Pre-placement Meeting for B.Ed Yr 3

19th January 2016

Welcome to the joint school, student and link tutor

meeting

The journey so far…• Yr 1 – 3 short placements in pairs (Focused

observation, supporting teachers)• Yr 2- 2 assessed placements moving from

teaching groups to teaching whole class.• Substantial pedagogy and Subject knowledge

input across all NC subject areas • Specialism in a core and non-core subject

Focus for Yr 3 placement

How will students progress?

Organisation of Yr 3 Final Placement

Yr 3 Final Placement overview

Documentation• Folder and handbooks for schools

• Guidance for Planning & Pupil Assessment – on Moodle & student copy

• All documentation can also be found at http://elearn.glos.ac.uk/course/view.php?id=509and on Moodle

2 attachment days* and intro week 1(21st, 22nd January*, w/b 25th January)

School induction Students to find out about:• general context of class/school (Moodle form – ‘Context for

teaching’)• pupils’ attainment and progress, groupings, individual needs• when and what they will teachNegotiate date to visit pre-school, secondary school, different Key

Stage (to be arranged with school)Agree key datesAgree focus for Professional Studies enquiryAccess to key school policies – complete Placement Information

Documents (see checklist)Share targets for professional development

Planning & evaluation requirements • Individual lesson plans with evaluations for everything taught to at

least half term• Daily (focused) evaluations once students are working from

daily/weekly plans• Weekly evaluations and target setting against Teachers’ Standards

in PDP – students to discuss with mentor/classteacher.• Assessment records and actions evident in planning documents• Medium Term Plans as detailed in Planning Guidance booklet• Homework• Display• Weekly timetableAll planning must be concerned with moving children’s learning

forward

Pupil assessment - written requirements

• Lesson evaluations – consider progress of groups and individuals• Notes on individual pupils/observation• Class records in line with school practice to track progress and

inform planning• Target group records• 4 pupil profiles (to incl. 1 underachieving / SEN pupil)• 2 draft reports for parents (use school format)

Plus marking, oral feedback to pupils, questioning, discussions with pupils, etc

Intro weeks 2 and 3(1st Feb – 12th Feb)

Students will:• Observe pupils and teachers daily (incl. subject leaders in other

classes)• Take responsibility for managing whole class – build up to at least

50%• Begin to assess pupils and develop record keeping – note progress to

inform planning, start to collate evidence to inform 4 pupil profiles• Teach collaboratively & some independently – indivs, groups & class• Plan independently by end of this period• Discuss school’s Science & non-core Medium Term Plans/EY MTPs• Engage in weekly evaluationSchools/Link tutors will:• Undertake first observation (joint if possible/appropriate)• Begin File Monitoring Form

February ½ term (KS1/2)• Science & non-core MTPs with cover sheets prepared for

5 week block – should include planning for PE• At least 2 ‘from scratch’• Weekly timetable (a week at a time)• Highlighted level descriptors/weekly evaluations – discuss• Mid-point review ‘Readiness to commence’ form

completed with LTLink Tutor will also look at PDP

Any concerns should be reported at this stage to the Link Tutor.

February ½ term - FS• Ideas web for topic(s) to be covered• Cover sheets (1 for each Area of Learning and Development)• Sequence of learning (if appropriate)• Weekly overview sheet for own teaching in first week• Daily timetable for first 1 or 2 days• More detailed plans (for adult-led activities) for first 1 or 2 days• Be able to talk to their LT about their outline plans for the

following weeks and demonstrate that they have thought about resourcing issues

• Highlighted level descriptors/weekly evaluations – discuss• Mid-point review ‘Readiness to commence’ form completed

with LTLink Tutor will also look at PDP

English/Maths Weekly Planning

• For the 5 week blockAt the mid-point review, all students should know which English and Maths topics/units they are covering, and when, for the remainder of the placement.

They should also know whether they are ready to move to teaching from weekly plans rather than individual lesson plans.

After half term• Teach for up to 80% of the week• Non-contact 20% (10% PPA + 10% Professional development

incl Dissertation prep.)• Pupil assessment records in line with guidance• Meet regularly with mentor and/or Class Teacher to discuss

progress (record on pro forma – Moodle)• Weekly evaluations against Level Descriptors (Teachers’

Standards) in PDP in discussion with mentor and link to evidence

• Continue to respond explicitly to feedback• 2 reports to parents, shared with class teacher (and mentor) by

18th March

Impact of teaching on children’s learning

• Lesson appraisal feedback part 1• Progress within individual lesson …..evidence?• Professional discussion with mentor & LT during

final extended LT visit“What are you teaching?” “What do the children already

know/understand?” “What are the children learning?” “How do you know?”

Assessment data

Teachers’ Standards 2, 5 & 6:•Students to engage in discussion with teachers in order to understand how to use local & national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of achievement

Find opportunities for...

• Communicating with parents and carers• Working as part of a team, including

managing others, such as TAs and volunteers

• Setting homework• Display• Engaging fully in the wider life of the school

Role of school (Mentor/Classteacher)• Support, advise and facilitate in line with requirements for

placement• Monitor progress and communicate any concerns to student,

Link Tutor & University as soon as possible• Share/discuss Medium Term Plans in advance of February

holiday• Arrange for a weekly tutorial to review progress/targets• Complete mid-point review• Formally observe and feedback (written) at least 4 times* -

include non-core strength & early reading/phonics (where appropriate)

• Verify the student’s evidence of progress against the Teacher’s Standards

• Assess and write report with Link Tutor

Assessment of students• Formal observations with verbal and written feedback including

(where appropriate) phonics/reading, Maths, foundation subject strength

• 2 joint formal observations by Link Tutor and School Staff for moderation purposes

Student may be observed on more occasions• Formative discussion and completion of Level Descriptors at mid

point review, supported by evidence.• Final Link Tutor visit - professional discussion• Final School Report with grades evidenced against the Teaching

Standards.

Students or schools must inform the partnership office as soon as possible if there are any concerns about these procedures.

Placement Report• Written jointly by Link Tutor and School staff during

Link Tutor’s final visit

• Report to be shared by school staff with student during the final week of the placement following moderation meeting on 21st March.

• Student to receive copy of report after this feedback and copy e-mailed to link tutor, who will check, sign and forward to University

Professional discussion at end of placement

• Student, Link Tutor, Mentor/Class Teacher• Final LT ‘extended’ visit• Student to demonstrate ability to

articulate/analyse and reflect upon his/her progress – informed by evidence

(Students should gather and signpost to evidence throughout the placement in reviews and evaluations)

Moderation of assessment

• Lesson observation notes/student evidence• Triangulation of evidence from Mentor, Link

Tutor and Student• Visits from University moderators • Possible visit from External Examiners • All judgements are evidence-based.• Moderation meeting (21st March, Park

campus, 9.30 – 12.00 plus lunch, followed by the Partnership afternoon conference)

Extract from the Placement Report form

HIGH EXPECTATIONS, MANAGING BEHAVIOUR, WIDER PROFESSIONAL RESPONSIBILITIES (Teachers’ Standards: 1, 7, 8)

Overall Grade

TS 1

TS 7

TS 8

Strengths Areas for Development

Trainee course grade

Description 4 – Point Scale

1

High Level of achievement Good level with features of High Level

Grade 1

Demonstrates excellent practice in some standards and not less

than good

2

Good level of achievement Achieving QTS with features of Good

Grade 2

Exceeds the minimum level of

practice and at a good level

3 Minimum level of practice for Achieving the Teachers’ Standards for QTS

Grade 3 Meets the minimum level of practice for QTS

4

Teachers’ Standards for QTS not achieved

Grade 4

Does not meet the minimum level of practice for QTS

Concerns• Students giving cause for concern will be informed as

soon as possible and offered support and guidance from school staff and the LT

• If concerns continue, the student will be informed in writing, with clear targets and deadlines set to support progress (Statement of Serious Concerns)

• Students who fail to make the desired progress by the given deadline will receive a visit from a University Moderator. This may result in the termination (i.e. fail) of the placement.

In exceptional circumstances a Headteacher may request an immediate withdrawal of a student from school.

From good to outstanding

• 80%+ grades likely to be good or very good• Students’ self-evaluation and on-going formative

feedback – challenging targets• Outstanding planning, deployment of other

adults…..impact on pupil learning• Lead meetings, share research/assignment

findings, run extra-curricular activities, teach strengths in other classes…………..

Dissertation• Focus to be confirmed with school staff during intro

days• Must be manageable within the school context• Focus on in-depth evaluation of teaching and

learning• Appropriate ethical code must be adhered to (school

to sign ethical statement agreement)• Mid-point review – monitoring stage• Dissertation Supervisor support• Submitted in May

BE6002 Inclusion: individuality and diversity

Students to have opportunity to apply own learning to classroom teaching

• Identify an underachieving / exceptionally gifted child as 1 of 4 profile pupils

• A critical, analytical evaluation of a child case study• Impact on teaching and learning?• Qualitative evidence in appendices• Submitted in April

General information• Professionalism• Students with SEN• Interviews• PPA time• Ofsted inspection in school• Residential trips• Absences• INSET days, ‘Theme days’• Facebook, e-safety, mobile phones• University ‘events’ • Snow…

Communication• Placement queries:– Mentor– Link Tutor– Partnership Lead – Fiona Hunt (fhunt@glos.ac.uk)– Course Leader – Emma Howell(ehowell@glos.ac.uk)

• Absence: – Students to contact School + Link Tutor + Personal

Tutor + Partnership office. Absence is also recorded on the final placement report.

Professional Studies enquiry, Jobs and Supporting Vulnerable Children

Joint Event

All students need to attend University on

Wednesday 16th March

And finally...

Thank you!