Transcript PGCE-Phase-1--Pre-course-Trainee-and--Mentor

PGCE School Direct
Phase 1 training and Development Meeting
for Mentors and trainees
www.derby.ac.uk/ehs
P.G.C.E. Leader
Dave Benson Programme Leader
[email protected]
01332 591851
www.derby.ac.uk/ehs
ITE Partnership Website
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 Direct email addresses &
telephone numbers
 All PT documentation
 Exemplar Materials
 Dates for Your Diary
 FAQs
 Photo Gallery
Module Booklets
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Induction Day: To be arranged between school and trainee
SLT Checklist & Health & Safety checklist
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Induction Weeks : First two weeks of school placement
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Orientation Phase : Beginning of school term (dependant on county – 17th
October
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Practice and Review Phase: 3rd November – 19th December
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Planning Day & AP1 (part 1): Fri 26th September
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AP1 (part 2): Mon 6th October
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AP2: Thursday 14th November
AP3: Friday 12th December
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The Assessment Handbook
Assessment Handbooks provide stage specific grading criteria.
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Structured around all of the teaching standards
Specific to the trainees’s stage of development
Criteria to support grading decisions
Criteria can be used to assess current attainment
Criteria can assist target setting
Report formats for Assessment Phase 1, 2 and 3.
Guidance on supporting underperforming trainees
No other grading criteria to be used to assess attainment
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Training Plan
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The training plan is a document which is set up pre-course and maintained
throughout the duration of the course to track achievements and set targets based
on regular needs analysis.
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It will form the basis of weekly Trainee/Mentor meetings and is set against the
Teaching Standards.
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Task:
Trainee and Mentor – on the Needs Analysis document provided, think about
previous experiences of your work in schools and look at which aspects of the T
Standards criteria in the assessment handbook you would consider to meet the
grade 3 or even grade 2 categories for each standard (1-8)
(see exemplar for guidance)
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The Placement File
It is important to regard the placement file not as a bureaucratic inconvenience
but as a meaningful:
 tool for securing effective planning and teaching
 store for information about what children have achieved and what they
need next
 a place to account for and illustrate the student’s own progress and
attainment against the standards, particularly in terms of outcomes for
children
 a developing portfolio of best practice
 a statement of values and aspirations
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Orientation Weeks
Trainees must be proactive – these weeks are vital to a successful placement
 Compile class data and assessment information so they have a sound understanding
of the needs of the class
 Maintain and engage with Training Plan
 Identify 3 PLP children
 Carry out focused observations to support their knowledge & understanding of the
pupils, the class routines and systems & to develop their awareness of best practice
 Gather copies of the school’s systems for planning, relevant resources and other
pertinent information to support their planning for the main block
 Support groups of children, within mentor’s own planning
 Whole class interactions e.g. register, circle time, story time
 ULT will phone to check on progress (ek1 or wk2)
Trainees are not expected to undertake any whole class teaching during these two wks
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Orientation Weeks
Trainees must evidence their actions by completing
 Pupil Needs Audit
 Context for Learning and Teaching (p__)
 Positive Behaviour Plan
 Assessment rationale and collection of data
They must maintain
 RRP
 PT File (Guidance on p__)
 Records of observations
 Weekly Mentor Meeting Progress Checklist (p__)
 Professional Development Timetable
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Placement File Expectations
 An interactive file glossary is available online via the Reflective
Teaching Modules.
 It describes and illustrates what is expected at each stage of the
programme.
 Examples and exemplary materials are available via hyperlinks.
 Students are expected to explore the file glossary thoroughly as a
preparation for their placement.
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Assessment Phase 1
Assessment Phase 1
The AP1 report is written at the end of the Assessment Phase 1 and is in two
parts
ASSESSMENT PHASE 1 (AP1) REPORT – PART ONE
Assessment of Attainment at the end of Orientation
ASSESSMENT PHASE 1 (AP1) REPORT – PART TWO
Planning Confirmation Day – Readiness for Placement
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Practice and Review Phase
The relevant module booklet contains
 detailed information on the range, variety and % teaching requirements
for each week of the main block.
 Clear explanations of trainee and mentor ‘tasks’
However
 Opportunity for personalised response to trainee need
 Contextual factors are recognised
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AP3 summative
comments and
targets for next
placement or
induction year.
Prior Learning
(previous
summative
comments,
audits, action
plans)
Practical
Teaching
Daily and
informal
feedback and
coaching
Assessment
Formal assessment
points at end of AP1
and AP2 with actual
attainment and
predicted attainment
grades. Targets
towards ‘good’
Moderation by SLT and
ULT
Cycle
Weekly progress
meeting and
review of RRP.
Planning next
steps in the
journey towards
at least ‘good’.
Appraisals with
clear
assessment of
strengths &
targets for
development
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Partnership
The agreed purpose of partnership arrangements is to provide an
appropriate learning environment and forum for continued
personal and professional development whilst supporting trainees
in their training and teachers in schools. The ultimate aim of this
partnership is to continue to improve the quality of children's
educational experiences and the professional development of
teachers, trainees and tutors in school and the University.
''One looks back with
appreciation to the brilliant
teachers, but with gratitude
to those who touched our
human feelings. The
curriculum is so much
necessary raw material, but
warmth is the vital element
for the growing plant and for
the soul of the child.''
(Carl Gustav Young, Swiss
psychologist and psychiatrist)
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