BEd Year 1 – Block 3
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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
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