Transcript External Mentor and Link Tutor Conference Wednesday 18

York St. John University
ITE Primary Partnership
PG Developmental placement moderation
meeting for mentors and link tutors
‘Supporting student teachers throughout school
experience’
Tuesday 27th January 2015
AGENDA

Key changes... Some reminders

Meeting the Teachers Standards and gathering the evidence
Making judgements....
Grading ‘Good’ and ‘Outstanding’ student teachers. What
might we be looking for ?
Student teachers who require improvement to become
good.
 Grade 3 (requires improvement) implications - overview


Setting targets to improve outcomes

Review of purpose of files .

Quality assurance

Questions
Key questions.....
1.
How well has (York St John) University
prepared student teachers to be teachers?
(Have we given them the tools & the skills?)
2.
How well are student teachers doing in the
class-room?
(Can they use these tools & apply their skills?)
3.
How well can student teachers explain what
they have done and why they have done it?
(What is their evidence – verbal & in their
files?)
Developing the teacher
of the future …….
Preparation through
theoretical
underpinnings at
University.
Application of skills and
knowledge in the
school environment.
Development through reflection on
own practice and knowledge during
and after school placement.
Overview of revisions to documentation and
tracking procedures for school experience

Significant key changes :
◦ Assessing against the Teacher’s Standards within appraisals
◦ Post appraisal reflections and target setting.
◦ Students teachers’ weekly reflective learning journal
◦ Revisions to student teachers’ profile document
◦ Revisions to planning requirements and supporting guidance.
◦ Procedures for students ‘Causing concern’ : action plans and
tracking.
◦ Procedures for students working at Grade 3 (requires
improvement). Procedures and tracking .
◦ Monitoring and assessment file.
Some reminders

Aim is for 100% of student teachers at
‘good’ or ‘outstanding by the end of
their programme

These students are still only half way
through their programme

The importance of making honest
judgements based on where the
students are at this stage of their
training ( mid point)
Structure of placements
The focus of the different school experiences
shapes the student teachers’ development:

PG Introductory phase – awareness of learning and teaching.

PG Developmental phase – becoming a
teacher.


PG Consolidation phase – the emerging professional.
Meeting
the Teachers’ Standards in order to
attain QTS.
The cycle of development …..
Observation and
appraisal
Targets and next
steps
Ensuring
development
Formative
feedback and
support for
reflection
Making
summative
judgements
Observation and appraisal
Observation and appraisal
Targets and
next steps
Ensuring
development
Formative
feedback
and
support for
reflection
Making
summative
judgements
Gathering
evidence towards
the Teachers
Standards
Check previous targets
 Read the planning
 Observe the lesson
oFormal appraisals
oInformal appraisals
 Appraisal pro forma
oImpact on pupils’
learning
oSubject knowledge

Summative judgements
Observation and appraisal
Targets and next steps
Formative feedback
and support for
reflection



Ensuring
development
Making summative
judgements


Gathering
evidence
towards the
Teachers
Standards
Formative feedback
informs summative
judgements .
Supportive.
Constructive.
About honest discussion.
Assessed against the
individual Teachers’
Standards.
Ensuring development

Observation and
appraisal
Targets and
next steps
Ensuring
development

Formative
feedback
and support
for
reflection
Making
summative
judgements





Gathering
evidence
towards the
Teachers
Standards
Encouraging reflection.
Challenging the student
teacher.
Use of planning guidance.
Retrospective planning.
Causing concern.
Those likely to achieve
‘requires improvement to
become good ’ - grade 3.
CPD.
Gathering
evidence
towards the
Teachers
Standards
Ensuring development
Observation and
appraisal
Targets and next
steps
Ensuring
development

Formative
feedback
and support
for
reflection
• review previous targets
• identify strengths and
areas for development
• set subsequent targets .

Making
summative
judgements
Post appraisal reflective
discussion used to
About impact on pupils’
learning not student
performance!
Post appraisal reflections and target
setting.

Key indicator – impact on learning and progress (this will inform
the summative judgement)

Overall judgement on the lesson

Judgements made against individual Teachers’ Standards (at this
point in their development)

The student teacher should record the evidence of the progress
from this lesson made towards meeting the Teacher’s Standards in
their profile document, referring to UCET guidance document.

Provision made for comments on Part 2 of the Teacher's standards
Weekly reflective learning journal and
record of weekly meeting
The student teacher
should :



Reflect on their progress
and identify key strengths
and aspects for
development.
Recognise significant events
or developments
Identify targets and actions
that need to be taken.
The mentor should:



Read the weekly reflective
journal and discuss with the
student teacher .Check
they are informed by lesson
evaluations and appraisal
outcomes.
Discuss targets and
progress towards meeting
these. Discuss professional
development.
Check planning .
Students teachers’ weekly reflective
learning journal and record of weekly
meeting



The mentor should arrange a time to meet with the
student teacher on a weekly basis , during which page 2
should be completed by the student teacher and
mentor through discussion. It should be informed by
lesson evaluations, and by feedback from previous
observations and appraisals.
During the weekly meeting the reflective learning
journal should be used to help identify targets for the
forthcoming week.
The higher level of reflection and self
evaluation demonstrated by the student
teacher, the better the outcome.
Evaluations and reflections
What could/ should the student teacher be
asking themselves? (e.g....)

l


Did the children learn what I wanted them to
learn ? How do I know?
What was the impact on the learning?
Did they learn enough or could they have
learnt more?



Why? Why not? What am I going to
do about it? Next steps? How can I
improve my practice?
Target setting
 Has
Observation and
appraisal
Targets and next
steps
Ensuring
development
Formative
feedback
and support
for
reflection
Making
summative
judgements
the student.
begun to evaluate
the lesson?
 Ownership?
 What next?
Key features of targets
Relate to the Teaching Standards.
 Subject specific targets.
 How will these be recognised as completed?

Tracking progress :
student teachers’ profile document

The F,D & S becomes the ‘Student
teacher profile document’

This profile document is divided into
three sections
Section 1 : Formative evidence
Section 2 : Summative evidence
Tracking progress from the
beginning
UCET Standards guidance.

Student teachers should highlight this document in
order to track their progress towards meeting the
Teacher’s Standards at the following points in their
training:
◦
◦
◦
◦
◦
◦
endpoint of introductory phase
review at beginning of developmental phase
endpoint of developmental phase
review at beginning of consolidation phase
midpoint of consolidation phase
endpoint of consolidation phase in preparation for NQT
year.
Why ?
Need to achieve ‘good’ or ‘outstanding’ by
the end of the programme
 Provide effective support for the students
 Avoid ‘last minute decisions’
 Ensure progression
 Clarification of process

Supporting and tracking progress

Early check against targets from previous SE

Procedures for students working at Grade 3
(requires improvement to become good).

Procedures for students ‘Causing concern’ :
action plans and tracking.
The ‘Cause for concern’ becomes
‘Causing concern : Action plan’
with guidance on procedures and the
introduction of :

◦ intervention log sheet
◦ ‘summary of interventions’
◦ an action plan to be completed by the
student teacher and University tutor
Students causing concern
Step 1. Causing concern action planning
 Step 2: Log any interventions

◦ Action should be taken as soon as you
consider the student is not making the
required/ expected progress.
◦ Any targets set should be standards
related
Step 3 – student and university tutors
 The developmental phase placement
cannot be extended

Key features of ‘SMART’ targets
SMART
•Specific
•Measurable
•Achievable ( and appropriate)
•Relevant
•Time related
Remember- they must relate to the Teacher’s
Standards.
 How will these be recognised as completed?

Remember

Students CAN pass this placement with
‘Requires improvement to become good’.

Students CAN achieve QTS at the end
of their training with ‘Requires
improvement to become good’ as long as
they have met all the Teachers Standards
( however this has obvious implications)
Elements

Causing Concern Action Plan

Intervention Log

Summary of Interventions

Action plan for next School experience /
NQT year
Monitoring and assessment file to be
implemented from the introductory phase

Monitoring and assessment evidence to be gathered in the
monitoring and assessment file from the introductory phase .

The monitoring of pupils’ progress by student teachers is of vital
importance in providing evidence of the effectiveness of teaching. It
is therefore valid throughout all school experiences.

However, acquiring the ability to monitor and assess pupils’
progress is a skill which needs to be built up over time. Over the
course of the programme, student teachers should gather a
record of quality evidence in their Monitoring and Assessment File
to support their developing ability and skills in this area. ( p72)

This process culminates in the robust answering of questions in the
‘exit interview’ at the end of the final school experience ( PG
Consolidation) .
Refer to pages 72 and 73 of the ‘Guidance for planning and
assessment on school placement’ for further information.

Key messages
Remember they are learners!




The mentor's skills in supporting student
teachers to become reflective practitioners.
The practicalities of appraisals.
The process of making honest and formative
judgements in all school experiences.
Supporting targeted reflection and
professional development.
Good or outstanding?
Consider what you perceive to be the key attributes of a
good or outstanding student.
Consider what you perceive to be the key characteristics
and behaviours they might display.
Consider what you think they might they be consistently
doing ( not just in appraisals).
What are the barriers that would prevent you from judging
a student to be outstanding?
It is more than just being ‘likeable’ or ‘good with the
children’ !
Evidence.....

Students files
Organised?
• Cross referenced?
• Full!/ completed?
• Contain sufficient
evidence?
•
•

Reflective Learning
Journals
•
•
•
•
Reflect progress towards
meeting the standards?
Make reference to
previous feedback?
Make reference to lesson
evaluations?
Identify next steps?
Demonstrate self
awareness ?
Evidence......
•
•

Appraisals and
feedback
•
•

Student teacher
profile
•
•
Show evidence of
reflection and progress?
Show evidence of
positive and consistent
impact on children's
learning?
Targets set and met?
Ongoing record of
progress demonstrates
consistent progress ?
Evidence they have acted
upon advice?
Broad ranging evidence
towards the Teachers
Standards?
The Teachers Standards 2012


The standards define the
minimum level of
practice expected of
trainees and teachers.
They are used to assess
all trainees working
towards QTS, and all
those completing their
statutory induction
period.
The standards need to be
applied as appropriate to
the role and context
within which a trainee
( or teacher) is practising.
 Providers of ITT should
assess trainees against the
standards in a way that is
consistent with what
could reasonably
expected of a trainee
PRIOR to the award of
QTS.

The Teachers Standards 2012

The professional judgements of head
teachers and appraisers is therefore
central to appraisal against these
standards.
Teachers Standards: Statutory Guidance
Department for Education July 2011
(Introduction updated June 2013)
Capacity to be an outstanding
teacher.....
The following descriptors are for use by
OfSTED inspectors ( and should not be
used as a checklist, but applied using a
‘best fit’ approach) but they do give us
some understanding of what the
expectations are for grading student
teachers....
Outstanding ( Grade 1)
All primary and secondary trainees awarded QTS exceed the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their training.
o
o
Trainees demonstrate
excellent practice in
some of the standards
for teaching and their
personal and
professional conduct.
Much of trainees’
teaching is outstanding
and never less than
consistently good.


Trainees have to demonstrate
excellent practice in some of
the standards for teaching and
their PPC
Our Mock Ofsted consultants
have suggested that this
means that at least 50% of
their teaching is outstanding
and the rest is consistently
good. It can never be less than
good. Hence they would need
to be outstanding in at least 4
of the 8 standards.
Good ( Grade 2)
All primary and secondary trainees awarded QTS exceed the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their training.
o

Trainees demonstrate
excellent practice in some
of the standards for
teaching and their
personal and professional
conduct.
Much of trainees’ teaching
is predominantly good, with
examples of outstanding
teaching.


Trainees have to demonstrate
they have exceeded the
minimum level of practice in
the standards for teaching and
their PPC.
Our Mock Ofsted consultants
have suggested that this
means that at least 50% of
their teaching is good, with
some examples of
outstanding teaching. There
may also be some elements of
teaching that require
improvement
Meeting the standards?
Set additional targets to work
towards a secure judgement
of ‘outstanding’
Yes?
Provide additional CPD or
support as necessary
If no further progress made
award grading of ‘good’
Is the student teacher on
track to meet a substantial
majority of ‘good’ criteria in
all 8 part 1 standards?
If majority of judgements are
‘requires improvement’ set
cause for concern /
intervention strategies to
work towards ‘ good’
Contact link tutor
No?
Provide additional CPD or
support if necessary
If no further progress made
award grading of ‘requires
improvement’
Meeting the standards?
Yes?
Set additional targets to
work towards
‘outstanding’ if
necessary
Award grading of
‘outstanding’
Is the student teacher on
track to meet a substantial
majority of ‘outstanding ’
criteria in all 8 part 1
standards?
Set additional targets/
intervention strategies
Encourage higher level
reflection .
No?
Provide additional CPD
or support if necessary
If no further progress
made award grading of
‘good’
Meeting the standards?
Set ‘cause for concern /
additional targets’ to
support the move towards
‘good’ outcomes
Yes?
Contact link tutor
If no improvement by the
end of block, placement
awarded a ‘pass’
Is the student teacher mostly
meeting the criteria for
‘Requires improvement’ in all
8 part 1 standards?
Set cause for concern/
additional targets/
intervention strategies
Contact link tutor
No? – some elements of
below standard
Provide additional CPD or
support if necessary. In
exceptional circumstances
extra time may be allowed
If no improvement SE
Director is contacted and
placement awarded a ‘fail’
Moving progress forward
What might you do if you weren't seeing
any progress being made?
 What strategies might you use to improve
outcomes and address your concerns?
 How might you go about setting targets
to enable the student to make progress?

Requires Improvement (Grade 3)
All primary and secondary trainees awarded QTS meet the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their training.


Trainees have to demonstrate
they have exceeded the
minimum level of practice in
the standards for teaching and
their PPC.

Our Mock Ofsted consultants
have suggested that this means
that there are few examples of
good teaching and the majority
requires improvement before it
can reach a good standard.

If any trainees look like they
are or are likely to be in this
category cause for concern
procedures must be followed.
Trainees’ teaching requires
improvement as it is not yet
good.
Requires Improvement (Grade 3)
It is vital link tutors are kept informed of any students
judged to be working at a level that ‘requires
improvement’.
 ‘SMART’ Targets will need to be set for those
students who ‘require improvement.
 Link tutors should send copies of ‘Cause for concern
form’ to the SE Director and the SPO
 For students who ‘require improvement’ on SE3,
interventions will need to be implemented with the
possibility of the student teacher needing additional
support/ time in school (and possibly into their NQT
year) .

See pages 24/25 Guidance for all school experiences
Impact on learning – has the student
moved learning forward....
In a specific lesson?
 Over a sequence of lessons ?

Outstanding
Good
Requires
improvement
Below
standard
All children
demonstrate that
good progress has
been made in their
learning and some
exceed
expectations.
All children make
progress against
their previous
learning and most
fully meet the
expectations of
the lesson.
Children make
some progress in
their learning but
not all make
sufficient progress.
A significant
number of children
do not make
progress.
Impact on learning – has the student
moved learning forward....?

What evidence might you be looking for?
Moving learning
forward in
lessons
• Trackers?
• Marking?
• Questioning?
• Evaluations?
Moving learning
forward over
time
• Trackers
• Records of progress
• Planning?
• Evaluations and reflections?
Any questions?
Key messages
Remember they are learners!
The mentor's skills in supporting student
teachers to become reflective practitioners.
 The practicalities of appraisals and the part
they play in the process of making honest
and formative judgements in all school
experiences.
 Supporting targeted reflection and
professional development.

Thank you for your attendance and for
supporting our students on placement
Jan Spencer


T: 01904 876524
E: [email protected]
ITE Partnership
Manager
Jenny Carpenter
Head of Programme


T: 01904 876325
E: [email protected]