UG3 CLASS TEACHER AND Trainee Teacher Professional Development Training Welcome

1. UG3 CLASS TEACHER AND Trainee TeacherProfessional DevelopmentTrainingWelcome November 15th 2013

2. Outline of Afternoon 1:15 – 1:35 p.m.Registration and lunch 1:35 – 3:00 p.m. Class Teacher Briefing Trainee Teachers to Professional Development Workshops  3:00 p.m.Trainees arrive to meet class teachers 3:00 – 3:20 p.m. Professional Research in Subject Specialism 3:20 – 3: 50 p.m.Teacher and trainee Professional Development Workshops 3:50 – 4: 10 p.m Phonics 4:10 – 4:15 p.m.Close of Session Evaluations

3. Professional support for trainees • Weekly observation (two by supervisory tutor, weekly by school staff) • Joint observation between school and supervisory tutor • Oral and written feedback following observation (on Observation form) • Weekly review meeting with class teacher (to review and set targets in line with QTS standards for forthcoming week) • Plenty of informal feedback and encouragement! • Pre and Post school experience tutorials

4. School Experience expectations Week one: • Teach approximately 40% of the timetable including one or two whole class lessons each day. • Evaluate each lesson, one in detail each day on the evaluation form (p.23 of SE Handbook) and annotate other lesson plans to inform future planning. • Clear lesson plans for all planned teaching sessions. • Support the class teacher with the teaching of groups or individuals. • Start to gather data for Professional Research in Specialist Subject (PRiSS). You should allow half a day (10%) a week for this. • Set up assessment opportunities

5. Assessment by final practice trainees Week one: Identify 3 children (one high achiever, one middle and one low) you can keep detailed records on, and later on carry out formal assessments using school guidance and policies. Check the assessment and record keeping procedures for these three pupils’ work and agree with the class teacher what records/evidence s/he will expect to have back from you at the end of the School Experience.

6. SE expectations Week two • Teaching to include at least 2 whole class teaching sessions each day including core subjects (or EYFS equivalent) together with some group work (e.g. 2 whole class teaching sessions and 1 group teaching session). This should represent approximately 75% of timetable. • Plan the display of children’s work • Continue with assessment work

7. Assessment Week two: • Start to carry out whole class assessment and recording procedures in all taught areas to record children’s achievements and to inform planning. • Keep detailed records for the 3 identified children. In addition to records with comments about the children's progress, these records should also include annotated copies of the children's work. Weeks three to eight: • Assess the 3 identified children in each core area and in two non-core areas. If you are working in the Foundation Stage, assess the children’s progress in the areas of learning and development and characteristics of learning

8. SE expectations Weeks three – seven • Teach for around 80% across the curriculum • Teach the whole class including core subjects for approximately 80% of the timetable (allowing 10% for PPA and 10% for PRiSS research) • Where feasible gain experience of teaching all non-core subjects by the end of the SE • Complete mid-point review by end of week four and e-mail it to PSE@worc.ac.uk • Take responsibility for the day to day running of the class. • Put up displays.

9. SE expectations Week Eight: All previous expectations apply with addition of : • Discuss the SE report with the teacher and/or Lead Mentor. E-mail to PSE@worc.ac.uk by Monday March 17th 2014. • Ensure that all children’s work is concluded and that displays, marking and records are completed. • Complete all assessments and bring these to a conclusion • Return resources • Complete and return SE evaluation online.

10. The Professional Development Profile (PDP) Why is it important? • NCTL 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. What needs to be completed? • All teachers’ standards to be met during SE - entries completed by trainees (with evidence where appropriate), comments added and signed/ dated by class teacher/ SE tutor. THIS MUST BE IN SCHOOL AT ALL TIMES

11. Professional Development Profile • Copy available on ‘Blackboard’ and on Partnership Web Page http://www.worcester.ac.uk/departments/14615.html • Student to make reflective comment (with evidence where applicable) against each standard • Some standards can be cross-referenced • Student to hand to class teacher on weekly basis for comments (examples of student reflections and teachers feedback in appendix) • Used for target setting at weekly review session with class teacher

12. Teachers’ Standards (DfE 2013) Part 2 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.

13. Teachers’ Standards DfE 2013 The Teachers’ Standards are set out under the following headings: • 1 Set high expectations which inspire, motivate and challenge pupils • 2 Promote good progress and outcomes by pupils • 3 Demonstrate good subject and curriculum knowledge ( 3D, 3E) • 4 Plan and teach well structured lessons • 5 Adapt teaching to respond to the strengths and needs of all pupils • 6 Make accurate and productive use of assessment • 7 Manage behaviour effectively to ensure a good and safe learning environment • 8 Fulfil wider professional responsibilities

14. Grading Structure Higher Good Pass Targeted Support Further Targeted Support Pen Portraits

15. Grading Structure • If a grade 4 is given on any part of a lesson observation, the form ‘Targeted Support ’ must be completed and the supervisory tutor informed. An observation must be carried out within 5 days. • If progress isn’t made, a ‘ Further Targeted Support ’ would need to be issuedand this would be deemed a fail ( grade 5).The SE tutor would carry out the observation at this stage. University staff need to be informed and copies of forms sent to the SE office on day of issue.

16. External Examiner Visits Approximately 10% of trainees are visited during the final week of the placement. Examiners will need to see a cross-section of trainees. Schools and trainees will be informed in good time if selected. This is a formal visit by a colleague from a partner institution commenting on the effectiveness of our course and how it is established in school. It cannot affect the trainee’s grades!

17. Useful information for class teachers and lead mentors- 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 )

18. Thank you !