs

32. Exemplar Planning Moderation Exercise

33. Assessment Phase 1 Assessment Phase 1 comprises the two orientation weeks The AP1 report is written at the end of the Assessment Phase 1 and is in two parts ASSESSMENT PHASE 1 (AP1) REPORT - PART ONE Assessment of Attainment at the end of Orientation ASSESSMENT PHASE 1 (AP1) REPORT - PART TWO Planning Confirmation Day - Readiness for Placement www.derby.ac.uk/ehs

34. Maximising the number of students attaining a placement attainment outcome that is at least ‘good’ PREDICTED GRADES ACTUAL GRADES At three points in the placement, Mentors are asked to assess actual level of attainment against all 8 Teaching Standards. The targets set should support movement towards a final attainment grade that is at least good. At two points in the placement, Mentors are asked to predict likely attainment outcomes so that where this prediction is a grade 3 or a grade 4, school based and university based interventions can secure an outcome that is at least good. www.derby.ac.uk/ehs

35. AP1 (Part 1) Report - Assessment of attainment at the end of orientation • Indicative actual attainment grades against all 8 teaching standards and actual overall attainment grade at the end of AP1. • A predicted overall attainment grade for the end of Assessment Phase 2 (AP2). • Commentary on strengths. • Priority targets for development to support movement towards a final outcome that is at least ‘good’. • Where any grade is 4 or where the predicted grade is 3 or 4, the ULT is informed by the SLT via the placements office. Derived from on going, formative assessment (e.g. appraisals, RRP) Grading decisions supported only by stage specific criteria. www.derby.ac.uk/ehs

36. AP1 (Part 2) Report - Planning Confirmation Day • A check that the placement file meets expectations. • A check that the student is sufficiently prepared for the placement. • Confirmation that their professional conduct is commensurate with Part Two of the Teaching Standards. • Setting of targets for further development for the file. • Where students are not sufficiently prepared, ensuring that the SLT informs the ULT via the placement office. www.derby.ac.uk/ehs

37. ULT Moderating Visits w/c 3rd or 10th February • The ULT will engage in a joint observation with the mentor. This is an essential feature of the moderation process and must be facilitated. • Usually, the ULT will not observe the whole lesson. • Grading judgements will be discussed and moderated. • An appraisal will arise from the joint observation. • The ULT will support the feedback and reflection process. • A file audit will take place. • A quality audit will take place. • The ULT will provide advice and support for the mentor. www.derby.ac.uk/ehs

38. AP2 Report • A more detailed analysis of the student’s areas of strength and/or competence • Actual attainment grades against all 8 Teaching Standards and actual overall attainment grade for end of AP2. • Confirmation that the student has conducted themselves in ways commensurate with Part Two of the Teaching Standards (Personal and Professional Conduct) • Predicted overall attainment grade for the end of AP3 • Targets that will secure movement towards at least grade 2 by the end of the placement (or grade 1 in cases where grade 2 is already attained). Derived from on going, formative assessment (e.g. appraisals, RRP) Grading decisions supported only by stage specific criteria. www.derby.ac.uk/ehs

39. AP 3 Report Assessment Phase 3 comprises the final 2 weeks of the block. It is the period during which all students should be progressing towards an attainment outcome that is at least ‘good’ for their stage. The AP3 Report is usually completed on final day of placement. • General comment on student’s progress. • Comment from teaching assistants on their experience of working with the student. • Record of days missed/made up. • Confirmation that student conduct has been commensurate with Part Two of the Teaching Standards (personal and professional conduct). • Actual attainment grade for all 8 Teaching Standards with commentary on achievements and targets for future development. • Additional comment on early mathematics and reading. www.derby.ac.uk/ehs

40. Student attainment and pupil progress Grading criteria make reference to outcomes for children. Grading decisions must be informed by evidence of ; • the students’ impact on the children’s well-being. • amounts and rates of children’s progress However, it is important to consider this fairly and realistically in the context of: • The on-going progress of the children • The on-going practices within the school • The context of the school/class • The students’ stage of training • The length of the placement www.derby.ac.uk/ehs

41. Ofsted and progress - terms used by Ofsted ATTAINMENT Means attainment against national expectations in relation to SATS and EYFS profiles. PROGRESS Describes positive changes in attainment over time from starting points. ACHIEVEMENT Describes wider educational outcomes across the primary curriculum. For children with SENs, inspectors focus on their achievement and progress rather than their attainment.

42. Levels of student attainment and pupil progress • Student teachers are unlikely to bring about changes in attainment over their placement period since there is not enough time. • The impact of their practice on pupils cannot be judged with reference to national benchmarks. • However, student teachers can show pupil progress in other qualitative ways (e.g. against goals set in unit plans, objectives in lesson plans, general goals for pupil progress set at the start of the placement, PLPs). • Student teachers can also illustrate achievement in its wider sense. • The priority is to develop a systematic assessment and planning routine that helps this to come to fruition and be evidenced.

43. Student teachers and pupil progress A ‘hit and miss lesson’ results from a general assessment and understanding of what children need. It meets most children’s needs but not all. It might include unnecessary repetition of work. For Ofsted, this is satisfactory teaching. ‘Hit and miss’ lessons don’t happen when they are formed from an accurate, astute understanding of who needs what so that everyone moves forward in steps fitting for their stage of development. For Ofsted, this is outstanding teaching. What implications does this have for students in terms of their systems of professional record?

44. Typical characteristics of GOOD students (See Assessment Handbook) • Indicative of ‘best fit’ by the end of their time with you • Students should self-assess against these at the start of the block to assist you in target setting and prioritising • If they are stronger than this - OUTSTANDING - that is entirely appropriate for B.Ed Stage 2 student • If they are barely scratching the basics of this, then grade 3 – meeting minimum expectations but requires improvement Use the wording in the handbook to construct your feedback www.derby.ac.uk/ehs

45. Thank you!