Transcript BEd Year 1 – Block 3

Feedback from Partnership Schools
about BEd 1 Block 1
Schools reported very professional
approaches by students
Staff were impressed by a level of
engagement and commitment
Schools enjoyed having First Year
students
BEd Year 1 – Block 3
 Observations & school based tasks to complete
(Handbook pages 31,42,43,44)
 Students to engage in planned collaborative
(with CT &/or partner) and independent teaching
in own & other classes
 Students to discuss progress and establish
targets, self-evaluate using level descriptors p44
 Class teacher / mentor to formally observe
student and give verbal and written feedback at
least twice
Working as a pair (p30)
Professional relationship
Professional discussions
Share queries & good ideas
Indiv & joint responsibilities
Mutual support
Informal feedback
- Opportunities for lone teaching
- Peer Mentoring role
An opportunity to ‘shine’
School-based tasks less prescriptive
More opportunities to plan & teach whole
class
Professional discussions encouraged (use
‘Meetings with School Mentor’ form p36)
Participation in wider role of school
Target setting
…….chance to become ‘the teacher’
Students are encouraged to be proactive!
Teaching opportunities
Weeks 1 & 2 plan, implement & evaluate
teaching with Class Teacher &/or partner
– groups, whole class, part lessons, whole
lessons
English (must include at least 3
phonics/reading), Maths, Science, 2 noncore subjects & PE (with teacher present
at all times) or each Area of Learning in
Foundation Stage
Week 3 plan, implement & evaluate
teaching independently
National ITE priorities
Phonics (SSP)
Maths
Behaviour management
SEN
Phonics monitoring form to be added to
PDP to track trainees progress/experience
throughout training
Lesson plans & evaluations
 To be completed by the student for each
teaching episode (group or whole class, part or
whole lesson)
 Reflective evaluation to be completed at the end
of each lesson
 Class teacher to offer informal feedback and
support
 Verbal and written feedback to be given after
formal observation
Students to consider:
‘What impact have I had?’
Consider throughout:
How are the children benefitting from my
placement?
How is the school benefitting from my
placement?
How am I benefitting from my placement?
Target setting – pre- & during SE
Level descriptors (Appendix 11)
Specific, achievable targets
Review and renew
Aim high
Informed by
- self-evaluation
- Formal feedback
- Informal feedback
- Observations of teaching & learning
The first day…*
 Share DBS with school administrator or HT
 Student to meet new class and staff with whom
they will be working (confirm name of mentor)
 Student to complete ‘Context for Teaching’
(form 21) with Class Teacher (Moodle)*
 SBT discussion dates arranged
 Overview of placement to be discussed and
targets identified and agreed
 Agree date in week 1 for mentors first meeting
with students to explain school’s approach to
planning, evaluation, assessment & behaviour
management
School-based tasks – themes, En,
Ma, Sci, display, pupil observations
 Student and Class Teacher to negotiate
timetable for SBT discussions on first day to
ensure all tasks can be completed (display**)
 Student to complete ‘Record of Obs & Teaching’
table (p45)
 Class teacher / mentor to assess one SBT/
theme on each Friday and give feedback
 Class teacher / mentor (and peer, if possible) to
assess display and give feedback
Themes (p40-41)
Diary/running record focussing on 1 theme
each day throughout placement as in Block 1
(CT to sign):
 Learning
 Assessment
 The role of adults and practitioners
 Relationships and behaviour management
 Resources – including display*
(*Request teacher and peer written feedback)
Students might speak to other people in order to
be further informed about your observations
Themes
 Observations - briefly describe the actual
teaching and learning experience that you have
engaged with
 Implications for practice – analyse
observations and explain the ways in which the
experience has had, and will have, an impact on
your teaching
 similarities or differences between teaching
and learning strategies have been observed
Observing pupils – assessment of
learning (p36 /form 17)
Students must continue to undertake at least 1 focused
observation of pupils & teachers per day and consider:
 feedback to children
 learning styles
 links to previous learning
and consider what implications there may be for
subsequent learning and teaching.
TGA pro formas (form18) to be completed when working
with a group.
Findings should be evident in files – students beginning
to use the information.
SATs – students should take opportunities to observe and learn about
assessment procedures and National Curriculum levels
Pupil observation & analysis (p33&38)
Paired, focused teaching & learning activity
to consider identification of individual
needs/barriers to learning & how these
may be addressed
 1 pupil in 1 subject area
 Professional, analytical dialogue with partner
 Evidence?
 Complete form
 Professional, informed dialogue with teacher.
 Form signed.
Role of the mentor*
 Review PDP - student to share targets for
placement
 Meet early in placement to share schools
approach to planning, evaluation, assessment &
behaviour management
 Facilitate meeting with SENCo
 Facilitate visits to other classes
 Observe each student at least twice and share
written feedback on Uni pro forma (App. 15)
 Review students file each Friday and provide
written feedback on 1 SBT each week
 Write SE report* (p46), share with student and
forward copy to [email protected]
Observing Students
 On-going ‘informal’ observations and feedback.
 At least 2 formal observations using 2-page University pro formas.
 Page 2 – where appropriate
These may focus on:
 interactions with pupils
 planning & teaching a group or part of a lesson
 planning & teaching or managing the whole class
Written feedback should note progress in all aspects observed and areas for
further development.
Comments about the impact on pupil learning to be included.
Link Tutors will visit all schools and trainees
 Observer will feedback verbally and in writing following lesson
 Observer will also want to meet with teacher &/or mentor
 School notified in advance
Up-date ‘file monitoring form (Form 20) at front of SE file
What are we looking for?
Feedback from mentors, class teachers and/or Link Tutors
will relate to the Teacher’s Standards & may focus upon:
 Professionally presented, navigable SE file (p27 & form 20A )
 Ability to reflect, critically analyse, take appropriate
action
 Use of English – spoken & written
 TS1 ability to set high expectations which inspire,
motivate and challenge pupils *
 TS7 ability to manage behaviour effectively to ensure a
good and safe learning environment *
 TS 8 engagement with wider professional
responsibilities *
Comments concerning subject knowledge, planning and
teaching will inevitably also be included
Progress of students
The PDP is a key element; students
should have targets clearly set for this
Block 3 placement and should share these
with their Class teachers / Mentors
Students must evaluate their planned
teaching episodes and set themselves
targets/review targets where appropriate
All paper evidence must be professionally
presented, up-to-date and available every
day
Assessment of students - satisfactory or unsatisfactory
(see Level Descriptors Appendix 11)
Students to highlight LDs at beginning of week 3 & share
with teacher/mentor before final assessment
2 part assessment :
- School files and all SBTs completed
- School Experience
School Report (p46-47)
- to be completed by the Class Teacher / Mentor
and shared with the student on the last day
- comments to consider each area of Teachers’
Standards
- suitability to progress to Year 2 confirmed
Concerns (App 10)
 Any concerns should be shared immediately
with a student and put in writing
 Concerns must be notified to the SE Office
 Schools may request a visit from a University
moderator
 Schools may request removal of student from
school
[email protected]
Absence from school
The following must be informed of any absence
from school, extra placement days will be
arranged where appropriate:
 School
 Students sharing transport
 Personal Tutor
 Jackie McNeil
Students have been told to arrange to be in school
from 8.15am to 5.00pm*
ITE Ofsted inspection
Short notice – informed Thurs, visits to
school & Uni following Mon – Weds
Observe trainees & NQTs in school
Meet trainees, NQTs, partners in school
&/or Uni
Focus upon
- Student outcomes
- Quality of partnership
- Leadership & management
Thank you for hosting our
BEd 1s