Inspiring Learners, Enriching Communities

1. Inspiring Learners, Enriching Communities PGCE Primary and PGCE 3-7yrs Mentor Twilight 24.10.2013 School Based Training 1 Soo Sturrock Programme Leader

2. Items • Overall PGCE Programme • SBT1 expectations • Models of SBT1 organisation • Review of SBT1 • Teacher Standards’ focus : TS2 • Professional feedback, assessment and grading • Cause for concern

3. But first…… • Amazing feat to have all students in school so early in our term/s: THANK YOU • Student feedback about being in school a) this early b) alongside their University programme as ALL POSITIVE: THANK YOU • Models of organisation for this SBT1 as interesting and innovative (examples to follow) THANK YOU • Schools involved in development and formal evaluation project this year THANK YOU • Sorry: handbooks not in school as early as they should have been • Sorry: changes in student allocation were not consistently communicated in some instances

4. Programme Development Process 2013 80 schools involved • How do we all work together to ensure new teachers are well-positioned to thrive? • Understand their responsibility for pupil learning, progress and well-being • Engage with experiences beyond the ‘role of classteacher’ • Cultivating positive dispositions to continuing professional development • Flexibility and capacity • Employable and retainable

5. DFE Teachers’ Standards University 60 days School 120 days 3 modules (school based training modules) Exploring effective practice (SBT1) Embedding effective practice (SBT2) Enhancing effective practice (SBT3) • 3 modules PGCE 3-7 PGCE Primary Higher Education, Master’s level

6. Diagnostic and Induction SBT1 SCHOOL 1 AUTUMN 35 DAYS AGREED OUTCOMES FOR THIS PHASE cross referenced to key Teachers’ Standards SBT 2 SCHOOL 2 SPRING TERM 44 DAYS AGREED OUTCOMES FOR THIS PHASE cross referenced to key Teachers’ Standards SBT 3 SCHOOL 1 SUMMER TERM 41 DAYS AGREED OUTCOMES FOR THIS PHASE cross referenced to key Teachers’ Standards

7. Pupils & individual needs Learning at the heart Analysis and reflection Professional attributes Team work, collaboration and flexibility Communication Professional attributes Open to mentoring Critically reflective Autonomy And Action • Recognise pupils’ learning needs and interpret them in order to plan, teach, assess and evaluate lessons; (TS1b, TS2b, TS3a) • Establish positive relationships with pupils and demonstrate a range of behaviour management strategies, adapting them to meet the varying needs of learners; (TS1, TS5, TS7) • Demonstrate secure subject and pedagogic knowledge appropriate to the context and age phase; (TS3a, TS4) • Critically analyse professional practice, identifying strengths and needs and generate actions in support of their own professional development (TS4, TS8) • Act upon advice and feedback, responding to mentoring and engaging in professional dialogue; (TS8) • Collaborate with colleagues and as a member of a team creating a constructive dialogue with colleagues, learners, parents and carers (TS6, TS8) • provide evidence of achievement against the Department for Education’s ‘Teachers’ Standards’ (2012) for QTS (Qualified Teacher Status)

8. What should we hold onto? Models of organisation Expertise in the room Challenges to discuss Examples to share

9. Remember - Establishing a platform for outstanding practice in SBT3 - Minimising risk for schools in SBT3 - Assume role of class teacher much more readily because…… Pupils Professional Protocol Policies

10. What will help you to know as much as possible about my learning and my needs? THE PUPIL andGroup Work Recognise pupils’ learning needs and interpret them in order to plan, teach, assess and evaluate lessons (TS1b, TS2b, TS3a)

11. Focused on Learning Quality not Quantity Analysis Reflection Observing pupils, listening to pupils and recording assessments (other examples of effective feedback to pupils?) TS2 (b) be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these Recognise pupils’ learning needs and interpret them in order to plan, teach, assess and evaluate lessons; (TS1b, TS2b, TS3a) On-going practices and interactions with pupils Profile child SEND child Group work and assessments: leading a group and making interventions Pupils’ work/portfolio samples Session / lesson planning (and evaluations) Professional reflections

12. You! Learning from you, watching you, sitting alongside you in group work, observing whole class teaching, listening in to planning meetings etcetc Expectations and tasks Profile child in depth analysis SEND case study including weekly 1:1 in depth assessments Weekly group assessment Working with individuals, groups, whole class The school community as ‘hotbed’ for learning

13. Professional reflections…and all in relation to the DFE Standards • TS8 (b & c) Teachers work with learning mentors and TA’s in several different ways across the school but what is common to all is • The relationship between them • The very good means and channels of communication (verbal, written, classbook, assessment sheets) • Clear purpose that supports learners (and how this changes from lesson to lesson and pupil set) • This is nearly always inside the classroom;; children are not withdrawn. • Things can happen that means sometimes they can’t be in a lesson! • I need to integrate support staff from the beginning of any planning process and identify a clear role. I need to establish what means of communication is preferred and most effective to that TA and to talk to them honestly as well as ask for feedback. • I need to be confident to share my expectations about the pupil’s learning and the task. Maybe plan a lesson that we could co-teach. Learning that has occurred each week The key module outcomes Action plan targets The National Priorities Bespoke or significant professional development When evidence of learning and development not evidenced elsewhere

14. Read and review Start date Model 2 days a week+ 3 week block Models of organisation Year group specific issues? Expectations and tasks for students Teacher and mentor as 1 problematic for observations/assessment?

15. 3 WEEK BLOCK Demands of day-to-day and whole day Enhanced focus on planning and teaching and assessing larger groups and the whole class Careful analysis of pupils’ learning and of their teaching (lesson evaluation) Access to teacher’s medium term plans More autonomy Wider school life Platform for SBT2

16. What questions are uppermost in your mind? Time out : REVIEWING PA FEEDBACK Assessment of students What to definitely comment on What to possibly comment on Enrichments EACH FORMAL FEEDBACK INCLUDES A SESSION / LESSON OBSERVATION THAT IS GRADED USING CRITERIA

17. Only a good/very good student is ‘good enough’ - Adjusted PA form (check 2013 date) - Adjusted PB & PC forms PA x 3 Lesson/Session observation criteria: Best fit PB x1 Shared between mentor, class teacher and student UCET descriptors for best fit Predictive and aspirational http://www.brighton.ac.uk/education/study/placements/mentors-professional-tutors/primary-mentors.php?PageId=261

18. Provide evidence of achievement against the Department for Education’s ‘Teachers’ Standards’ (2012) for QTS (Qualified Teacher Status) Prior to the PC, students should select some evidence to highlight their progress against the Standards. • Eportfolio (pen portrait, action plan, reflections, other professional evidence eg plans, individual assessments, grp records) • SBT ‘File’ (pen portrait, action plan, reflections, other professional evidence eg plans, individual assessments, grprecords) (HANDOUT) • Dialogue • Observations • Graded sessions/lessons • All 8 sets of Teacher Standards • Specific sub- Standards as key focus (TS1b, TS2b, TS3a, TS4, TS5, TS6, TS7, TS8) • Enrichment opportunities and Standards

19. GOOD PC FORM FINAL REPORT EXAMPLE FOCUS ON TS2 They assume responsibility for the attainment, progress and outcomes of the pupils they teach(1:1 , group, partial class, whole class) Their planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning, and they set appropriate challenging tasks that enable the (majority of) learners to make progress.

20. National Priorities: TS3 GOOD In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age phases they are training to teach In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age ranges they are training to teach.

21. SBT2 SPRING TERM *handout January - March Pairs in class, year gp, key stage Increase in planning and teaching whole class(50%) Knowledge about pupil progress and data 1 day a week to their Master’s professional enquiry SBT 2 Mentor twilight January NEW MENTOR TRAINING November 14th @ Falmer £60 Contact PO to book a space.