PG1 SBT Briefing

PG1 Class MentorPODCASTZoe CromptonPartnership coordinator z.crompton@mmu.ac.uk

1Intended outcomes for PGCE studentsTo have experience of observing teaching across at least 2 age phasesTo have experience of independently teaching and planning sequences of lessons in numeracy, literacy, science and at least one foundation subjectTo understand how assessment fits into the planning and teaching cycleTo be confident in teaching whole class lessons independentlyTo have evidence in PDR file of meeting the Teaching StandardsEngage with the completion of workbooks on phonics/reading, maths, managing pupil behaviourTo complete tasks: core tasks, child study/profile (p.28 Handbook)

Website and documentationhttp://www2.mmu.ac.uk/primary/partnerships/resources/

Class mentor roleMost important role as they have regular contact with the traineeStudents need support of class mentor in order to achieve and collect evidence to support teaching standardsFeedback to trainees on their development and next steps as a teacher is crucial informally, formally written and oral.

4Dates placement is 11 weeks LIST OF KEY DATESStudent SBT Briefing18th SeptemberSchool Tutor/teacher SBT Briefing 15th October + local eventsUniversity Tutor visit 1 Interim Report5th teaching weekw/b 23rd November 2015University Tutor visit 2 Final ReportFinal Week w/b 18th January 2016

5HeadlinesSummaries Page 8,9 and 19,20 and 29Week 1 - Early Reading and PhonicsWeek 2-5 - Building up teaching to 60% - mainly Core Week 6-11 - Maintain 60%This involves - planning, teaching and assessing (marking and keeping records) - doing what teachers do And gradually . the rest of it - See Appendix 1 HandbookTasks Contextual AnalysisKey Issues and Targets Child Study Phonics tasksManaging Pupils BehaviourPlan teach and get observed teaching Early Maths Keep a Weekly Review

6If there are problems

Remember - the sooner someone knows about the problem, the sooner help can be provided. It is the students responsibility to share their concerns.

7Communicating with TutorsEmail or phone tutors if you would like to speak to/meet them. We will try our hardest to respond as soon as possible, within 2 days. Quality teaching and learning team lead Lyn HowdleUnit Specific Problem Unit TutorUnit LeaderAcademic ProblemPersonal TutorStudent HubSchool Based Training Problem University BasedPersonal TutorPartnership coordinator Zoe CromptonSchool Based Training Problem School BasedClass Mentor and/or Professional MentorUniversity visiting tutor and/or Deputy Head TeacherPastoral problemPersonal TutorStudent experience team lead Ben SteelOr Rania MakladPartnership coordinator Zoe CromptonCounselling Services 0161 247 3493

Target setting and reflectionStudents should have begun to identify initial targets at the outset of the placement through their PDR tutorialsAs the student gets feedback from their teaching and engagement with the placement, these will also feed into the target setting process (related to teaching standards)They should also identify some Key Issues which they need to work on that specifically relate to this school. E.g. mixed age classes, Pupils with EAL, using the outside classroomThe student should be meeting with their class mentor and reflecting on their progress on a weekly basis

Planning and teachingStudents are expected to:Work with groups and individuals using the teachers planning initiallyMove on to planning for groups/part of the lessonWhole class planning (supported by the teacher)Independently planning (using the schools medium term/unit plans)Work towards teaching 60% by Interim (mix of whole class and groups but adjusting the balance of this as the placement progresses)

PHONics and mathematics tasksStudents will have been briefed about tasks related to these core areas completed in Phonics and Maths Training and Development Guides

All tasks to be negotiated as students may need to be in a different class to complete them

PEStudents will be expected to teach PE as part of their final placementPlease help students to identify opportunities in PG1 to observe/teach PE

Process of assessmentKey strands:Record of lesson observations RoLOsUsing feedback to help the student move forward following assessmentUsing the grading criteria throughout the placementInterim reportsFinal report

The grading criteriaUse formatively and summatively.Helps provide student and school mentor with a structure to base discussions of progress around.Highlight where student and class mentor believe them to be working at at least twice over the placement.Use the highlighted grading criteria to inform Interim and Final Reports.

How much teaching?

Teaching time ? Can be small group BUT mainly whole class

PPA time? Planning Preparation Assessment

Professional Development time ? Observing working with .. Supporting.. Training.. Phonics..

15Planning lessonsThe MMU planning proforma can be used, BUT if school feel it is better to use theirs, this is OK provided it is done in detailPartnership website http://www.ioe.mmu.ac.uk/partnerships/ Thinking is invisible so the Lesson Plan shows the mentor and tutor the students THINKINGPlans should be useful, working documents.. Plan for additional adults (if appropriate)

Include reminders, questions to ask etc.

RoLOs On the Partnership website http://www.ioe.mmu.ac.uk/partnerships/ Record of Lesson Observations:Written feedback to move students practice forwardAlso provides evidence against the Standards 1 each week (paired placement use grid format for one student and full RoLO for the other)A focus of each observation should be agreed in advance and will generally be related to previous targets

17The interim report and joint observation of teaching During the visit the University Tutor will:Observe part of a lesson with the class mentorLooking at students files, checking the quality of planning, assessment and evaluation. Progress towards school-based tasks will be checked, as will completion of the PDRCompare judgements about progress against the Standards using the PDR statements and Ofsted Grading CriteriaMaking notes on a RoLOTalk to student and class mentor individuallyAgree the Interim Report grades (this should have already been written after discussion between student, Professional Mentor and Class Mentor)Email the Interim Report form to the University Tutor who will email it to the Placements Office

18Final reportUniversity Tutor will visit w/b 18th January 2016No observation at this visitReview of the students files, Professional Training and Development Handbooks and tasks, with particular note of progress and evidence of progression since the InterimDiscussion of the draft Final ReportAgreeing grades for the studentFeedback to the student by the SBT tutorIf student has not progressed in a section leave interim colour. Email the Interim Report form to the University Tutor who will email it to the Placements Office

GRADESThe grading is for:Professional ResponsibilitiesSubject/Curriculum and Pedagogical Knowledge and UnderstandingProfessional Practice PlanningProfessional Practice TeachingProfessional Practice AssessmentProfessional Practice Classroom and Behaviour ManagementPart 2: Personal and Professional conduct

How the grade is calculatedGrade 1 Outstanding Profile student:4 or more Grade 1sGrade 2 Good Profile student:4 or more Grade 2sGrade 3 Requires Improvement Profile student:4 or more Grade 3sGrade 4 At Risk of Failure Profile Student:Grade 4 in ONE or more elementsIn a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome.

Grade 3 = Requires improvement Targeted support to move student from a 3 towards a 2 must be documented e.g. on reports and lesson observations forms. Students should indicate on lesson plans which target areas they are working on.Proforma used to support development. Written at interim jointly by University Tutor and mentorFollow up support sessions in university if grade for placement is a 3

22At Risk of Failure At interim - Any 4s = ARoF Extra support from University Tutor after interim.At Risk proforma completed at interim with clearly defined targets with action points and timescalesSenior Moderator visit

At Final - Any 4s = Fail

23Mentor survival guide!Everything is in the Handbook or on the Partnership websiteClear communication - make sure that the aims, focus and expected outcomes of mentor meetings are clear and agreed, if possible in writing. Observations - be clear about what you will be looking forFeedback - check that your student has understood and knows what follow up is requiredMake sure you have all the necessary documents and that you are familiar with them and the deadlines for action and reporting. Brief the trainee on school policies, rules and organisation and make the relevant paperwork available. Encourage an evaluative and problem-solving approach to teaching, leading to independence and further professional development.

24Further supportHow can we continue to support you?Thank you again for your continuing involvement in the PartnershipAny questions?z.crompton@mmu.ac.uk

PG1Teaching timePPA timeProfessional Development time

Interim to End of Placement

build up to 60% of available timetable by interim and sustain to end of placement

10%30%