Transcript Slide 1

PGCE Secondary
School 1 Briefing
Simon Spencer – Course Director
Peter Carr – Secondary Partnership Manager
Matt Waterhouse – Secondary Partnership
Administrator
Our Vision
• At Birmingham City University our aim is to develop
highly skilled teachers who are:
Committed to:
• Being outstanding teachers
• Creating a vibrant learning environment in which all
learners will thrive
• Addressing the needs of all learners and their
communities
• Taking responsibility for their own professional
development and learning
• Developing excellent subject and pedagogical knowledge
Our Vision
• At Birmingham City University our aim is to develop
highly skilled teachers who are:
Creative in:
• Engaging, inspiring and motivating all learners
• Informing learning and teaching through research and
evidence
• Overcoming disadvantage and barriers to learning
• Reflecting on the impact of their professional practice
Our Vision
• At Birmingham City University our aim is to develop
highly skilled teachers who are:
Confident to:
• Act as leaders of learning
• Respond flexibly and proactively to change
• Communicate effectively with all partners in learning
• 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 Trainee Professional Experience Audit
- provides a detailed record of the trainees’
professional experience to date.
• New Lesson Review and Analysis forms (pinks)
- an opportunity for rich language in your
formative feedback.
Ofsted Priorities for 2013-14
• The national priorities which Ofsted have embedded in their
inspections include –
• skills in teaching early reading using systematic synthetic
phonics,
• communication and language development,
• mathematics,
• managing behaviour and discipline,
• and meeting the needs of pupils with special educational
needs and those with English as an additional language.
Initial Teacher Education (ITE) inspection handbook September 2013,
Ofsted, 2013
Ofsted Procedures for 2013-14
• BCU will receive a phone call from the lead inspector normally
before 9.30am on the Thursday before an inspection week.
• The lead inspector will provide an electronic letter to be sent to the
schools that will be visited as part of the ITE inspection.
• 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.
• This letter will identify the timing and nature of the inspection
activities .
• 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
• Likely inspection activities:• Observation of BCU trainees’ and former trainees’ teaching.
• Discussions with BCU trainees and former trainees.
• Discussions with Professional Mentors and Subject Mentors.
• The scrutiny of trainees’ and former trainees’ files and other
evidence of progress.
Initial Teacher Education (ITE) inspection handbook September 2013,
Ofsted, 2013
Ofsted Procedures for 2013-14
Activity:• In groups discuss and note down on the BCU headed
paper in your pack every piece of evidence that you think
you will need to have prepared in advance that relates to
your BCU trainees and ex-BCU NQT’s, should your school
be selected by the Lead Inspector .
• Work in groups of more than one school if possible.
On-going Target for Placements
• “In order to improve the proportion of trainees
whose attainment is judged as outstanding and
secure better progress for the small minority judged
to be satisfactory at the end of the training, the
provider should embed the highest quality of
mentoring across the partnership so that feedback to
trainees and the setting of sharp developmental
targets ensure that all make progress to fulfil their
potential”.
(Ofsted 2010)
Example Targets
• “Continue with formative assessment and
feedback”
• “Explore assessment for learning strategies”
• “Develop subject knowledge with regard to
progress in subject audit”
• “Develop questioning techniques to challenge
students further”
• “Time management and organisation”
Sharp Targets
• Observe me teaching Year 8 on Friday and
note down the range of questions asked and
the strategies used and bring to weekly review
meeting

– Mentor is demonstrating – good mentoring
– Target has a specific focus and outcome
– Application is implicit
School 1 placement
• 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 (please read)
School 1 Preparation
Sent in advance (please read):
• Trainees’ Professional Progress Pen Portraits.
• Trainees’ Professional Experience Audits.
• Trainees’ Subject Knowledge Audit and Subject
Knowledge Action Plans…
Consider - what opportunities do you provide to
develop subject knowledge in School 1?
Consider - what opportunities do you provide to develop
professional experience in School 1?
School 1 – Advance Preparation
• One trainee will phone PM. They will ask,
amongst other things, what time they are
required to arrive at school.
• Default time 8.20am
• They will research your school via:
– School’s web site
– Ofsted report
– BBC and DfE Databases
Safeguarding
• Trainees have Safeguarding Status Statement
with them which provides the information
needed for your single central record:
‘Employer’ confirmation of date and number
of DBS check
• Trainees asked to have photo ID
School 1 – trainees’ principal activities
• Implementing EPPS (theory) in School (practice)
• Observations of:
– Whole school
– Departments
• PDP Tasks (select) into Professional Development
Profile
• PM Sessions (WSI)
• Attend meetings, INSET, briefings
• Out of Hours activities (??)
Theory into Practice
Autumn term EPPS
sessions into School 1:
• Professional Values
• Teaching Standards
• Learning Styles
• Teaching Styles
• National and School Curricula
• Learning Theory
• Structuring Learning and
Lesson Design
• Differentiation and Inclusion
• Numeracy
•
•
•
•
•
•
•
Planning for Learning
Assessment for Learning
Questioning
Explaining and Modelling
Behaviour Management 1
Literacy
Thinking Skills and Learning to
Learn
• Safeguarding
• Managing Behaviour 1
• Developing a Classroom Persona
“The Individual Learner” assignment
• An Individual Learner (or possibly 2)! – trainees
will discuss selection with mentor
• Establish focus – does not mean an SEN, G&T,
EAL, etc... pupil
• Research issues surrounding learner which will
reflect the learning in EPPS sessions
• Research data collection methods
• Observe over at least 2 lessons
• Assessment of the assignment through ½ day
back at BCU (5th or 6th November)
School 1 Serial placement
•
•
•
•
Paired placement (mostly)
9 serial days – tight schedule, lots to do
Preparation for block placement
Week 1 – programme for serial placement and
topics to be taught – trainees will start
planning immediately
School 1 Serial placement
• The “Planning Dialogue”
– Start a.s.a.p.
– Mentor
Trainee
Tutor
– Units of Work revised and signed off –
ideally in Week 3 (before start of block – i.e.
half term)
School 1 Serial placement
• Week 2 – trainee to email timetable for School 1
Block placement to tutor
• Plan and teach one lesson by end of Serial
• Establish focus for TIL assignment
• Gather information about:
–
–
–
–
School (via PDP tasks)
Department
Curriculum (units of work)
Policies and procedures (staff handbook)
School 1 Block placement
• 12 hours per week of subject teaching per pair
• 6 hours lead teaching
• 6 hours support
School 1 Block placement
•
•
•
•
•
•
•
•
•
2nd subject
Tutor group
Policies and procedures in action
Observation (in and out of dept)
Meetings, INSET etc
Out of Hours
Parents’ Evenings
Weekly Review meeting
PM / WSI sessions
School 1 Block placement
• Week 1 – observing classes, some teaching
• ½ a day (Tues or Wed) at BCU - TIL
Presentation
• Week 2 – full teaching timetable (12 hours per
pair in specialist subject)
• Trainee maintains attendance registers
• Absence – Trainees must notify BCU
([email protected] 0121 3315276 and
school by 8.15am and SET WORK!
Paired Placements
• 12 Hours = 6 lead + 6 support
Potential Issues
• What if…
– A more able trainee carries a weaker
trainee?
– The trainees are conjoined?
– The trainees don’t get on with each other?
– A weaker trainee hides behind a stronger
trainee?
Paired Placements
• “…mentors will need to use their professional
discretion to ensure that important training
opportunities, such as collaborative planning,
modelling teaching strategies, team teaching,
and so on, are provided.”
Partners’ Handbook Section B
Independent – committed, creative, confident.
Able to demonstrate practice intelligence and to work beyond compliance
Dependent
Weekly Review
• Trainee prepares paperwork for this
• Start in Week 1 of the Serial placement:
– Establish ground rules and open lines of
communication
– Review of Subject Action Plan
– Establish routines / schedule for checking:
• Units and lesson plans
• Lesson evaluations
• Professional Development Profile
– Encourage trainees to self reflect (through dialogue)
School 1 Procedures
• E-Pinks - see Partners’ Website (not Moodle)
http://www.bcu.ac.uk/elss/school-of-education/partnershipscollaborations/secondary-partnerships/documentation
• Weekly reviews – every week!! (11 in total)
• Tutor visits
• TP Forum (Trainees NOT in school):
– Friday 29th November 2013 (whole day)
• Tutorial
– Tuesday 17th December 2013 (½ day)
Primary School Visits
•
•
•
•
See separate notes
Equivalent of ½ day per week (3-4 days)
Block or serial ??
Letter of introduction: send ONLY once
placement has been agreed
• Mentor helps with contact details but trainee
makes contact
Activity:Discuss in subject groups:In all Ofsted secondary ITE thematic inspections during 2013-14
inspectors will focus on:• how well trainees are prepared to deliver the National
Curriculum from September 2014.
• How well trainees are prepared for post-16 teaching in
schools.
Ofsted Newsletter
September 2013
Activity:Discuss in subject groups:In all Ofsted secondary ITE thematic inspections during 2013-14
inspectors will focus on:• How well trainees are prepared to deliver the National
Curriculum from September 2014.
• How well trainees are prepared for post-16 teaching in
schools.
Ofsted Newsletter
September 2013
What evidence can you provide that trainees in your
subject are well prepared in these areas?
Standards and Grading
• Trainees select 1, 2 or 3 (max) Standards
• Trainees monitor their own coverage of
Standards – mentors’ input/advice welcome
• Comments focus on identified Standard
• Please comment on and grade Standards
other than those identified by the trainee
Standards and Grading
• The Teachers’ Standards and BCU Grading System are
published as a ‘print version’ in the Handbook area
of the Partners’ website
• Also available in your trainee’s PDP
• Grading – assessment for learning • For grading to be effective:
– “Pink” sheet feedback linked to grade descriptors (not just
number)
– Discussed with trainee
– a.s.a.p. after teaching
– Used regularly and frequently
Formative & Summative Feedback
• No formative feedback for Part 2 – not helpful
or appropriate
• Formative feedback for Standard Prompts only
• Summative assessment and feedback of the
whole Standard via end of placement report...
• Assessment and Evaluation (A&E) Report
Lesson Review and Analysis Forms
“Pinks”
• Formal feedback to trainees
• Minimum 2 per week
• Ensure that there is a strong focus on teaching
the subject and the learning of the pupils
• Grade ALL Standards that feature in the
observed lesson and set sharp targets
• Indicate where a selected Standard is not
appropriate in that observation (N/A)
• Wider use beyond lesson observations
Assessment of Trainees
• End of Placement A&E Report – must be in by
Monday 17th December 2013 (via trainee)
• What attainment might we expect from a trainee by
the end of School 1?
• Any questions?