Transcript 2nd Year School Experience

Gill Woods
PGCE Primary Partnership Manager
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Welcome
Dates
Overview of the course
Trainee tasks
University Expectations
Paired Placements
Teachers’ Standards and Grading
Assessment Overview & Tutor visits
PRELIMINARY VISIT DAYS
14th January 2015
21 January 2015
28 January 2015
6 WEEK BLOCK SCHOOL
EXPERIENCE 2 (SE2)
Monday 2nd February
to Thursday 19th March
2015
MID POINT REVIEW TO BE SUBMITTED
By Friday 27th February
2015
END OF SCHOOL EXPERIENCE
REPORT TO BE SUBMITTED
By Thursday 19th March
2015
PGCE Yearly Overview
Term 2
Term 1
Term 3
Pedagogy & Management (PAM)
8 week block
6 week block
Core Subjects & ICT
Core Subjects & ICT
Foundation Subjects
Foundation Subjects
Primary Subject Specialism (PSS)
9 week block
Core Subjects & ICT
Wednesday 14th January
Wednesday 21st January
Wednesday 28th January
During these visits, the trainee should have obtained necessary
information about the class (basic pupil details, timetables etc.),
subjects / topics they will be teaching along with any planning, as well
as the necessary school policies (safeguarding, health & safety,
behaviour management). During the final visit day they should
negotiate their first week’s teaching timetable and have enough
information to produce some lesson plans before they start the block
placement for their SE tutor to see in the pre-practice tutorial.
The SE tutor will
• Make sure the SE file is set up according to the
handbook
• Discuss the school policies
• Check planning and timetable for week 1
• Discuss the impact on children's learning during
SE1 and targets for further development.
• If the trainee received a NOT grade from SE1 then
the action plan is discussed.
In discussion with their class teacher, trainees will
carry out a preliminary teaching assessment for a
child in each of the ability groups – low, middle
and high (this should be completed by the end of
week 1).
Support these individuals in English, Maths and
Science, providing plans for sessions taught.
Track the progress of each individual in terms of
the impact you have made on their progress.
What are the next steps you need to take to move
their learning forward?
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Support and observe the class teacher as appropriate
Prepare lesson plans for each session taught- even for
small groups
Evaluate each lesson taught, one in detail per day. All
other lessons plans for that day can be annotated to
inform future planning
Write your weekly review and set targets
Gather evidence for your RP
negotiate with your class teacher time over the next few
weeks to collect data for your PSS
Draw up a timetable for completing the PETs
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your joint teaching of whole class and group and individual teaching
should not be more than 50%;
take responsibility for some whole class teaching in one core
subject and another that you feel confident teaching;
prepare lesson plans for each session that you teach;
write a detailed evaluation for one lesson per day and annotate
lesson plans for others;
continue to support the same individuals as last week in English,
Maths and Science, providing plans for these sessions; track
progress made by the children and the next steps you will take to
move their learning forward;
complete your weekly review and set targets using the ‘Meeting the
Standards’ booklet;
discuss with your teacher about the organisation of display of
children’s work to be in place by the end of the School Experience
gather evidence regularly in your RP.
complete a mid-point review at the end of week 3 and email to the
university
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From week 4, take responsibility for the day to day
running of the class across the whole curriculum
( 60%) paired between them;
discuss your progress regularly with your class
teacher and/or mentor
put up a display of children’s work;
check that your School Experience file is up-todate and organised;
ensure that you are writing a critical reflection of
one lesson per day and annotating lesson plans
for others;
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continue to support the same individuals as last week in
English, Maths and Science, providing plans for these
sessions; use lesson evaluations to track progress made
by the children and the next steps you will take to move
their learning forward. What impact have you made on
the children's progress across the 6 weeks?
manage and bring to a conclusion (week 6) the
assessment and record keeping procedure for pupils’ work;
write your weekly review and set targets;
consider how the children’s work can be brought to a
satisfactory conclusion
Highlight agreed grades in the ‘Meeting the Standards’
booklet in orange
Section 1
Classroom organisation
Section 2
Current week’s planning
Section 3
Previous weeks’ planning
Organised chronologically and
sub-divided into weeks
Section 4
Assessment
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There is one RP for all three school experiences.
It should be in school at all times.
Quality rather than quantity.
Must have evidence in it, matched to the QTS standards
before SE Report is written
Teacher’s responsibility to link with weekly review;
“Next week I’d like you to focus on class management,
assessment, taking responsibility for the class, subject
knowledge, diversity and inclusion, working with other adults.”
Student’s responsibility to give it to teacher for regular
inspection.
What are the benefits?
 How do these work?
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Good, equal relationship (each student
does not grade the other student’s
teaching)
Listening skills
Constructive feedback to partner
Constructive response to feedback
Not taking things personally
Working together for improvements
Taking and sharing responsibility
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SE tutors will phone the school during the first week to check that all is
going well. There will be two visits for individual placements and three
(possibly more) for paired placements
Informal feedback – all feedback is welcome
Lesson observations will be graded. Grades will take into account your
overall progress – it will not just be based on the individual lesson.
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Mid-point review to be submitted by Friday 27th February
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Final SE Report and copy of attendance sheet to be submitted by
Thursday 19th March
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These reports should be e-mailed to [email protected]
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Look at the SE2 flow chart in the SE Handbook for further details
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Lesson observation forms
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Mid point review sheet
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Final report
PG / SE2 / 3
Assessment
Framework
Fail
Pass
(OT3)
Good
(OT2)
Outstanding (OT1)
1 or more (E)
Emerging Teachers’
Standards or
Not met the
Teachers’ Standards
in Part 2.
4 plus Teachers’
Standards grades at
(OT3) Pass with some
features of (OT2)
Good.
No (E) Emerging
Teachers’ Standards.
Met the Teachers’
Standards in Part 2.
4 plus Teachers’
Standards grades at
(OT2) Good with
some features of
(OT1) Outstanding.
No Teachers’
Standards graded at
(OT3) Pass.
Met the Teachers’
Standards in Part 2.
4 plus Teachers’
Standards grades at
(OT1) Outstanding
overall.
No Teachers’
Standards graded at
(OT3) Pass.
Met the Teachers’
Standards in Part 2.
Thank you for
your support