School Based Mentor / Class Teacher training UGP1 Block A specific 20 October 2015

1. School Based Mentor / Class Teacher training UGP1 Block A specific 20 October 2015 Laura Manison Shore • Primary Partnership Manager Ben Knight - Professional Practice Module Leader

2. UGP Block 1 - changes

3. Trainees are entitled to…. • 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 yetand 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

4. Key new messages for ITE • 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

5. We expect trainees to …. • 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 porfolioin 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

6. UGP1Block A specific expectations – please help us to reinforce the importance of these in your schools! They reflect Part 2 of the Teachers’ Standards • 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!

7. Part two: Personal and professional conduct 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

8. 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

9. The Role of the SBM ‘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

10. What the students will be doing in school during this first block  • 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)

11. University based aspects… • 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.

12. What the students will be doing in school during this first block • 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.

13. Key documents to share • Interim Review for UGP1

14. Trainee assessment • 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.

15. Teaching expectations – looking ahead to second block: A broad guideline • 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

16. Questions?