ba (hons) mathematics and teaching for ks2/3 secondary school
TRANSCRIPT
BA (Hons) Mathematics and Teaching for KS2/3
Secondary School Experience
Generic Handbook
2010 - 2011
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School Experience Contact Numbers:
[1] Academic Staff Head of School Partnership and Acting Programme co-ordinator
Jane Evans 01243 812025 [[email protected]]
Head of Education Tony Weaden 01243 812034 [[email protected]]
[2] Administrative Staff a) School Experience Administrator University of Chichester Bognor Regis Campus Upper Bognor Road Bognor Regis, West Sussex PO21 1HR b) Programme Administrator
Cathy McGuigan 01243 812174 [[email protected]]
Pat Adams
01243 812064 [[email protected]]
E.mail addresses for completed school experience documentation :
Any advice or suggestions for improving this guide will be welcomed. All comments should be sent to:
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Contents
Page
1. Introduction 4
2. Roles and Responsibilities 5 2.1 The Student Teacher 5 2.2 The Mentor 6 2.3 The Class Teacher 7 2.4 The Link Tutor 7 2.5 Quality Assurance Tutor 8 2.6 Academic Adviser 8 2.7 External Examiners 8 2.8 Resolving Issues 9 2.9 Student teacher Entitlement 10
3. The School Experience File 10 3.1 Organisation of the Planning and Teaching File 13 3.2 Planning 13 3.3 Evaluation of Teaching 14 3.4 Organisation of Monitoring and Assessment File 15 3.5 Development Profile 15 3.6 Frequently Asked Questions – Planning, Teaching, Assessing
and Evaluating 16
4. Assessment of School Experience 19 4.1 Grading student teachers 19 4.2 Checking Previous Experience in Schools and Formulating an ITP 19 4.3 School Experience Comment Sheets to Accompany Lesson Observations 19 4.4 Weekly Self Assessment and Review Sheet 20 4.5 Final Assessment of School Experience 21 4.6 Review of student teacher Progress – Notification of Concern 21 4.7 Student teachers with Dyslexia or Weakness in Literacy 23 4.8 Re-assessment of School Experience 24 Appendices 26
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1 Introduction
Welcome to school experience. This handbook provides the generic information for secondary school experience placements. The aims and intended learning outcomes for each placement are detailed in the module outlines in Appendix A The expectations for each school experience can be found in the relevant „School Experience Requirements and Expectations‟ booklet. This handbook directs student teachers, mentors, class teachers and University tutors towards the main elements of school experience so that they all share a common purpose. The aim is to ensure that all student teachers, wherever they are placed in school, have every opportunity to achieve the highest possible standards of teaching commensurate with the stage they have reached in their training. The Partnership Model at the University of Chichester reflects the close association between schools and the University. It includes briefing meetings, lesson observations by mentors and link tutors both singly and jointly, and review meetings. The diagram below shows how school experience is structured within the programme. The amount of time dedicated to school experience conforms to the Training and Development Agency (TDA) Professional Standards for Teachers - Qualified Teacher Status (TDA-2007)
Programme/Year School Experience
BA (Hons) KS2/3 Year 1
Autumn Term 15 days Summer Term 16 days
BA (Hons) KS2/3 Year 2 Summer Term (Secondary placement) 30 days Summer Term Special Interest Placement 9 days
BA (Hons) KS2/3 Year 3 Spring Term 50 days
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2 Roles and Responsibilities
All Initial Teacher Education Programmes at University of Chichester are based on the principle of partnership between local schools and the University. Within this partnership colleagues have different but complementary roles and responsibilities.
2.1 The Student Teacher
Student teachers are expected to demonstrate commitment to their studies both in the University and in school. They are also expected to demonstrate a responsible and professional attitude to all staff in the University and school, to fellow student teachers and to pupils.
During their school experience, it is the student teachers‟ responsibility to ensure that they:
Familiarise themselves with the school experience handbook and requirements for the placement;
Work to support the aims/principles/ethos/philosophy of the school;
Demonstrate a positive professional attitude;
Work co-operatively with colleagues, parents and other adults in negotiating the curriculum and care of pupils in school;
Make a full and active contribution to the life of the school in line with current school policies (workforce reform, etc) and course requirements;
Communicate with other adults involved in pupils‟s education;
Demonstrate an ability to reflect on and develop their own practice;
Respond professionally to advice from University and school-based colleagues;
Display a willingness to learn vis-à-vis their development as a teacher;
Organize themselves in relation to the various meeting and paperwork related demands of their specific programme/course;
Be punctual and dress appropriately in relation to their school experience;
Communicate promptly, clearly and appropriately/professionally with all University and school-based colleagues involved in their training as is necessary, including following the University procedures for notifying colleagues of absence from school experience;
Follow/ abide, (as they all relate to their conduct during school experience), by … - both the school‟s and the University‟s Health and Safety requirements / procedures and all - University Equal Opportunities/Race Equality policies alongside the Standards as set out in Professional Standards for Teachers, Qualified Teacher Status (TDA – 2007) – and the General Teaching Council for England‟s (GTCE) Code of Conduct and Practice for Registered Teachers (available at www.gtce.org.uk/teachers/thecode)
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2.2 The Mentor
The mentor is responsible for guiding and supervising student teachers in all aspects of their teaching during school experience. Mentors are expected to meet weekly with their student teacher to discuss all aspects of school life. They are also expected to observe the student teacher‟s classroom practice, offer critical feedback and take part in the final assessment review.
In specific terms, the mentor's responsibilities will include the following:-
attending training sessions and meetings in preparation for the mentoring role including cluster briefings;
familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentation and workforce reform requirements;
liaising with the headteacher/teacher in charge of student teachers and the University link tutor in supporting and assessing the student, (including carrying out joint observations and assessing the student against the standards with the link tutor);
negotiating with other members of staff as necessary;
liaising with the link tutor on details regarding their visits to the school;
ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services;
supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies;
observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the placement schedule;
supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work;
ensuring that university procedures are followed in regard to student teachers causing concern;
supporting the student teacher in planning and completing school based tasks;
assessing the student in collaboration with the link tutor;
assisting the student teacher to complete the Standards Tracking Document;
supporting the progress and professional development of the student teacher;
monitor student teacher absences from school;
working with student teacher and link tutor on the completion of all relevant course documentation. Completing and returning school experience evaluation forms to the University;
(where appropriate) taking part in the selection and interviewing of candidates;
being a good role model for student teachers;
agree to support the University in its implementation of its Health and Safety requirements / procedures and all Equal Opportunities/Race Equality policies as they relate to the students‟ experience in schools;
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2.3 The Class Teacher
The class teacher is responsible for offering the student teacher regular support and guidance while they are in their class.
The class teacher‟s responsibilities will include the following:
support the student teacher in the classroom;
advise the student teacher on all aspects of their class;
provide pupils‟ names and key information on their development;
facilitate planning;
allow a phased introduction to whole class teaching through group work;
ensure that student teachers have effective plans for their teaching;
provide informal feedback on sessions/lessons taught by the student teacher ;
advise student teachers on matters relating to classroom management;
support student teachers in the effective deployment of classroom assistants;
check student teachers are aware of available teaching resources within the school;
advise student teachers on any matters relating to safety of pupils;
liaise closely with the mentor regarding student teacher progress
2.4 The Link Tutor
The link tutor is the bridge between the University and the school. Normally, the link tutor will have responsibility for a number of schools and will visit schools at specific points during school experience. Specifically the link tutors should:
be fully conversant with and follow all relevant course documentation and programme requirements;
through meeting with staff develop an understanding of the ethos/philosophy of the school;
be flexible and responsive to school and student teacher needs;
ensure that mentors fully understand their responsibilities and understand the requirements of each school experience and the Secondary Partnership Agreement generally;
observe and assess teaching with appropriate formal verbal and written feedback as required in the relevant placement documentation;
contribute to the assessment of teaching standards with the school mentor and student teacher;
liaise with the mentor(s) and member of staff with overall responsibility for ITE in the school to support and monitor the operation of school experience;
plan school visits in advance and in agreement with mentors;
review action plans and assessment for each student teacher;
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provide professional support for the school mentor, class teacher and member of staff with overall responsibility for ITE in the school;
deal with issues arising out of placements in school;
monitor quality and standards in partner schools in so far as they impact upon the training of teachers and the successful delivery of the Secondary Partnership Agreement;
report any problems or issues relating to school experience (including issues relating to Health and safety and Equal Opportunities/Race Equality as well as student progress and entitlement) to the headteacher and/or the relevant member of staff with overall responsibility for ITE in the school as well as to the Head of Programme and/or Head of School Partnership;
2.5 Quality Assurance Tutor
A Quality Assurance (QA) Team of experienced tutors will be involved in the moderation and assessment of student teachers. They liaise closely with the Head of Programme and Head of School Partnership. The purpose is to monitor standards within the Partnership, often with a particular focus on an aspect of school experience, e.g. addressing the standards relating to pupils for whom English is an additional language; to support link tutors and mentors, and to moderate grades in borderline cases.
2.6 Academic Adviser
Student teachers are reminded to attend tutorials and keep their academic adviser informed of their strengths, areas for development and targets for each placement, as well as any problems encountered during the year. They should give their adviser copies of the interim formative assessment sheet and the final profile sheet in order to keep them informed of progress.
2.7 External Examiners
External examiners are responsible to the Board of Examiners for reporting on standards within components of a programme. They play an important role in moderating and checking overall standards of programme provision and student teacher performance through visiting schools to see a sample of student teachers. The external examiners for school experience are specifically concerned with standards of professional attributes, professional knowledge and understanding and professional skills such as classroom teaching and the professional development of student teachers in school. It is appropriate, therefore, for the school experience examiners to focus on those aspects of the programme that relate to student teachers‟ practical teaching. The main areas for the attention of external examiners in relation to school experience would normally include :
1. Moderating a sample of assessment grades against the Standards; 2. Collecting evidence from a range of sources, particularly: observation of teaching;
checking teaching files; discussion with student teacher, class teacher and mentor; 3. Assessing student teacher level of preparation: through the teaching and M&A file and
interview; 4. Observing teaching to judge standards of classroom practice;
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5. Monitoring the effectiveness of supervision and support by mentors and tutors: through lesson reports and discussion;
6. Confirming all fail grades at the final assessment point in Year 2 and 3 through discussion and, where possible, school visits and observation;
7. Providing verbal feedback to student teachers, teachers and tutors/mentors; 8. Submitting an annual report on overall standards at the end of each year.
In the case of any difficulty over a student teacher placement in a particular class or school, examiners are asked to report the matter to the Head of School Partnership who will be able to consider an appropriate course of action. Examiners are asked not to refer any such issues directly to the school concerned.
2.8 Resolving Issues
What to do if: the student teacher has issues with the school/mentor or class teacher
Firstly, student teachers are advised to speak to the Professional Tutor in the first instance to solve issues identified by the student teacher;
Students may also speak to their link tutor who is asked to speak to the Head of Programme or the Head of School Partnership if there are difficult issues to resolve;
student teachers may discuss issues with their Academic Adviser but in order to resolve issues they must do so via the link tutor. Academic Advisers should direct student teachers to their link tutor, unless of course the issues concern the link tutor, in which case they are advised to speak to the Head of School Partnership and/or Head of Programme.
the school, class teacher or mentor have concerns about the student teacher
Discuss concerns or issues immediately with the link tutor who will then speak to the student teacher and take appropriate advice from the Head of Programme, or the Head of School Partnership and action accordingly.
the school has concerns about the link tutor
The mentor is advised to discuss their concerns with the Head of School Partnership.
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2.9 Student Teacher Entitlement A student teacher in school has an entitlement to specific teaching loads and levels of support from the mentor and link tutor. It is necessary to clarify entitlement in this way to ensure that as far as possible students are exposed to comparable opportunities to develop teaching skills. There are five key aspects to entitlement. Students should:
receive agreed teaching loads and periods of non-contact time in school;
expect full mentor and link tutor support according to that specified in course documents (including the Secondary Partnership Agreement);
be assessed in accordance with agreed indicative criteria as set out in course documents;
not be used to cover the absence of a teacher.
What a student may normally expect on school experience is set out in detail in the course documents. Student entitlement may be defined in the following terms:
Lesson observations by the mentor: agreed frequency and duration
link tutor visits: agreed number of lesson observations and review meetings
Written feedback: using pro-formas for all formally observed lessons
Review meetings: formative or summative assessment point with clear areas for development being identified
Teacher support: given according to the stage in training
Class contact time: an agreed % teaching load
Non-contact time: an agreed % of time for non-teaching activities
3 The School Experience File
The file is an important working document. It should be available for consultation at all times in school. The file must contain full details of planning, class organisation and assessment and evaluations.
It should be noted that the student teacher has ownership of the files and may organise them in a way that best supports their professional development over the school experience.
The file acts both as a record of development and as a resource for teaching. It should be detailed and professionally acceptable in style and content. You may wish to keep a separate resources file for teaching resources used.
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The planning – teaching – assessment – evaluation cycle You should use the diagram below as a guide to help you identify aspects of your teaching which need improvement and development. In order to show your professional development as a teacher evidence needs to be available as tangible proof of your ability to teach and meet the QTS Standards. Much of this evidence will reside in the planning and teaching file and the monitoring and assessment file. These are very important documents. They are public documents which may need to be seen by the headteacher, class teacher, mentor, link tutor, quality assurance tutor and external examiners. You must ensure that in all aspects professional language is utilised in every aspect.
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Planning, teaching, assessment, evaluation and monitoring
Clear and detailed planning is one of the keys to achieving learning in your classroom and promoting progress in pupils’s learning. You should use the diagram below as a guide to help you identify aspects of your teaching which need improvement and development.
PLANNING Starts with clear focused learning objectives (LOs) which refer to learning (knowledge, skills, attitudes and understanding which the lesson will develop) and not describe what pupils will be doing. They are derived from the NC/PNS The learning objectives should be differentiated; this differentiation to meet the learning needs of pupils will shape the classroom organisation, the groups, the deployment of other adults, the resources to be used, the differentiated questions you will ask during the introduction, group work and plenary. The planning also needs to take into account the pupils’s social, cultural, emotional and developmental stage. Think about how you will engage and maintain the interest the pupils. Is there an opportunity to be creative? To use ‘teacher in role’? Plan specific timings for the lesson and write them down. The LOs will also determine the assessment/success criteria How will you finish the lesson? What will the purpose of the plenary be?
TEACHING This is a dynamic and really exciting process which depends on good planning, the communication and maintenance of high standards. It is not just a case of following the planning rigidly. It has to be responsive to the needs of the pupils as well as maintaining their interest and managing the behaviour to create a positive learning environment. In your planning /write or think through a script of terms/phrases you will use to praise and reward pupils’s efforts/contributions/work. How will you manage off task behaviour? Bad behaviour? Poor behaviour? How will you manage the pupils in transitions from the carpet to tables or vice versa? How will you respond to and correct misconceptions? How will you manage your time? Who will you work with and why? How will you implement the assessment identified in the planning? How will you monitor learning? How will you respond if the pupils ‘don’t get it’? How will you model and explain terms/processes?
EVALUATE Review the teaching AND LEARNING. What did the pupils achieve? Were the LOs met? Were pupils engaged/enthused/interested? How did this influence learning? Which aspects of the teaching were successful? Why? Less successful? Why? Improvements for next lesson.
ASSESS Assessment is the process of gathering evidence for learning and making judgements about achievement/attainment What is going to be assessed? Who is going to assess? How are you going to assess? Every pupil in every lesson should be assessed in some way? How will you record the outcomes of the assessments? How will you use this assessment information? Who needs to know about the outcomes of the assessment?
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3.1 Organisation of the Planning and Teaching File
The file should be organised in sections, clearly headed, to facilitate ease of use. It should contain: the checklist (see School Experience Requirement and Expectations booklet)
details about the context of teaching: i.e. school size, catchment, location and organisation (include school brochure, if available);
classroom details ie: pupil numbers, names, seating plan, notes on class groupings
a timetable showing main teaching sessions and fixed points in pupils‟ day
medium-term plans and/or schemes of work
weekly plans
lesson plans organised in clear sections including evaluation of teaching and learning
evaluations of teaching and learning (these can be kept with the lesson plans if you wish)
3.2 Planning
(a) Lesson plans : (N.B. Lesson Plan guidance and planning pro-forma is shown in Appendix F and is provided within the electronic documents) Planning is generally completed in conjunction with established school procedures. However, student teachers are expected to complete, in good time, a lesson plan, using the advised University format for every lesson taught. It is important that student teachers adopt a systematic approach to planning. The sample lesson plans shown in Appendix F offer a format that should be used as a model for the development of lesson plans in the context of specific teaching situations.
Mentors and class teachers are strongly advised to check the student teacher‟s lesson plans, in good time, before they commence teaching from it. Mentors and class teachers are asked to please initial and date the lesson plans and make comments or amendments. This constitutes evidence of checking the plans.
(b) Health and safety considerations : Before teaching any lesson student teachers have a responsibility to make sure they understand the safety implications. Careful planning and risk assessment will ensure that neither pupils nor adults will be harmed from taking part in lessons. Student teachers should add a full risk assessment to medium term and lesson plans for these lessons. The Health and Safety implications of all lessons should be considered prior to teaching. The class teacher should be present at all times during a lesson with potentially hazardous content. (c) Working with teaching assistants: All planning should clearly indicate how student teachers will deploy LSAs/TAs/other adults in the classroom. Teaching assistants are an integral part of learning and teaching teams in schools and bring valuable experience and expertise to lessons. Student teachers are expected to work with teaching assistants (TAs, including LSAs and HLTAs) under the direction of the class teacher and then later to include them in the planning, brief them prior to the lesson and receive feedback from the classroom assistant at the end of the lesson.
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All student teachers need to work effectively with TAs during school experience. They should find out the background and qualifications of any adults working in the classroom and ask the class teacher and/or link tutor about this. Such adults may have specific training as learning support workers, as nursery nurses, etc. Planning may appropriately make considerable demands of them, but student teachers need to know what to expect beforehand. It is important for student teachers to build a relationship with the TAs as soon as possible. Student teachers should share with them their aspirations as a student teacher and make it clear that they value the TAs presence and expertise. Student teachers should establish a routine of bringing them into their planning. TAs need to know in advance what student teachers intend for the lesson, what is expected of them, and how and when information will be collected from them after the lesson about how their group responded to the tasks set. The phrase 'what is expected of them' may seem a difficult one to swallow if the people concerned are much older than the student teacher and seem to have a great deal of experience. Nevertheless student teachers are working towards QTS and during placements will often have considerable overall responsibility for planning the educational provision for a particular class. At the same time they will need to negotiate plans with the people with whom they are working. Lesson plans should make explicit references to the role of any other adults working in the classroom with student teachers. If student teachers can rely on their presence and effectiveness it may mean that they can plan for two or three teacher intensive group activities in the middle section of literacy or numeracy lessons rather than one. It is appreciated that matters may be more complicated if the adult is there because an SEN pupil with very specific needs is present in the class. Student teachers should always have back up plans which enable the lesson to be offered effectively in the absence of the TA.
Permission should be sought from the TA and class teacher if student teachers want to involve the assistants in assessing the pupils within their group. If they are happy to do this then discuss the assessment criteria and provide a pro forma which is quick and easy to complete.
3.3 Evaluation of Teaching
Student teachers are required to write detailed, analytical evaluations of lessons or teaching sequences on every occasion they teach. All teaching must be evaluated. This is in order that:
they should be able to reflect on their own teaching and to learn from that purposeful process of reflection and so inform the setting and review of individual Professional development targets;
other professionals can retrospectively catch up with lessons which they did not see for themselves, and draw information about the student teacher‟s professional practice for discussion with them.
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Student teachers are expected to evaluate their own contribution to the lesson as a teacher and the effect on the pupil as a learner. In order to gain any useful idea about the effects of their teaching on pupil learning, student teachers need to be practised observers. This means collecting and recording systematically as much useful and relevant information as possible. They need to make notes, talk with pupils and gather evidence whenever they see something which may help them to illustrate or explain what is happening in terms of pupil response, attitude or learning. Analysis and example are much more useful to student teachers, their mentor, class teacher and link tutor, than simple description. It helps to name individual pupils in each evaluation and say what they did, or said or produced that was interesting, or that illustrated a point. This information provides vital evidence, which should inform subsequent lesson planning, differentiation, groupings, classroom organisation and assessment strategies. Evaluation is best handled systematically by addressing specific questions (See Appendix F).
3.4 Organisation of Monitoring and Assessment File
Student teachers‟ knowledge and understanding of monitoring and assessment will be developed by them through proactive questioning of class teachers, mentors, link tutors and the School Assessment Co-ordinator. Student teachers are also expected to pursue their own professional development in this area by noting pupils‟ learning in evaluations, noting misconceptions which some pupils will show, by recording pupils‟ achievement against the lesson learning outcomes (with guidance from their class teacher). The M & A file should reflect the increasing professional development and involvement in the monitoring assessment, recording and discussions of pupils‟ work with class teacher, mentor and with the pupils themselves.
Monitoring, assessing and recording pupils‟ work, and reporting this to parents is a fundamental part of the teacher‟s role. Student teachers should become familiar with the techniques involved and the whole school approach to M & A. For further guidance on the contents of the M&A file consult the relevant School Experience Requirements and Expectations booklet and Section 3.6 of this document.
3.5 Development Profile
The Development Profile will form an on-going record of a student teacher‟s development. When a student teacher is in school it should be made available and open to scrutiny by link tutors, class teachers, mentors and other relevant personnel such as External Examiners, when required. Therefore it is an expected requirement that the student has the file available for every meeting with mentor or link tutor. Full details of the purpose of and requirements for the Development Profile can be found in the document itself. In summary it should contain:
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Initial Needs Analysis (INA)
Individual Training Plan (ITP)
Standards Tracking Document
Scheduled observations of student teacher‟s teaching
Weekly self assessment and review against ITP targets
Final assessment report
School based learning tasks
School based training tasks
Observations of teaching across school (see below and Appendix E)
Observation of teaching and learning : (NB: Pro-forma Appendix E) Besides learning through teaching, student teachers will spend some of their time in school learning through observing experienced practitioners. To support these observations, they should complete a T & L form for each session formally observed. These sessions will frequently be participant observations which the teacher has planned or the student teacher has planned with support from the teacher and the student teacher may be working with some pupils during some parts of the session. At other times they may be a non-participant observer. In this case they should define their training focus, related to the standards. NB: Permission should be obtained from those being observed through the mentor and student teachers must be prepared to share their notes in a professional dialogue. Please also note student teachers are NOT assessing or judging the teaching they observe. This would be impolite and unprofessional.
3.6 Frequently Asked Questions – Planning, Teaching, Assessing and Evaluating My link tutor wants me to organise my school experience file differently. What shall I do? The organisation of the file as outlined in 3.1 is guidance, but student teachers should organise their files in a way which will allow them and others to easily access the information. This is why the Programme recommends the above format for file organisation. The advice is to follow the guidance 3.1. What is a Monitoring and Assessment (M&A) file? You need a file to gather evidence of your ability to assess pupils, to show the results of your assessment of pupils‟ learning and to show your ability to use these assessments to inform subsequent planning, differentiation and teaching. Evidence for learning forms an essential aspect of assessment for learning. What goes in my M&A file? The following need to be in your M&A file:
obtain a copy of the school‟s assessment policy and also find out -
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how the school integrates assessment for learning;
how teachers gather evidence for assessment;
what evidence is kept by teachers;
how frequently assessments are made;
how assessments are recorded;
where assessment evidence is kept;
what strategies does the school use to moderate standards;
if the school keeps records of achievement; You also need your own assessment records - After every lesson you teach you need to note what the pupils have learnt. You can gauge this using the learning outcomes/objectives defined by your, or the teacher‟s planning. Ask yourself as a result of my teaching
What do the pupils now know?
What are they able to do?
What do they now understand? But how do I know the answers to these questions? You will know this from the evidence for learning produced by the pupils during the lesson/session. For example,
what did they say in response to your questions?
what did they say in the pair/share discussions?
what are the questions they asked you to clarify ideas, misconceptions?
what did their written work show? How often do I assess pupils? In short, every single lesson. But I haven’t got eyes in the back of my head how do I know what each pupil is doing/learning? This is where detailed planning helps. In your planning and using your knowledge of the pupils you should know who you are going to assess in detail i.e. you may sit with a group and teach them as well as assess them via questions and answers, and/or observation. The other members of the class may report back to you, complete work set which you will mark and note their achievement against the lesson outcomes/objectives on a whole class record sheets which will note targets for development. So it is just a paper exercise? On the contrary, your M&A file shows how well you understand how pupils learn, what they learn in terms of the learning objectives and other incidental learning. Assessment is the key to unlocking planning and teaching and meeting the learning needs of the pupils that you have the privilege to teach.
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Help! The school have an Ofsted inspection. They say that they want me to be like a TA when the inspectors come to observe my class teacher. What about my contact time? This is perfectly acceptable. You and your mentor can adjust the contact time in subsequent weeks after the inspection.
The Standards require me to make personalised provision for pupils including those for whom English is an additional language. There are no pupils in my class for whom English is an additional language. What should I do? In this situation you should: refer to the guidance document on your memory stick. This includes references to „A Language in Common‟.
Access „Marking progress – Training Materials for Assessing English as an additional language‟.
In section 5 you will find case studies. Select a pupil appropriate to your age range and when you plan lessons note how you would provide personalised provision for this pupil. The document can be accessed via www.standards.dfes.gov.uk or www.multiverse.ac.uk
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4 Assessment of School Experience
4.1 Grading Student Teachers
In order to pass each school experience module student teachers must meet the Intended Learning Outcomes as detailed in the relevant module outline (Appendix A) student teacher‟s progress will be monitored in the following ways:
Observation of teaching (part or whole lessons) by mentor and/or link tutor
Weekly meetings with mentor
Meetings with Link Tutor
Review of Development Profile by mentor and link tutor
Inspection of ITP and Standards Tracking Document by mentor and link tutor
Inspection of files by mentor and link tutor
Completion of School based training tasks
Completion of School based learning tasks
4.2 Checking Previous Experience in Schools and Formulating an ITP
It is necessary for Mentors to discuss previous experiences in school with the student teacher; e.g., whilst on work experience or prior to starting their training. In this way the school will be able to provide focused support and encourage student teachers to build on their experiences. This will be noted in the student teacher’s training plan.
Student Teachers must update their Standards Tracking Document with evidence on meeting the Standards at least
every week. It should not be left until the last week.
4.3 School Experience Comment Sheets to Accompany Lesson Observations
School Experience Comment Sheets are completed by mentors, class teachers and link tutors (jointly on some occasions) after each formal observation of teaching – this includes assessing documentary evidence in the student teacher’s file against the standards - or any other aspect of a student teacher’s work in school. It should be noted that this pro-forma is not just to note the results of observations but an opportunity to record a wider range of evidence from the student teacher’s placement in school. The extension sheet is available should the need arise for more extended comments. Student teachers will also receive verbal reports and comments from teachers and Mentors during their time in school. Such information is vital to student teachers who need to discuss their practice frequently, but it must not be taken as a substitute for formal written comments. It is helpful if teachers summarise important discussions on a comment sheet or an extension sheet. The design of the comment sheets takes into account the need for more directed feedback to student teachers.
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All grades should be a single number: no „+‟ or „–„ grades and no amalgam grades („3/4‟ or similar) should be used. Judgements should be made using the Ofsted criteria and using the scope of the Standards which can be found at the current TDA website.
All gradings must be on the scale 1-4:
Description Category
Outstanding 1
Good 2
Satisfactory 3
Inadequate (fail)
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Performance criteria are provided for each grade (see Grading Document ). These should be consulted in order to harmonise grades with level descriptors. The schedule of mentor, link tutor and moderation visits is provided in the individual school experience handouts for each year. This has been planned to make sure student teachers receive regular support and written feedback. The school experience comment sheets and final assessment review forms are an important source of information for references It is important to note that the written evidence on the comment sheets will be used to form judgements about the student teacher‟s professional attributes, professional knowledge and understanding and their professional skills such as teaching, and ultimately will contribute towards the final assessment at the end of their school experience.
It is very important that student teachers are informed accurately and honestly about the standard of teaching observed at the time and their progress. It is important to record any serious concerns especially any persistent barely satisfactory cases. If a student teacher causes concern in this or any other respect then follow the Notification of Concern procedure outlined in Section 4.6.
4.4 Weekly Self Assessment and Review Sheet
The purpose of the review is to maintain a record of student teacher progress. It also records time spent with student teachers whether in the classroom or in any other formal context. Copies should be retained by the mentor and the student teacher. All written records should be signed and dated by the staff concerned.
The Development Profile evidence must be completed at regular intervals, every week or at least fortnightly (see weekly overview) by the student teacher, providing written evidence and cross references to all documentation. The mentor will check and sign to indicate the accuracy and validity of the evidence.
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4.5 Final Assessment of School Experience
(a) The Development Profile: All student teachers have a Development Profile which is reviewed before assessment points in all years. This document tracks the progress of student teacher‟s professional development throughout the school experience. It includes the Initial Needs Analysis, Individual Training Plan, achievement of standards, action plans, self-appraisals and comments by mentors and link tutors.
(b) Final Assessment Review Point: A final assessment meeting reports on the assessment of the Standards. This should normally last an hour and involves a triangulation meeting between the student teacher, mentor and link tutor. Guidelines for the conduct of the meeting are provided in Appendix C. It is at this point that the partnership agree the final grade against the standards.
Assessment is made according to the grading descriptors which are closely aligned to the requirements of the TDA in Professional Standards for Teachers - QTS. All components in the school experience must be satisfactorily passed, including satisfactory completion of the School based learning tasks and an overall satisfactory grade must be attained. Normally, the assessment made at the Final Assessment Review meeting will reflect the grades and levels of achievement recorded on the school experience comment sheets. The final assessment should reflect the overall achievement at the end of the school experience.
Final Assessment Grades
Grade Description Assessment
1 Outstanding Pass
2 Good Pass
3 Satisfactory Pass
4 Inadequate/fail Fail
4.6 Review of Student Teacher Progress – Notification of Concern
a) Some concern If during school experience there are any concerns (expressed by the link tutor, mentor or headteacher) regarding a student teacher‟s progress on school experience (including any aspect of professional attributes, and/or, professional knowledge, understanding and skills) then a „Notification of Concern‟ form should be completed, discussed with, and issued to the student. The completion of a „Notification of Concern‟ form should involve the mentor and/or the link tutor meeting with the student (please note that any refusal on the part of a student to acknowledge the nature of the concern, sign the form and/or agree and respond to the identified actions will, normally, be regarded as a failure of the Professional Attributes QTS Standard).
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It is important to note that the completion and issuing of a ‘Notification of Concern’ form does not automatically trigger a School Experience Action Plan/Warning letter and can be used to identify and notify concerns that are not yet of a ‘grade 4’ (fail) level of seriousness.
The procedure for Notification of Concern is shown in the flowchart below:
A Notification of Concern form is issued by the link tutor
and/or mentor. Clear guidance for addressing the concerns is recorded and discussed with the student.
The Notification of concern is reviewed within an agreed time span.
If all of the concerns have been
addressed, no further action is required on this occasion, but the student teacher
will be monitored closely.
If any of the concerns have not been addressed then an Action Plan and Formal Warning letter must be issued
(See procedure for serious concern below)
b) Serious concern / unsatisfactory practice
If during school experience a student teacher is formally judged to be operating at a grade „4‟ (ie: „fail/inadequate‟) level of performance then an action plan process will be implemented which could lead (ultimately) to the termination of the placement if there is no improvement. For example, any student teacher who formally receives a „fail‟ grade for an observation lesson, fails to address Notification of Concern or is formally judged as displaying inappropriate (ie:„fail/inadequate‟) professional conduct, would normally be subject to such a process. This process provides support to the student teacher and includes moderation procedures. NB. mentors and/or link tutors must record details of meetings, support and advice given on the Weekly Self Assessment and Review Sheet (Appendix B), and the Notification of Concern Form (Appendix G).
The process is designed to give the student teacher every opportunity to redeem the situation, while at the same time working to safeguard pupils from poor teaching/professionalism. In the event of serious concern/unsatisfactory practice the following process should be followed:
A Notification of Concern form and a Formal Warning Letter
are issued to the student by the link tutor and/or mentor.
A written action plan is set which must be implemented within
a stated and appropriate time-span. The Action Plan containing clear and appropriate targets is discussed with the student teacher, to help her/him understand how to redeem
NB: The Formal Warning Letter and Action Plan
can both be printed out from Appendix G
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the situation.
Copies of all warning letters and action plans issued by the mentor and/or link tutor should be sent to the
Programme Administrator.
A formal assessment is made at the end of the action plan period.
If this formal assessment is graded „3‟ or better in all areas of the action plan no further action is required on this occasion, but the student teacher
will be monitored closely.
If graded „4‟ for any area of the action plan then the student
teacher is deemed to have failed the placement. A visit by an internal moderator and/or external examiner to confirm the
assessment by the partnership will be arranged. An internal moderator and/or the external examiner will
review the judgement of the mentor and/or link tutor although they do not have the power to change it.
Copies of all Notification of Concern forms, Formal Warning Letters and Action Plans issued by the link
tutor and/or mentor should be sent to the Programme Administrator.
4.7 Student Teachers with Dyslexia or Weakness in Literacy
Requirement R1.6c of the TDA Initial Teacher Training (ITT) Requirements states that providers must: Ensure that all entrants can read effectively, and are able to communicate clearly and
accurately in spoken and written Standard English (www.tda.gov.uk/requirements)
As a result, as well as ensuring that all entrants to ITT programmes have English GCSE or equivalent at grade C or above, we require applicants to complete a literacy task at interview to inform the selection process. Many applicants with weakness in English are identified at this stage and either rejected, or are offered a place and additional support to ensure they can meet the standards required. Applicants diagnosed as dyslexic may be offered a place if it is felt that with reasonable adjustment and support, they will be able to achieve the Standards. However, although we aim to support all student teachers with special needs, there is no requirement for us to lower our academic standards to accommodate student teachers with literacy weakness. During the University-based modules, we monitor student teachers thoroughly. However, it is only when we see how student teachers‟ use of English impacts on their teaching that we can fully evaluate their ability to meet the standards. Student teachers may fall into two categories:
those who have been recognised as having dyslexia or other specific language weakness and who are on support programmes. Schools will normally be notified of any special need identified and any particular adjustments that have been or need to be made to support the student teachers;
student teachers who demonstrate weakness in literacy during their practice in school.
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All student teachers therefore, should be monitored in school for their effective use of literacy. Any student teachers finding difficulty in using English must have this recorded in their weekly self assessment and review and on the school experience comment sheet as appropriate, and this must be taken into account in the assessment, particularly of Standards Q14 and Q17. Student teachers making errors in their written English or failing to identify errors in pupils‟s work should be set targets and both the Mentor and Link Tutor involved in assessment. Should the student teacher‟s English provide cause for concern the full procedure should be initiated and an action plan set for support. Future success depends on the student teachers taking responsibility for their own learning and working in partnership with the class teacher, mentor, link tutor and University Disability and Academic Skills Service to address their needs.
4.8 Re-assessment of School Experience
All failures have to be confirmed by the Board of Examiners, normally after an internal moderator or an external examiner has met with the student teacher, mentor and link tutor. In exceptional cases it may not be possible or necessary to arrange for an external visit, for example, when the student teacher decides to withdraw before the end of a placement as this action would constitute a fail. Schools may wish to terminate the placement if, for example, the quality of pupil learning is seriously in jeopardy, or in case of poor professional attitude and behaviour. If a school terminates a placement, as a last resort, this would also constitute an automatic „fail‟.
The Board of Examiners may offer the opportunity to resit school experience in the case of failure. However, a student teacher will be allowed only one opportunity for re-assessment of school experience during the three year programme. Student teachers will normally only be offered a resit if certain criteria are met relating to:
previous performance and support
their own understanding of the relevant issues
their ability to act upon advice and attempt to rectify problems
advice from the school
evidence of circumstances beyond the student teacher‟s control, such as personal trauma, which mitigated against success (the University‟s „Mitigating Circumstances‟ rules and procedures apply here).
The length of a resit is determined by the Board of Examiners. Normally a student teacher will be required to repeat the length of the failed block of school experience. The dates for the resit are arranged by the Head of School Partnership in conjunction with a partnership school. All re-assessments of school experience are subject to the availability of suitable schools and classes. Placements are also subject to satisfactory progress and performance in the first three weeks of the resit period.
In line with University policy on re-examination, student teachers must finance any re-assessment themselves. In the case of school experience, this will include the cost of the partnership fee and administrative charges made by the University based on the cost of a single module.
Withdrawal from School Experience Where a student teacher decides not to complete their school experience and withdraw before a final assessment point, and in the absence of medical or other evidence, they will normally be deemed to have failed that specific block of school experience. To withdraw from school experience also constitutes withdrawal from the Programme. A student
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teacher who has withdrawn from school experience will not normally be offered a re-sit of a School Experience.
However, it should be noted that, in some instances, student teachers withdraw from school experience for reasons other than unfitness for teaching (eg: personal/domestic circumstances). If there is evidence that circumstances beyond the student teacher‟s control (e.g. personal trauma, medical circumstances) mitigated against their success then another school experience may be offered if mitigating circumstances are submitted and if these are accepted by the Board of Examiners. In the case of medical/health issues, the Programme will require that proof of fitness to return to school experience be provided as a condition to offering a re-sit. If mitigating circumstances are accepted by the Board of Examiners the offer of sitting school experience as for the first time may be made. Student teachers should refer to the mitigating circumstances claim form and notes for guidance (available on Portia). All claims must be submitted prior to the assessment point.
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Appendices
Page
Appendix A School Experience Module Outlines BA (PET) and PGCE 27 Appendix B Weekly Self Assessment and Review Sheet 31 Appendix C Lesson Observation: Guidance for Link Tutors and Mentors 32 Appendix D Lesson Observation Proforma 35 Appendix E Observing Teaching and Learning 36 Appendix F Lesson Planning and Evaluation Form 38 Appendix G Notification of Concern Policy 46 Appendix H Travel, Transport and Accommodation 51 Appendix I Support for Student Teachers 54 Appendix J Three Key University of Chichester Policies: Health and Safety, Equal Opportunities and Race Equality 56
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Appendix A
Year 2
Module Title: School Experience 2 – Developing as a Teacher
Module Code: MAX201
Credits: 10
Level: 2
Home school and subject area: Faculty of Sport, Education and Social Sciences
Programmes to which the module contributes:
BA (Hons) Mathematics and Teaching
Tutor responsible: Michael Hancock-Child
Entry requirements: Successful completion of Year 1 Level 1 modules
Aims:
To develop trainees‟ confidence to teach the whole class in mathematics at Key Stages 3 & 4
To develop their subject knowledge in mathematics;
To develop their understanding of the CGFS, NC, NLS and NNS;
To develop trainees‟ understanding of equal opportunities and inclusion issues such as SEN, race, gender and class;
To develop trainees‟ ability to cater for the needs of pupils with EAL;
To develop trainees‟ planning, teaching, classroom management and assessment skills;
To develop their ability to work within a wider team
Learning Outcomes
On completion of the school based training sessions this module and the Professional Studies 3
(level 2) module student teachers will:
demonstrate satisfactory or better subject knowledge and teaching competence
be able to use the CGFS and NC, NLS and NNS to plan and teach lessons;
identify their own values in relation to inclusion issues;
know how to work within a SEN child’s IEP to plan and teach pupils with specified SEN;
know how to plan differentiated learning to meet the differing learning, physical or emotional
needs of pupils in their class, including those who are GTA and/or those with EAL;
demonstrate positive values and high expectations;
when appropriate, they recognise and respond to equal opportunities issues in the classroom;
use assessment and monitoring information to inform planning and differentiation;
critically evaluate own teaching and make improvements;
work effectively as part of a team, incorporating and effectively deploying SEN assistants and
other adults into their planning and teaching.
In terms of transferable skills student teachers are expected to:
communicate effectively in written and spoken English;
demonstrate skills of co-operation and consultation, and the ability to work within an equal opportunities framework when working in-groups;
manage time and resources;
demonstrate flexibility, purpose and self-knowledge, self-confidence, independence, self-motivation and problem-solving through self-appraisal and target setting;
take responsibility for ongoing professional development by responding to professional advice
and targets within a limited time-span, and working with mentor, professional tutor, school
and college staff as part of a team.
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Indicative Curriculum content: Student teachers will be expected to complete whole class teaching in mathematics on this six week Secondary placement which will occur in either the spring or summer term (this depends on where Easter occurs). They will be expected to work within the teacher‟s planning for the first two weeks of the school experience and then to provide assistance with the weekly planning for all subjects they teach. Moving towards undertaking the weekly planning for the final week. Student teachers will be expected to plan and assess every lesson they teach. Student teachers will have to demonstrate a competent level of subject and pedagogical knowledge.
Learning strategy: To gain the professional skills, knowledge and understanding required to meet QTS Standards by:
using meetings with the mentor as learning and review opportunities;
observation of mentor, SENCO, bilingual support teacher/assistant (where applicable) and other staff engaged in teaching and other duties;
planning, teaching and assessing lessons for pupils in a whole class setting;
evaluating and reflecting on pupils' and own performance;
having teaching performance observed, discussed and evaluated by classteacher, mentor and link tutor;
constructing and responding to action planning arising out of interactions with supervising and teaching staff;
using own research, assignments and directed tasks to deepen skills knowledge and understanding of the competences required to be a teacher who meets QTS Standards.
Indicative Reading: This is indicated in the Professional Studies 3 module, also tasks set in school will necessitate use of school-based resources and reading on inclusion, diversity, special needs, equality of opportunity and social justice.
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Year 3
Module Title: School Experience 4 – Developing as a Professional
Module Code MAX301
Credits 15
Level 3
Home school and subject area: School of Teacher Education
Programmes to which the module contributes:
BA (Hons) Mathematics and Teaching Key Stage 2/3
Tutor responsible: Mark Mason
Entry requirements: Successful completion of all Year 2, Level 2 modules, including school experience modules ESEL201 and ESEL202
Aims: Students will have a choice or either a secondary or primary placement. This the final school placement and it is designed for student teachers to gain proficiency in whole class teaching and teaching subjects across the primary or secondary curriculum, to develop their knowledge about school management and performance and national targets. This placement is linked to and designed to enable student teachers to meet the TDA Standards for QTS and identify key areas for inclusion in Career Entry Profile. The placement aims to increase student teachers‟ understanding of the relationship between theory and practice in education and develop their professional confidence and competence within a school setting.
Learning Outcomes: On completion of the training sessions, this module and Professional Studies module student teachers will:
be able to identify, articulate and deploy a range of inclusive strategies in their teaching;
know the structure and requirements of the National Curriculum in Mathematics and other relevant national strategies as they relate to teaching in either primary or secondary settings; be able to plan, teach, assess and evaluate lessons at a level that meets the Standards for QTS;
plan for and deploy other adults effectively;
know and understand the role of teachers responsible for teaching and learning in specific subjects and their role within the school management systems;
identify their own professional strengths and areas for development;
meet all the standards for QTS at a satisfactory or better level. In terms of transferable skills student teachers are expected to:
communicate effectively in written and spoken English;
complete oral presentations
demonstrate skills of co-operation and consultation, and the ability to work within an equal opportunities framework when working in-groups;
manage time and resources;
demonstrate flexibility, purpose and self-knowledge, self-confidence, independence, self-motivation and problem-solving through self-appraisal and target setting;
take responsibility for ongoing professional development by responding to professional advice and targets within a limited time-span, and working with mentor, professional tutor, school and university staff as part of a team.
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Indicative Curriculum content: On this ten week school placement student teachers will take on the responsibilities associated with being a class teacher. They will plan, teach, evaluate, assess and monitor pupils‟ progress in either mathematics in secondary schools, or all the core subjects, PE, RE and three other Foundation subjects in primary. If school circumstances allow to plan, teach, evaluate and assess those foundation subjects not taught on their last school experience in Year 2. They will be required to evaluate their progress and set targets with the mentor. They are expected to demonstrate a high level of competence at this stage of the programme. For example, to be fully aware of the requirements of the CGFS, NC, NLS and NNS. The national assessment requirements and the characteristics of the progression from the early learning goals to NC level descriptions. Student teachers will receive training on assessment, target setting, the school performance data and the role of the teacher with responsibility for monitoring teaching and learning related to the student teacher‟s subject focus. They will be required to „shadow‟ this member of staff for one day, to interview him/her about their role to observe them (or another subject specialist) teaching the subject they manage and to interview the head teacher or deputy about the role of the „subject manger‟ within the management structure of the school and how it contributes to monitoring of the curriculum, standards and how it contributes to school improvement.
Learning strategy: To gain the professional skills, knowledge and understanding required to meet QTS Standards by:
using time-tabled mentor sessions as learning and review opportunities to improve their teaching;
attend and actively participate in all training sessions planned by the mentor, but may be delivered by specialist teachers in the school/placement. The training sessions on this placement will normally allow student teachers to make links between the level 3 Professional studies module and the school‟s approach to using data for monitoring standards and target setting, student teachers will observe the subject manager teaching their subject focus and the subject manager will observe the student teacher teaching their subject focus and provide subject specific feedback to improve their teaching in that area, student teachers will also undertake or observe assessment related to national curriculum testing;
observation of mentor and other staff engaged in teaching and tutoring;
planning, teaching and assessing lessons for pupils in a whole class setting;
evaluating and reflecting on pupils' and own performance;
having their teaching observed, discussed and evaluated by the mentor and the link tutor;
constructing and responding to action planning arising out of interactions with supervising and teaching staff;
using own research, assignments and directed tasks to deepen skills knowledge and understanding of the competences required to be a teacher and tutor who meets QTS Standards.
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A p p e n d i x B
W e e k l y S e l f A s s e s s m e n t a n d R e v i e w S h e e t
Mentors should hold weekly meetings with student teachers during the school experience to discuss, and record achievements and targets against the Standards. Specifically the review should be used to: check progress against the Development Profile; plan opportunities in the forthcoming week for student teachers to address new Standards or those where there is little evidence to date; help them improve their experience through rigorous reflection; identify specific targets; monitor the quality of planning & assessment and; ensure that student teachers receive their entitlement in terms of support. Attendance/absence should also be logged. Please use an extension sheet where necessary.
student to retain original. Mentor to retain photocopy
student teacher:
KS2/3
Mentor:
School: Class:
student : Strengths and achievements over the past week, in relation to the Standards and previous targets set:
Please refer to the TDA Guidance regarding the scope of the Standards (http://www.tda.gov.uk/partners/ittstandards/guidance_08/aspx)
Agreed by Mentor:
student : Targets for development in the week ahead (referenced to the Standards), including reference to previously set targets that have not yet been met,with
suggested action:
Mentor : (Please note previous targets arising from previous reviews or observations and comment on the extent to which they have been addressed). Refer to files (quality of planning,
evaluations, monitoring and assessment, Development Profile: recording of evidence againsts the Standards etc) to set further targets:
Mentor: Is ‘Notification of Concern’ required: Yes No If ‘Yes’ please notify link tutor and also complete a Notification of Concern form and fax to the University (01243
812153). Notification of Concern can be used at any time to notify concerns that are not yet of Grade 4 level
Record of attendance for week : days Cumulative school experience absences across the course : __________ days
SIGNED : …………………………………………………….(Mentor)
SIGNED: ……………………………………………………….(student)
Date:
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University of Chichester Appendix C
L e s s o n O b s e r v a t i o n : G u i d a n c e f o r l i n k t u t o r s & m e n t o r s
Activity Further comment
Discuss plan and check file - make notes for comments on School Experience Comment Sheet. Discuss and agree which Standards will be the focus of the observation.
The focus would normally be discussed on the previous visit.
Observe teaching and learning (approx 30 mins) - make notes. Check areas of concern from previous observations. Make sure observation of teaching focuses on Standards and previously identified areas of concern.
It is important to check weekly schedule for any requirements of the observation Refer to indicative performance criteria to help gauge quality of teaching. Observe and question pupils about their work to ascertain their understanding of what is required of them.
Assess teaching against criteria - grade teaching and record on comment sheet (after discussion between mentor and link tutor if joint observation).
Poor lessons must be graded 4. They should not be graded 3 as this grade indicates satisfactory. NB There is no 3/4 grade
Provide verbal and written feedback to student teacher. It should be balanced and honest. Always identify areas of concern.
Use appropriate language in written comments. E.g. "Excellent" should only apply to a "1" standard lesson. If a grade 4 is recorded the procedure for serious concern MUST be followed (See section4.6) with a warning letter and action plan issued. If a 3 is awarded but there is some concern a Notification of Concern MUST be issued (See section 4.6) If a student does not seem to be making progress beyond a „3‟ due to not acting on advice, a notification of concern should be issued.
Discuss progress with mentor and/or class teacher. Note agreement for action plans and how they will be monitored.
Link tutors should clarify University requirements eg. Files, School based Tasks, IP work, cross phase teaching etc. Liaise with the mentor over the next visit.
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NOTES
1. The purpose of these notes for guidance is to help link tutors and mentors focus on the full range of their responsibilities when working with student teachers in partner schools.
2. In order that we can demonstrate a uniformity and standard of purpose within the partnership all University link tutors and
mentors should use this working model. 3. The model should not be regarded as a blueprint for all school experience placement visits. Staff should be flexible and
adapt the model for specific occasions and circumstances. 4. This model emphasises the wider role of the link tutor as a quality assurance manager with a responsibility to maintain
equitable standards across the partnership.
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F i n a l A s s e s s m e n t R e v i e w : G u i d a n c e F o r l i n k t u t o r s A n d m e n t o r s
Activity Further comment
Purpose of meeting – student teacher-teacher, mentor and link tutor
To review all current evidence of progress towards meeting standards and to determine targets for development
Review progress towards targets Review progress towards school based elements of the Training Plan. Identify progress towards targets set through Weekly Self Assessment and Review and Lesson Observations. Track progress.
Review Standards Tracking Document Ensure that student has recorded where evidence can be found. Sample these records to verify suitability of evidence. Identify priorities for development.
Check school based tasks Check that ALL School based tasks have been completed satisfactorily. Mentor/link tutor to sign and acknowledge that these tasks have been read.
Decide upon grades Agree final grade for each of the 3 standards areas. NB Refer to guidance in The Good Practice Guide to ensure a close match between written comments and grade.
Setting targets Discuss and set appropriate targets for next phase in training or NQT year..
NOTES
1. The purpose of these notes for guidance is to help link tutors and mentors focus on the full range of their responsibilities when working with student teachers in partner schools.
2. In order that we can demonstrate a uniformity and standard of purpose within the partnership all University primary link
tutors and mentors should use this working model when completing the Final Assessment Review 3. A key requirement is that the review takes place at a triangulation meeting, and that the assessment is understood and
agreed with the student teacher. 4. The model should not be regarded as a blueprint for all review meetings. Staff should be flexible and adapt the model for
specific occasions and circumstances. However, the length of time set aside for the review should be regarded as part of student teacher entitlement.
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University of Chichester Secondary Lesson Observation Sheet APPENDIX D
Student Teacher: Subject:
Course: PGCE GTP BA(QTS) KS 2/3 School:
Class/Year: Subject/Topic: Observation Focus:
Tick or highlight if evidence is observed in the lesson
1 Professional attributes Q1/2 High expectations/supportive relationships/model positive values Q3 Aware of statutory framework/school policies & practices Q4-6 Communicate effectively with pupils & colleagues/respect contribution of all colleagues/collaborative working Q7-9 Reflect on and improve practice/adapt practice in order to improve delivery/act on advice
Strengths and Achievements: (give examples from the lesson)
Did pupil learning take place?
2 Professional knowledge and understanding Q10 Range of strategies: teaching & learning, behaviour management, personalised learning Q11/13 Knowledge of National Curriculum/exam syllabus/assessment requirements/formative assessment/statistical information Q14/15 Subject knowledge for teaching/Secondary National Strategy Q17 Use of ICT, numeracy, literacy to support teaching Q18-21 Know how to take practical account of diversity & promote equality & inclusion (eg developmental, social, religious, ethnic, cultural & linguistic) and ECM
Points for Development:
3 Professional skills Q22-24 Plan for progression/ homework/ literacy, numeracy, ICT Q25 Use a range of teaching strategies/resources/build on prior knowledge/develop concepts/enable pupils to apply new knowledge & meet learning objectives/ appropriate level of language/effective explanation, questioning, discussion, plenaries/manage learning to suit each stage of lesson Q26 Effective use of range of assessment, monitoring & recording strategies Q27/28 Timely, accurate & constructive feedback to learners/appropriate targets for learners Q29/30 Effective evaluation has led to modified planning and practice/purposeful & safe learning environment Q31 Clear framework for classroom discipline Q32/33 Work collaboratively with colleagues
Action Plan: (Maximum of 3 development/progression points for review at next mentor session)
Standard of performance: (Please ring ONE category) DO NOT USE THIS SHADED SECTION IF OBSERVING YEAR 2 BA(QTS) AND YEAR 3 BA (QTS)
1: Outstanding 2: Good 3: Satisfactory 4: Inadequate (Fail) Not reached required quality
STUDENT TEACHER TO SIGN:
SIGNED:
Mentor / Professional Tutor / UoC tutor
DATE:
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Appendix E
Observing Teaching and Learning
Where available, include a copy of any notes/plans provided by the teacher for the lesson. Date/time:
Class/age/teacher:
What is the main curriculum focus?
What are the key learning objectives for the lesson for the pupils?
What are your own key learning objectives (show reference to Professional Standards for Teachers QTS)?
How will/were the pupils assessed? What evidence for learning is there? Note any feedback on attainment to the pupils, and the form of any recording.
What resources are being used? Where are they from ? How are they organised? (classroom, central school stock, on loan, specially prepared etc)?
How is the teacher differentiating to meet pupils‟s individual needs? Are there targets set for particular pupils or groups? Are any pupils on IEPs? How are the needs of pupils with EAL being met?
…cont
What other staff are involved in the lesson? What are/have been their roles?
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What was your role in the lesson?
What Health and Safety issues were taken into account?
What behaviour management strategies were used?
Make notes as appropriate on the following, relating to your own learning needs and targets, using sub-headings where necessary: (please use additional sheets as necessary)
Classroom organisation for the lesson, starting the lesson, managing transitions, questioning and other teacher talk, such as facilitating strategies for speaking and listening, teaching strategies, including interactive techniques, the plenary, clearing up and finishing the lesson
Note here any questions you would like to ask, or points for clarification, and record the outcomes of any discussion with the teacher following the lesson.
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APPENDIX F
University of Chichester MATHEMATICS LESSON PLAN 2010 – 2011
DATE: GROUP / CLASS:
LOCATION: NUMBER IN CLASS:
LESSON TIME: FROM: TO:
TEACHER: LEARNING SUPPORT ASSISTANT: Yes / No Name:
SEN / IEP: Information:
LESSON FOCUS:
Learning Objectives for pupils: (to include differentiation)
ASSESSMENT : How will you know what progress has been made by pupils?
TEACHING AND
LEARNING
RESOURCES
Qtt STANDARDS:
Health & Safety issues:
Plan checked by class teacher or mentor? Yes No
PRE LESSON UNDERSTANDING: What will pupils need to know in order to be able to access the lesson? How will I check that they do know this?
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LESSON CONTENT / PROCEDURE AND ORGANISATION
STARTER/ INTRODUCTION
NOTE TIMINGS
MARGIN (for use in post lesson evaluation)
MAIN PART OF LESSON TO INCLUDE DEVELOPMENT AND DIFFERENTIATION
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PLENARY:
WHAT have they learned today? HOW can they use it?
HOMEWORK: (If set)
Indicate by when it is to be completed
POST LESSON EVALUATION, USING ASSESSMENT for LEARNING
Immediately after the lesson, you should annotate your lesson plan, indicating briefly what went well, which parts
of the lesson did not go as you expected, and in particular identify any pupil misconceptions that arose. Further
notes can be made at the bottom of this page if they will help you in your future lesson planning. In addition, you should briefly answer the following questions:
What pupil learning took place? At the end of the lesson… …all pupils can: …most pupils can: …some pupils can: …no pupils can:
Were the lesson objectives met? If not, why not?
How could I have achieved more student progress in this lesson?
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What do I need to do next lesson?
Additional notes:
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University of Chichester MATHEMATICS LESSON PLAN 2010 – 2011
DATE: 30th February 1984 GROUP / CLASS: 9Y7
LOCATION: Room 101 / Gym NUMBER IN CLASS: 35
LESSON TIME: FROM: 13.00 TO: 14.00
TEACHER: Mr Orwell LEARNING SUPPORT ASSISTANT: Yes Name: Winston Smith
SEN / IEP: Information: 5 on SEN register (3 dyslexia, 1 EBD statement, 1 visual impairment)
LESSON FOCUS:
LOCI
Learning Objectives for pupils: (to include differentiation) Pupils will be able to: Understand the word “loci” Solve simple 2D loci problems Answer GCSE style loci questions in 2D (extension) Extend concept of loci to 3D and real life problems
ASSESSMENT : How will you know what progress has been made by pupils?
Whether pupils are able to complete practical activities successfully Oral answers to questioning during lesson Written answers to worksheet questions GAR to assess pupil confidence.
TEACHING AND
LEARNING
RESOURCES
String and scissors Loci worksheet x 2 “Mymaths” website and IWB
Qtt STANDARDS:
Q25 (range of
teaching strategies)
Q30 (purposeful safe learning environment)
Q33 (involve colleagues
to support learning)
Health & Safety issues:Potential for unsupervised pupils to misuse gym equipment. (PE staff consulted). Misuse of scissors. Visually impaired student will need help when transferring to the gym
Plan checked by class teacher or mentor? Yes √ No
PRE LESSON UNDERSTANDING:
What will pupils need to know in order to be able to access the lesson? How will I check that they do know this?
Pupils need to be able to draw circles and straight lines using a ruler and compass Remember from last lesson how to bisect an angle using ruler and compasses – to be checked after starter activity
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LESSON CONTENT / PROCEDURE AND ORGANISATION
STARTER/ INTRODUCTION
NOTE TIMINGS
15 mins
Take class to Gym Take Register Practical Loci activities: Tell pupils to stand 5m from Winston Smith. Tell pupils to stand the same distance from Winston and me. Tell pupils to stand 4m from string between Winston and me. Use string to identify locus. Return to room 101
MARGIN (for use in post lesson evaluation)
MAIN PART OF LESSON TO INCLUDE DEVELOPMENT AND DIFFERENTIATION
5 mins 10 mins 15 mins
Discuss practical activities with class. Use PPT slide to show how results could be recorded on paper Introduce the word “loci” Use “Mymaths” resource to demonstrate loci questions. Get pupils to answer questions on IWB Give out Loci worksheets. Get pupils to answer question in books. If necessary, remind class of method of angle bisection. Extension material: 3D and practical applications worksheet.
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PLENARY:
WHAT have they learned today? HOW can they use it?
10 mins
Show solutions to worksheet questions on IWB. Ask pupils for GAR self assessment to check all pupils are confident they think they understand key ideas. If time, demonstrate “Ice cream sellers” problem on IWB. Collect in exercise books for marking!
HOMEWORK: (If set)
None set Indicate by when it is to be completed
POST LESSON EVALUATION, USING ASSESSMENT for LEARNING
Immediately after the lesson, you should annotate your lesson plan, indicating briefly what went well, which parts
of the lesson did not go as you expected, and in particular identify any pupil misconceptions that arose. Further notes can be made at the bottom of this page if they will help you in your future lesson planning. In addition, you
should briefly answer the following questions:
What pupil learning took place? At the end of the lesson… …all pupils can: Use the word locus, and solve practical problems involving moving things around …most pupils can: Do simple locus problems on paper …some pupils can: Use ruler and compass constructions to solve GCSE questions involving bisecting angles and lines …no pupils can: Do the 3D extension questions
Were the lesson objectives met? If not, why not? Pupils were all able to complete the practical activity, but some found it difficult to transfer the ideas to paper. 3 pupils assessed their confidence as “red” in GAR. Most pupils seemed to complete both worksheets successfully. Written work will be assessed before next lesson.
How could I have achieved more student progress in this lesson? I should have allowed more time for practical activity, and for moving the class to the gym and back. As a result, I rushed the explanation of doing things on paper. Pupils would have understood better if I had allowed more time for the mymaths resource.
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What do I need to do next lesson? I need to consolidate/explain again the basic ideas at the start of next lesson, such as why you get a circle when staying fixed distance from a point. I also need to revise the topic in a few weeks to check pupils have not forgotten the key ideas, and remind them of the words “locus” and “loci”
Additional notes: Could have been a great lesson. Try it again next year!
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Appendix G
Notification of Concern Policy
Notification of Concern regarding a student‟s progress against the Professional Standards for Teachers - Qualified Teacher Status (QTS) (TDA 2007) is indicative of a standard of teaching (including professional knowledge, understanding and skills) and/or professional attributes below that expected for the relevant stage of school experience. The University of Chichester has in place procedures for moderation and subsequent action to deal with this situation. They are designed to give the student teacher every opportunity to redeem the situation, whilst at the same time working to protect pupils from poor teaching. It is important to note that the completion and issuing of a „Notification of Concern‟ form does not automatically trigger a Primary School Experience Action Plan and can be used, instead, to identify and notify concerns that are not yet of a „grade 4‟ (fail) level of seriousness. The first indications of the need for a Notification of Concern regarding student weakness should normally be evident in the written records on the Weekly Self Assessment and Review Sheets based on evidence from lesson observations, file review and/or professional conduct. Concern might initially be expressed by the mentor or other staff in school and/or the link tutor. These concerns should normally be expressed in writing before they become severe in order, where possible, to support progress and prevent failure. Once the concern is identified, whether by the mentor in school and/or by the link tutor during a visit, this should be communicated to all three parties: mentor, link tutor and student teacher. Where the concern is expressed at the time of a link tutor visit, the link tutor will assess the relevant aspects of the student‟s performance and, if the concern is confirmed, the Notification of Concern form will be completed. Where the mentor in school raises the concern and issues the Notification of Concern form, the link tutor will need to be informed as soon as possible. Where the concern involves a „grade 4‟ (fail) this form should be accompanied by a Formal Warning Letter. The Standards that are not being met should be identified and recorded on an Action Plan providing evidence of the student‟s particular areas of weakness and issued to the student. In this instance the link tutor will make a visit to support writing the action plan. (Should the link tutor not be available for a support visit at short notice, the School Partnership Office and Head of Programme should be informed and an alternative link tutor, (usually the relevant Head of Programme or, if this is not possible, a member of the Quality Assurance Team), will be asked to visit). Clear targets should be set with realistic timescales for achieving them and advice and appropriate support provided on how these might be achieved. Copies of the Notification of Concern form, Formal Warning Letter and Action Plan should be given to the student, mentor, link tutor, School Partnership Office and Head of Programme. It is vital that the School Partnership Office and Head of Programme are kept fully informed of the student‟s progress. Should, unusually, the link tutor and mentor not reach agreement on whether there is concern about a student‟s progress, then
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the Head of Programme and Head of School Partnership should be informed and an independent visit may be made by an appropriate University colleague in order to moderate. When the targets are reviewed, on the date specified in the action plan, if the student has made progress and is no longer at risk of failing (ie: no „grade 4s‟ in any of the areas identified on the action plan), then normal procedures for supporting the student should be resumed, but the link tutor should maintain regular contact with the mentor to monitor progress. This may include the Head of School Partnership‟s authorisation of additional visits by the link tutor or other relevant link tutor as above. Should any of the targets not be met (ie. achieved at „grade 3‟ or above), then the student will be deemed to have failed. The link tutor should review with the mentor whether the student will continue to work in school to gain experience or whether the placement should be terminated immediately. The Head of Programme and/or Head of School Partnership should be involved in this decision and should be informed of the outcomes of the review. Students who have failed or are deemed to be at risk of failing will normally meet with an external examiner or internal moderator to verify the decision made by the link tutor and mentor and review specific evidence for the judgements made. It is not the role of the external examiner to make decisions about whether a student passes or fails: this is the responsibility of the relevant University and school staff, and, ultimately, the Board of Examiners. The fail grade will be reported to the Board of Examiners and the Board may offer the opportunity for the student to resit school experience, although any such offer is not automatic. Following this process student teachers who have failed their school experience will be expected to set up and engage actively with an action plan with appropriate targets and time scale to work to in preparation for any possible resit.
For a step by step guide to the process please see section 4.6 of this Handbook
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If you have any concerns about a student teacher please complete and send a copy of this form to the Programme Administrator
NOTIFICATION OF CONCERN
NAME OF STUDENT TEACHER
SCHOOL
MENTOR
LINK TUTOR
DATE
Nature of Concern:-
Action agreed:
SIGNED: MENTOR
SIGNED: STUDENT TEACHER
SIGNED: LINK TUTOR
All signatories required to keep a copy of this document. A copy must be given to the student teacher as soon as possible after completion of this form.
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Date:
School Partnership Office: 01243 812174 Fax No 01243 812153
E Mail No: [email protected]
Dear
Formal Warning
We are writing to give you formal notice of concern relating to the assessment of your current school experience. Following advice from your link tutor and mentor, we now confirm that you are at risk of failure as you are not deemed to be satisfying the Standards set out in Professional Standards for Teachers - QTS (TDA – 2007) to the level required of you at this stage. In order to help you redeem this situation, you will be provided with a School Experience Action Plan by your link tutor and/or mentor. The action plan will provide you with specific advice on how to improve your practice, normally over the period of approximately one working week. Occasionally however, the timescale for improvement may be shortened if, for example, pupils‟ learning is in jeopardy or their behaviour is becoming too disruptive. Your assessment and placement will be reviewed in the context of your response to the action plan and the overall standard of your classroom teaching and professional development. I hope this letter makes the position clear. If you have any queries please contact your Head of Programme or the Head of School Partnership.
Yours sincerely,
Jane Evans (Head of School Partnership) (link tutor) (mentor) [This to be copied & issued by the mentor and/or link tutor, with a copy sent to the Programme Administrator]
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University of Chichester SCHOOL EXPERIENCE ACTION PLAN (Following Warning Letter/Grade 4. May follow Notification of Concern)
Student Name [please use block capitals]: School:
[please ring the appropriate cohort group] BA PET: Year 1 Year 2 Year 3 PGCE KS2/3
TARGET (related to Standards)
ACTION TO BE TAKEN BY STUDENT
ACTION TO BE TAKEN BY WHOM IN SUPPORT
INTENDED OUTCOME
EVIDENCE OF ACHIEVING
TARGET
ACHIEVED (Signature and Date)
Action Plan Agreed: STUDENT: ……………………………………MENTOR: ………………………………LINK TUTOR: ……………………………………DATE:…………… Targets set in the Action Plan will be reviewed on: ……………………………………………….(Date) If the targets have not been met by the due date, the student will be deemed to have failed the placement. In that event, an internal moderator and/or External Examiner will be asked to verify the decision. For implications of a failed placement see the Generic School Experience Handbook)
Action Plan achieved/not achieved (delete as appropriate)
STUDENT: ……………………………………………MENTOR: ………………………………………LINK TUTOR: ……………………………………DATE:……………
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Appendix H Travel, Transport and Accommodation – Information for students
(a) General Arrangements The schools in which student teachers are placed cover a large part of the South of England (including the Isle of Wight) and, in some cases, beyond.
(b) Travel time
If a student‟s placement involves a one-way journey in excess of 60 minutes (as calculated by „Green Flag shortest route‟), convenient accommodation will be offered and arranged by the University for Sunday night through to Thursday night.
(c)Use of Own Car/Vehicle
Student teachers using their own vehicles for transporting themselves and their fellow student teachers to/from their school experience placement do so entirely of their own choice and at their own risk. The University accepts no liability of any kind for any accident, injury and/or damage caused in any situation relating to school experience where the student teacher is using their own vehicle. Students using their own vehicles on school experience must ensure that the vehicle is maintained in full road-worthy and legal condition. Student teachers MUST be appropriately insured and make sure that their vehicle is taxed and has a valid MOT certificate.
(d) Agreed Principles for Calculating and Paying Travel Expenses The University will make a contribution (not full reimbursement) towards meeting travel costs incurred whilst student teachers are on school experience. This contribution will only be made when the distance travelled by a student teacher from their school experience accommodation to their school placement exceeds that between their normal term-time accommodation and the relevant University campus where their course is based. Where this is the case student teachers will be paid a contribution towards the cost of the excess distance travelled only.
No contribution is made by the University to cover the distance travelled by the student teacher from their normal term-time address to the relevant campus. The assumption on the part of a potential University student teacher should be that when not on school experience they would be required to travel to and from the relevant University campus on a daily basis, for which no reimbursement is made by University. A contribution may be made, by the University, to those student teachers transporting other student teachers to a school at the request of the School Partnership Office and/or relevant Programme Co-ordinator. Please note: When calculating distances „Green Flag shortest route‟ distances are used.
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(e) Agreed Principles for the Calculation of Student Teacher Accommodation and Related Travel Payments
In some instances, students living in temporary term-time accommodation are placed near to their home address to complete school experience and would therefore live at home (this only applies within the partnership‟s geographical area). In this instance no payment for accommodation whilst on school experience is made by the University.
Sometimes student teachers are placed in lodgings closer to their placement school. The need for this only arises where the school is a long way from University, making a daily journey impractical. When accommodation has been arranged for a student teacher, the student teacher will be given a copy of an accommodation questionnaire and an information sheet entitled Information for Accommodation Providers and student teachers. If a student teacher has not received a copy of the information sheet, then he/she must contact the School Partnership Office to obtain a copy. The completed questionnaire MUST be returned to the School Partnership Office as soon as possible after the start of the accommodation period. This is very important from the point of view of ensuring the safety of student teachers and that the accommodation used is suitable for them. Although every reasonable attempt is taken to ensure that accommodation is suitable, the University takes no responsibility for the acts or omissions of any landlord. The University accepts no liability for any damage to any student or landlord and their property. Student teachers are responsible for their own property and should make sure that they have adequate insurance.
If a student teacher experiences any problems while in accommodation, they should ring the School Partnership Office on 01243 812181/812174 as soon as possible. Any issues should also be discussed with his/her link tutor when a visit takes place. The University makes payment for the accommodation direct to the accommodation provider. (This payment is for accommodation and breakfast only and does not include any other costs or meals). Duration: Normally accommodation payments are made for 5 nights (Sun-Thurs) during full-time school experience; this is subject to variation during serial school experience.
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Distance: Normally student teachers are entitled to claim a contribution towards mileage costs incurred on the journey to and from their accommodation to the school each day only where they are travelling a distance that is in excess to that between their normal term-time accommodation and the relevant University campus where their course is based. Where this is the case student teachers will be paid a contribution towards the cost of the excess distance travelled only. In addition, student teachers in accommodation arranged by School Partnership Office (but not those returning to live at home to complete school experience) are able to claim a contribution towards the return mileage incurred from their weekend accommodation to their school experience accommodation.
(f) Public Transport: Student teachers should always be aware of personal safety when using public transport. When waiting for buses or trains, wait in open, well-lit and populated areas. Avoid isolated closed-in shelters and know the bus or train timetable to avoid waiting alone.
Normally the same principles outlined for mileage claims apply to student teachers incurring costs via use of public transport. Student teachers are expected to provide a specimen receipt of each type of transport used. A student teacher using public transport will need to include on/with their claim form the following: (a) an example of the train/bus ticket (or receipt) to/from their term-time address to the relevant University campus where their course is based stating the cost/charge for the journey, and (b) an example of the train/bus (or receipt) ticket to/from their term-time address to the school. The contribution made by the University to the cost of the student teacher‟s journey will be based on the difference (excess only) between the two costs as per the principles outlined above. It is the student teacher‟s responsibility to ensure that the cheapest available ticket is purchased, including weekly or monthly tickets. Please note: student teachers will not be reimbursed for taxi fares unless prior permission has been given by the School Partnership Office for them to use a taxi.
(h) Hire Cars Hire cars may be authorised by the Head of School Partnership in specific circumstances. In these cases the University will pay for the hire of the car. Cars are hired through the University.
Student teachers must ensure they have read all documentation relating to the requirements of the University AND the hire company in relation to the use of hire cars.
Please note: Claims are regularly monitored by the School Partnership Office and student teachers will be held accountable for the accuracy and validity of all claims made. It is in the interests of all student teachers who make claims to do so accurately and honestly. If there is any doubt about a claim, then a student teacher should consult the School Partnership Office before completing the form.
IMPORTANT: All claims must be submitted within the academic year in which the school experience placement was completed.
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Appendix I
Support for Student Teachers
Lines of communication Your school experience will usually run smoothly. However, it is important for you to understand how problems may be dealt with, and what lines of communication are open to you. The key to resolving most problems normally lies in close communication between the school and University. The flow diagram below shows the usual line of communication in such cases although it will depend on the nature and source of the problem. An unsatisfactory situation or one that is adversely affecting you while in school should be raised in the first instance with your link tutor, and/or mentor. If the situation cannot be resolved, the issue should be brought to the attention of the Head of Programme/Programme Co-ordinator who will arrange further discussions with senior staff. In exceptional cases, and at the discretion of the Head of School Partnership, you may have to be moved to another school if a placement becomes untenable. A change of school would have to be sanctioned by the Head of School Partnership, and would only be authorised when all other attempts to resolve the matter have been explored.
Head of Education
Head of Standards & Quality
Head of School Partnership
Programme Co-ordinators
Link tutor/Mentor [and/or Headteacher]
Student Teacher in school
Academic Adviser
Raised by Student Teacher
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Support for Student Teachers
All student teachers are entitled to specific levels of support during periods of school experience. The amount of support is set out in school experience handbooks, and relates to specified numbers of observation visits from the mentor and link tutor.
The first port of call for help in matters relating to school experience is the mentor and/or link tutor.
Other staff are available to consult with if necessary, including the Programme Co-ordinator.
Reasonable Adjustments for Work Experience Normally, student teachers will have disclosed specific learning difficulties in advance of a placement. At the point of disclosure the student teacher must secure specialist support from the Disability and Academic Skills Co-ordinator at the University. This information recorded on a RAWE form is passed on to schools who are asked to support the student teacher in an appropriate way.
Academic Adviser. All student teachers are allocated an academic adviser who is available, usually by appointment, to discuss issues concerning student teacher progress.
In addition to the support available through the University, there is also the following:
Teacher Support Line is a free information, support and counselling service which is open 24 hours for teachers and student teachers and is totally confidential.
08000 562 561 www.teachersupport.info
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Appendix J
T h r e e K e y U n i v e r s i t y o f C h i c h e s t e r P o l i c i e s :
Health and Safety, Equal Opportunities and Race Equality
1 Health and Safety It is the policy of the University of Chichester (The University) to ensure that it is meeting its legal and moral responsibilities in respect of the health, safety and welfare of student teachers while on placements arranged by the University. The University will provide advice and written guidance, which will be made available to student teachers at briefing meetings. This advice will seek to ensure that student teachers are able to minimise the risks to themselves when travelling and in accommodation during school placements. Attendance at briefing meetings is compulsory. Headteachers in the partnership are asked, on an annual basis, to complete and return to the School Partnership Office a health and safety checklist in relation to the environment that student teachers will be working in whilst on school experience. The health and safety checklist forms part of the School Partnership Agreement.
Once student teachers are on placement, they are employees (or perceived as employees under health and safety law) of the placement school/organisation. This means that the school/organisation has the same duty of care towards them as any other employee.
The organisation/school:
must assess risks, provide adequate information, instruction, supervision and training on the use of equipment
is primarily responsible for the health and safety of the student teacher whilst on placement
must meet all its obligations in relation to the Health & Safety at Work Act 1974 and other relevant legislation.
It is the responsibility of the Head teacher to have in place an organisational structure that will ensure that:
staff, including student teachers, receive suitable training;
staff, including student teachers, can demonstrate competency to carry out their role in the placement procedures
sufficient resources are allocated and they can implement appropriate procedures to ensure the health, safety and welfare of staff and student teachers involved in the placement process.
Equally, student teachers have the same responsibilities as any other employee, including compliance with local health and safety rules:
they must take reasonable care of their own health and safety
If there are any medical or other factors which may cause the student teacher to experience significant risk in the performance of their work in school, then this matter must be brought to the attention of the Head of the School Partnership Office prior to the start of the placement
they must take reasonable care of the health and safety of other people who may be affected by their actions
they must also co-operate with the employer
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they must complete their student teacher induction checklist
they must report any unsatisfactory situations that arise in the workplace to their school-based mentor and, if necessary, to their link or subject tutor.
The University tutors must be competent to carry out their tasks, take reasonable care of themselves and others and have a duty to
observe health and safety practices in the student teacher‟s workplace
feedback information and comment to the University via the School Partnership Office
take any necessary immediate action as appropriate.
Insurance: any queries regarding insurance matters should be directed to the Finance department, telephone 01243 816103.
University policies: The University has appropriate policies for - employers liability
public liability and
professional indemnity
When student teachers are away from the University on placements, the organisations accepting placed student teachers are required to cover them under their employers‟ liability policy with regard to any personal injury which the student may suffer for which the organisation in question is legally liable.
2 Equal Opportunities The University has an Equality and Diversity Policy which states that as fundamental to its principles and values it:
„is committed to building and maintaining an inclusive community which recognises and values the inherent worth and dignity of every person; fosters mutual respect, sensitivity and understanding among its members; and encourages every individual to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture its diversity.‟
The University‟s policy is to ensure that there is equality of opportunity for all members of its community. In pursuit of this goal the University is committed to eliminating both direct and indirect discrimination to ensure that no-one is unfairly disadvantaged, either through individual action or through its policies or procedures, on the basis of race, gender, sexual orientation, ethnic or national origin, colour, age, marital status, disability, social class, political or religious belief and activities, unless these activities are contrary to the policies of the University. Schools wishing to join the primary partnership will agree to employ all means possible to ensure that the University student teachers are not harassed, offended or insulted by anyone on the basis of the categories outlined above. The University student teachers also have a responsibility not to harass, offend or insult anyone else within the schools they are placed, on the same basis. Examples of unacceptable conduct are as follows:
Verbal abuse or insulting behaviour.
Jokes about anyone on the basis of the above.
Unwanted physical conduct, ranging from touching to serious assault.
Display or circulation of offensive material.
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Bullying, coercive or menacing behaviour.
Ridicule or exclusion of persons for any of the above reasons.
Note that offence is seen from the viewpoint of the offended person. It will not be a defence for the offender to claim that the offending comments were „only meant as a joke‟ and that the offended person is being „too sensitive‟. Should anyone feel that they have been unfairly treated with respect to the above they should consult the University published procedures concerning the Equality and Diversity Policy, The Race Equality Policy, The Disability Policy and procedure to follow in case of harassment. All are available on Portia. (The University‟s web-based communication system).
3 Race Equality Policy The University is strongly committed to:
Eliminating unlawful racial discrimination in its employment, education, research and learning environment
Promoting equality of opportunity to enable staff and student teachers to reach their full potential
Promoting good race relations between persons of different racial groups
Acknowledging and celebrating the breadth of experience and intellectual resources that people from diverse backgrounds bring to the life of the University and the primary partnership
The University will not tolerate any form of racial discrimination or racial abuse by staff, student teachers or anyone else connected with the University and its activities. This includes collaborating institutions such as schools within the partnership, which are required to have policies and practices that are consonant with the Race Relations (Amendment) Act 2000. All colleagues involved in ITE partnership with the University will make every effort to guard against institutional discrimination (including any discrimination within the partnership relating to the University student teachers), which is defined in the Macpherson Report as: „the collective failure of an organization to provide an appropriate and professional service to people because of their colour, culture or ethnic origin‟ which can „be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people’.