Transcript Slide 1

Birmingham City University
PGCE Secondary
School 2 Briefing
Peter Carr – Course Director
Ian Axtell – Secondary Partnership Co-ordinator
Matt Waterhouse – Secondary Partnership
Administrator
Our Vision
o At Birmingham City University our aim is to develop
highly skilled teachers who are:
Committed to:
o Being outstanding teachers
o Creating a vibrant learning environment in which all
learners will thrive
o Addressing the needs of all learners and their
communities
o Taking responsibility for their own professional
development and learning
o Developing excellent subject and pedagogical knowledge
Our Vision
o At Birmingham City University our aim is to develop
highly skilled teachers who are:
Creative in:
o Engaging, inspiring and motivating all learners
o Informing learning and teaching through research and
evidence
o Overcoming disadvantage and barriers to learning
o Reflecting on the impact of their professional practice
Our Vision
o At Birmingham City University our aim is to develop
highly skilled teachers who are:
Confident to:
o Act as leaders of learning
o Respond flexibly and proactively to change
o Communicate effectively with all partners in learning
o Accept responsibility and be accountable for their
professional actions and decisions.
Practice intelligence
Practice intelligence
Beyond compliance
New BCU documentation:• New Trainee Professional Practice Pen Portrait
- more individualised professional detail,
which the trainees create themselves
across the year.
• New Lesson Review and Analysis forms (pinks)
- an opportunity for rich language in your
formative feedback.
School 2 Dates:
Serial Placement:
o 3x Tuesdays and Wednesdays beginning 28th
January
Until Half Term, after which:
Block Placement:
o Monday 24th February – Friday 23rd May
School 2 University Dates:
Teaching Practice Forums
(Trainees at BCU all day):
o Friday 21st March 2014
o Tuesday 6th May 2014
Tutorials
(Trainees at BCU ½ day):
o Wednesday 2nd April 2014
Partners’ Handbook
o Reference points (please save as a “favourite” on
your web browser)
http://www.bcu.ac.uk/elss/school-ofeducation/partnerships-collaborations/secondarypartnerships/handbook
Partners’ Handbook Section B “Placement
Information” (please read)
TP Docs:
NB: please ensure that you access the latest
documentation from “TP Docs” at
http://www.bcu.ac.uk/elss/school-ofeducation/partnerships-collaborations/secondarypartnerships/documentation , including:
 Lesson Review and Analysis Form (“pink”)
 School 2 Mid Point Review
 Internal Moderation Form
 Final Placement Assessment and Evaluation Report
Ofsted Procedures for 2013-14
o BCU will receive a phone call from the lead inspector normally
before 9.30am on the Thursday before an inspection week.
o The lead inspector will provide an electronic letter to be sent
to the schools that will be visited as part of the inspection.
o You will receive this letter from BCU as soon as possible,
hopefully on the Thursday, in order to provide as much time
as possible to prepare for the inspectors’ visit.
o This letter will identify the timing and nature of the inspection
activities .
o BCU will work closely with you in the days before the visit so
that you are fully prepared
Initial Teacher Education (ITE) inspection handbook September 2013,
Ofsted, 2013
Ofsted Procedures for 2013-14
Inspection activities will include:o observing current trainees and ex-BCU NQT’s
teaching, scrutinising their files, and discussing
with them the impact of their training
o Interviews with Professional and Subject Mentors
in school
o Almost no time to prepare – please be flexible
and adaptable at a moment’s notice
Some new terminology…
QTS Profile = Professional Development Profile
PDF Tasks = PDP Tasks
QTS Grading = Formative feedback
Grades 1-4 = The 4 Es (formative only)
Emerging
Establishing
Embedding
Enhancing
Some new terminology…
QTS Profile = Professional Development Profile
PDF Tasks = PDP Tasks
QTS Grading = Formative feedback
Grades 1-4 = The 4 Es (formative only)
Emerging
Establishing
Embedding
Enhancing
School 2 Preparation
Sent in advance (please read):
o Trainees’ Professional Progress Pen Portraits.
o Trainees’ Subject Knowledge Audit and Subject
Knowledge Action Plans…
Consider - what opportunities do you provide to
develop subject knowledge in School 2?
Consider - what opportunities do you provide to develop
professional experience in School 2?
School 2 – Advance Preparation
o The trainee will phone PM. They will ask,
amongst other things, what time they are
required to arrive at school.
o Default time 8.20am
o They will research your school via:
School’s web site
Ofsted report
BBC and DfE Databases
School 2 Serial
o 6 serial days – tight schedule (Instrumental – 5
serial days – negotiate)
o Preparation for block placement
o Single trainee (mostly)
o Meeting the trainee’s individual needs and
targets:
PDP
(trainee)
Sch 1 A&E Report
(sent)
Subject Knowledge Action Plan (sent)
School 2 Serial
o The “Planning Dialogue”
Start a.s.a.p.
Mentor
Trainee
Tutor
Units of Work must be signed off – ideally
by week 3 (before half term)
o PDP Tasks
School 2 Block
Trainee’s timetable must include:
o 17 hours first subject
o (Instrumental Music - 10 hours over 3 days)
o Second subject (Science and D&T established)
o Tutor group
o Weekly review meeting (SM) (out of hours?)
o Whole School Issues meeting (PM)
School 2 Block
Trainee’s experience should also include:
o Extra curricular activities (limited)
o School/Dept meetings, CPD, training events
o Parents’ meetings, as available
o Observations in and out of department
o School policies and procedures in action
Post 16
o “Where School 2 is not able to offer post-16
experience in the specialist subject and
trainees have not already had experience of
this in School 1, arrangements will need to be
made with a local institution that is able to
offer this for the School 2 Block placement.”
(PHB pg B11)
o Equivalent of ½ day per week – 5 days
School 2 Block
o Week 1 – phase in teaching (if units are signed
off) (No unit, no teaching!)
o Week 2 – full teaching timetable (17 hours)
o Absence – phone school by 8.15am and SET
WORK!
BCU Priorities for School 2
o Personalisation and differentiation - meeting the
needs of individual pupils
Differentiate by task, resource, grouping, support,
outcome
Systematically address the learning needs of
individuals
Identify ways in which named individuals will be
supported in planning
Demonstrate this support in practice
Behaviour Management
BCU Priorities for School 2
o Assessment – breadth and depth
Formative assessment (AfL)
Summative assessment (A of L)
Generating and recording assessment data
Monitoring and tracking progress
Reporting and accountability
o AK3 / SK3 Assignment
AK3 / SK3 Assignment
Colleagues will recall this announcement of 14th June 2014;-
o http://www.education.gov.uk/schools/teachingandle
arning/curriculum/nationalcurriculum2014/a002258
64/assessing-without-levels
AK3 / SK3 and Sch 2 Link…
Michael Wilshaw says:o
o
o
Status, confidence and belief are vital. Confident headteachers and teachers will have no
problem dealing with the challenge of the new curriculum and assessment arrangements
which will be required in schools from September.
The confident teacher will not hold his head in his hands and ask what on earth he will do
without national curriculum levels.
The confident school and the confident leader will see this as an opportunity to exercise their
freedom rather than worry about the lack of externally imposed targets.
AK3 / SK3 and Sch 2 Link…
Michael Wilshaw says:o
o
o
Status, confidence and belief are vital. Confident headteachers and teachers will have no
problem dealing with the challenge of the new curriculum and assessment arrangements
which will be required in schools from September.
The confident teacher will not hold his head in his hands and ask what on earth he will do
without national curriculum levels.
The confident school and the confident leader will see this as an opportunity to exercise their
freedom rather than worry about the lack of externally imposed targets.
AK3 / SK3 and Sch 2 Link…
Michael Wilshaw says:o
o
o
Status, confidence and belief are vital. Confident headteachers and teachers will have no
problem dealing with the challenge of the new curriculum and assessment arrangements
which will be required in schools from September.
The confident teacher will not hold his head in his hands and ask what on earth he will do
without national curriculum levels.
The confident school and the confident leader will see this as an opportunity to exercise their
freedom rather than worry about the lack of externally imposed targets.
AK3 / SK3 and Sch 2 Link…
Michael Wilshaw says:o
o
o
Status, confidence and belief are vital. Confident headteachers and teachers will have no
problem dealing with the challenge of the new curriculum and assessment arrangements
which will be required in schools from September.
The confident teacher will not hold his head in his hands and ask what on earth he will do
without national curriculum levels.
The confident school and the confident leader will see this as an opportunity to exercise their
freedom rather than worry about the lack of externally imposed targets.
Sir Michael Wilshaw HMCI
Speech: North of England Education Conference
15th January 2014, Nottingham
AK3 / SK3 and Sch 2 Link…
Professor Martin Fautley
Director of Centre for Research in Education
Birmingham City University
AK3 / SK3 Assignment
o Assess 3 KS3 pupils of contrasting ability against
intended learning outcomes
o 3 pupils (+ “just-in-case”) from same teaching group
following same unit of work for 3 consecutive lessons
o Needs careful planning in advance!
o Trainees to discuss selection of pupils with mentors.
AK3 / SK3 Assignment
o Measure pupils’ learning against learning outcomes
o AK3/SK3 Assignment Briefs used to say:- Measure pupils’ learning against
National Curriculum (+) level descriptors
o AK3 now says:- in determining the assessment system related to your
subject to use, you might wish to consider the system in use at your
placement school
o SK3 now says:- in relation to one other assessment system reflecting local
and national expectations in your specialist subject, and on identifying,
researching, and discussing significant issues that arise from your analysis
o Attainment likely to be uneven depending on the area of the subject
o Reflection on whole process
PDP Task (in addition to AK3/SK3 assignment)
o During the School 2 preliminary visits gather information about how the
school uses data
AK3 / SK3 Assignment
o Measure pupils’ learning against learning outcomes
o AK3/SK3 Assignment Briefs used to say:- Measure pupils’ learning against
National Curriculum (+) level descriptors
o AK3 now says:- in determining the assessment system related to your
subject to use, you might wish to consider the system in use at your
placement school.
o SK3 now says:- in relation to one other assessment system reflecting local
and national expectations in your specialist subject, and on identifying,
researching, and discussing significant issues that arise from your analysis.
o Attainment likely to be uneven depending on the area of the subject
o Reflection on whole process
PDP Task (in addition to AK3/SK3 assignment)
o During the School 2 preliminary visits gather information about how the
school uses data
AK3 / SK3 and Sch 2 Link…
o Having demonstrated good practice in
assessment through this assignment, the
intention is that this good practice is applied to all
classes throughout the whole placement!
o Assessment of Learning section of Lesson Plan
feeds into planning the next lesson
o Recording and Reporting
o Mentors to monitor this in school
Target Setting
o the setting of sharp developmental targets
to ensure that all trainees make progress to
fulfil their potential.
(Ofsted 2010)
o “Sharp”…where the expected outcome is
clearly expressed and understood and is
achievable within a reasonable time frame
Activity – 2 page Lesson Evaluation
and Analysis Form
o In pairs/small groups consider p2 of the new
Lesson Evaluation and Analysis Form.
o Read the example Lesson Evaluation and
Analysis Forms, including p2.
o What sharp target/s do you think should be
given as a result of this feedback?
o Write your sharp targets into the box/es
o Feedback to the group
Lesson Analysis and Evaluation Form
o Hard copy or electronic (available on Partners’
Website – open TP Docs tab)
o Formal feedback to trainees
o Minimum 2 per week – aim for 1 per day
o Focus on Standard Prompts and priority areas
o Also provide feedback on any Standard that
features in the lesson and set targets
o Indicate where a selected Standard is not
appropriate in that observation (N/A)
Formative Feedback
o Use formative feedback descriptors to indicate
trainee’s attainment against specific Standard
Prompts on pink sheets (and PDP)
o (formative feedback descriptors available on
Partners’ website and in trainee’s PDP)
o Assessment for learning to help trainee:
Identify where they are now
What to do to get better
Know when improvement has been achieved
o Regular and frequent (daily)
School 2 Procedures
o
o
o
o
o
o
Lesson Evaluation and Analysis
Daily
Formative feedback
Weekly reviews
Weekly
Professional Development Profiles (PDP)
Tutor Visit Checklist
Assessment
As
 Mid-point review
 Internal school moderation
 Standards sign-off (PDP)
 Assessment and Evaluation report
required
Weekly Review
Start in week 1 (serial) to establish principles:
o Establish ground rules and open lines of
communication
o Review of School 1 A&E Report & Subject Action Plan
o Establish routines / schedule for checking:
 Units and lesson plans
 Lesson evaluations
 Professional Development Profile (PDP)
o Encourage trainees to self reflect (through dialogue)
Weekly Review
o Usual, on-going pattern:
1. Reflect on previous week using pro forma
summary prepared by trainee and set next
week’s targets
2. Review PDP, discuss evidence and sign
formative feedback (see example)
3. AOB
Assessment of Trainees
o Key Questions
Will this trainee meet all of the Standards
What must this trainee do to meet the Standards
at the highest possible level?
o Mid-point review
Friday 28th March
Cause for Concern
Assessment of Trainees
o Internal moderation
 See example
 Completed any time after Easter
 Different mentor observes trainee teaching
 Discussion with SM
 Summary form completed
 Copies to trainee, SM, PM and Tutor
 Confirmed on, and enclosed with, A&E Report
Assessment of Trainees
o External Examiners’ visits (early May)
o Professional Development Profile (PDP)
Final sign-off of Standards at foot of page
Final 2 weeks of placement only
Final 2 weeks focus on those Standards requiring
particular attention “…what do you need to get
better at?”
Assessment of Trainees
o Assessment and Evaluation Report
 End of Placement – summative
 Placement passed or failed?
 Must be in by Friday 23rd May 2014
 8 Standards graded 1-4
 Part 2 Standard graded pass or fail
The tendency for mentors to withdraw in some
measure at the mid-year point, becoming more
distant and disengaged, suggests that these mentors
were acting, at least at some level, on the commonly
held assumption that learning to teach is ultimately a
solitary act… that teachers are really best served
when allowed to ‘find their own way’. These mentors’
aim… was to get the trainees up and running – to
secure proficiency in the mechanics of teaching –
independent of any assistance from the mentor as
soon as possible. Once this was achieved, the
mentor’s work was essentially finished. Both
assumptions severely and unnecessarily limit
beginning teachers’ and mentors’ development.
(based on Young et al 2005)
The tendency for mentors to withdraw in some
measure at the mid-year point, becoming more
distant and disengaged, suggests that these mentors
were acting, at least at some level, on the commonly
held assumption that learning to teach is ultimately a
solitary act… that teachers are really best served
when allowed to ‘find their own way’. These mentors’
aim… was to get the trainees up and running – to
secure proficiency in the mechanics of teaching –
independent of any assistance from the mentor as
soon as possible. Once this was achieved, the
mentor’s work was essentially finished. Both
assumptions severely and unnecessarily limit
beginning teachers’ and mentors’ development.
On-going
Mentoring
and
Coaching
(based on Young et al 2005)
o Any questions?