Outline of the session

1. PGCE School Experience 3 Class Teacher and Trainee BriefingApril 2nd & 9th 2014Julie SuttonPGCE Primary Partnership Manager PG SE3 2014 JS

2. Outline of the session • Expectations for SE3 to include grading • From good to outstanding…… • Self-reflection tracking • Preparation work with trainee PG SE3 2014 JS

3. Important Dates • Preliminary Visit Days Wednesday 2nd April 2014 Wednesday 9th April 2014 • School experience dates Monday 28th April – Thursday 3rd July 2014 PG SE3 2014 JS

4. Important Dates • Mid-point review To be completed by Friday 23rd May and emailed to schoolexperience@worc.ac.uk • Final School experience report. This should be completed during the final week of the practice and emailed to schoolexperience@worc.ac.uk together with a copy of the attendance sheet by Friday 4th July PG SE3 2014 JS

5. Preliminary Visit Days • All trainees MUST have a DBS letter from University with them. • Complete school information sheet • Complete emergency contact information for school office • Obtain copies of the school’s safeguarding, behaviour, health & safety and e-safety policies. (May be available online) • Obtain class timetable, basic pupil details etc. • Planning • Have an idea of arrangements for week 1 of your SE • Ensure you exchange emails/contact details with your class teacher PG SE3 2014 JS

6. Pre-practice tutorial • Tutors carry out a tutorial before trainees go into school. No trainee will be able to start their placement until they have completed this. • Strengths and areas for development from the previous practice are discussed • Self assessment tracker is updated • Targets for School Experience 3 are set, which form the basis for the reviews in school. • The pre-practice tutorial record sheet, self-assessment tracker and all planning documents should be shared with the class teacher PG SE3 2014 JS

7. PHONICS • Trainees need to be confident that their phonics subject knowledge is secure and this should form part of the discussions with the SE tutor. • During SE3 10% of the PGCE cohort will be observed teaching phonics by a member of the English tutor team. PG SE3 2014 JS

8. Requirements of block practice Week 1 • School experience files well organised and up to date • Support the class teacher with group teaching • Take whole class for agreed lessons – no more than 50% • Prepare lessons for every session, even for small groups • Pre-teaching assessments – how does this inform planning • Agree with teacher what records / evidence they will expect to have transferred back at the end of the practice • Write weekly review based on experiences and set PDP targets PG SE3 2014 JS

9. Requirements of block practice Week 2 • Take responsibility for teaching more whole class lessons in the core subjects and those that the student feels confident teaching – no more than 70% of the timetable • Prepare lesson plans for each session taught • Write a full evaluation for one lesson per day and annotate lesson plans for others • Check assessment and record keeping procedures for three pupils’ work across the ability groups: demonstrate in lesson planning how AfL informs the next lesson • Discuss displays of children’s work • Write weekly review based on your experiences and set PDP targets PG SE3 2014 JS

10. Requirements of block practice Weeks 3-7 • Take responsibility for day to day running of the class • Discuss progress regularly with class teacher • Display children’s work to show that it is valued • SE file should be up-to-date and well organised • Ensure that a critical evaluation of one lesson per day is written and annotate lesson plans for others • Use level descriptors for your three pupils to identify pupils progress • Record evidence regularly against standards in your PDP • Manage assessment and record keeping procedures for children's work PG SE3 2014 JS

11. Requirements of block practiceWeeks 8 & 9 (in addition to Week 7) • Decide how children’s work can be brought to satisfactory conclusion • Discuss the SE report form with teacher / mentor and begin to consider how this will inform student’s Career Entry Profile • Ensure all the work that the children have been set has been responded to and all borrowed resources are returned to school and /or University PG SE3 2014 JS

12. Requirements of block practice Checklist • Daily evaluations • Weekly review meetings • Teaching commitment (80% maximum) • PDP • Self reflection tracker • Assessment and record keeping • Observations PG SE3 2014 JS

13. The Professional Development Profile (PDP) • Why is it important? • TA requirement to meet Teachers’ Standards; links centre based and school based training • Who uses it? • Trainee and teacher; trainee to reflect upon their professional learning and the teacher to gauge the depth of understanding, linked to SE grades. Entries completed by trainees, comments added, signed & dated by class teacher PG SE3 2014 JS

14. Professional Development Profile • Make reflective comments with evidence (where applicable) against each standard • Some standards can be cross-referenced • Trainee to hand to class teacher on weekly basis for comments (examples of trainee reflections and teachers feedback in appendix) • Used for target setting at weekly review session with class teacher The PDP must be available and in school at all times PG SE3 2014 JS

15. PDP continued... • It is assumed that trainees will be moving away from the descriptive entry to higher levels of knowledge and understanding. • Be critically reflective - How well did the lesson go? Why? How did I manage the learning? Did I account for different learners? Did I manage my teaching time effectively? Did I encourage independent learning? What assessment strategies did I use? Did I make good use of questions? Did I move learning forward? How well did I deploy adult help? • The PDP entries indicate the stage at which the trainee is operating • The teacher needs to use his/her professional judgement and provide advice on how to help the trainee make progress PG SE3 2014 JS

16. Assessment and record keeping • Section 5 of the SE file This should include: • Records of assessment for all subjects taught ( more detailed for core subjects) • Evidence of feedback given to children • Evidence of using assessment to inform planning PG SE3 2014 JS

17. Transitions ………………engage them with the expectations, curricula, strategies and teaching arrangements in the age ranges immediately before and after the ones they are trained to teach. ( NCTL, 2014) Professional EnquiryTask Find out about how the school manages the transition into the phase before the one you teach and how the transition is managed into the next phase after the one you teach. 3-7 pathway (into EY and into KS2) 5-11 pathway (into KS1 and into KS3) Write a reflective account of approximately 500 words – to be included in PDP. PG SE3 2014 JS

18. Grading Primary Teachers’ Standards Booklet High ( Grade1) Good (Grade2) Pass ( Grade 3) Targeted Support PG SE3 2014 JS

19. Observation of Trainees • At least one formal observation per week • As this is the final practice, at least one joint observation, with the tutor, is recommended; this will help with moderating and agreeing final grades • Observations should be linked to the teachers’ standards • Give time to discuss the observation and set targets • Students should reflect upon targets and comments, in their PDPs PG SE3 2014 JS

20. ITT Compliancy • 3-7 pathway SE in consecutive age phases: Foundation Stage and Key Stage One (Lower Key Stage 2 experience) • 5-11 pathway SE in two consecutive age phases: key stage one and key stage two ( lower and upper) All trainees must have experience in at least two different schools. All trainees must find out about transitions into the key phase before and after the one they are trained to teach. ATTENDANCE – ensure classteacher has signed this PG SE3 2014 JS

21. External Examiner Visits • School will be notified about an External Examiner’s visit • The Examiner will be accompanied by a tutor • The Examiner will observe the student teach, talk to the trainee, the class teacher and the lead mentor • The purpose of the visit is to see that our procedures are being followed effectively and that the standards of our students, as reflected in the grades awarded, are in line with those of other institutions • Also see the School Experience Handbook PG SE3 2014 JS

22. From good to outstanding Activity – trainees and teachers working separately • What is good practice? Brainstorm your ideas and write on the paper provided. • What is outstanding practice? Add your ideas in another colour • Now share your ideas with each other………. PG SE3 2014 JS

23. Self Reflection tracking forms • Discuss your progress against each standard with your teacher. • In light of some of the ideas shared during the ‘good to outstanding’ activity, discuss what you need to do in the context of your SE3 placement to progress to the next level in your training. • Complete the ‘actions’ column. • What supporting evidence will you need? PG SE3 2014 JS

24. Useful information for class teachers only 3 clicks away! • http://www.worcester.ac.uk • Click on Academic Departments towards bottom of page • Click Institute of Education • Final click: Partnership working • Brings you to the Partnership webpage • (Or you can go directly to http://www.worcester.ac.uk/departments/14615.html )

25. Thank you PG SE3 2014 JS