Transcript Slide 1

Mentor Training
Brunel University Primary Partnership
PGCert Primary
Consolidation School Experience (CSE) Phase –
to commence March 2014
Agenda
• Evaluation of Partnership updates (part of the PPMG)
• Overview of the Consolidation School Experience (CSE)
• Requirements of the Partnership
– Roles of members of Partnership
– Partnership Agreement
• Supporting a trainee teacher in your class
– Roles, responsibilities and benefits
– Individualised training plan
– Profile of Progress towards meeting the Teachers’ Standards
Headline statements from the SED
(shared with our PPMG and Steering Groups)
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Highest ever grade 1 students (68%)
Fewest ever grade 3 students (3%)
Females achieved more grade 1s than males (65% to 43%)
Standard with most grade 1s - TS1 (High expectations)
Standard with most grade 3s - TS6 (Assessment)
Specialisms (now called Curriculum Enhancements) –
positively evaluated by schools, students and our two
external examiners
• Excellent destination data (approximately 97%)
SED Related Priorities
• Monitor effectiveness of new paperwork and procedures relating to
professional learning
• Monitor and develop the cluster leader model
• Develop the literacy and mathematics steering groups
• Liaise with schools about how they would like to be involved in a school direct
model
• Maintain excellent grade 1 achievements and reduce grade 3s through clear
strategies
• Put procedures in place to support male student teachers to achieve the
highest possible grade
• Reduce the number of student teachers withdrawing prior to the final
assessment
• Track destination data and ensure student teachers are well-prepared for
interview
• Develop the use of Pebblepad
Key Personnel for 2013-14
Subject Leader for Education:
Professor Viv Ellis
Course Leaders for PGCert Primary:
Gwen Ineson and Geeta Ludhra
Partnership Development Unit Manager:
Michelle Evans
Changes for 2013-14
Simpler Titles
SSE1 : Foundation School Experience (FSE)
SSE1 : Development School Experience (DSE)
SSE2 : Consolidation School Experience (CSE)
Changes for 2013-14
Structure
ISE – 2 weeks (September)
FSE – 4 weeks (November-December)
DSE – 7 weeks (January-February)
CSE – 11 weeks to include 2 action planning
weeks before Easter (March- end June)
24 weeks in school (+ school-based work as part of the curriculum enhancement
activities)
Changes for 2013-14
Cluster Partnership Model
Cluster Leaders: responsible for a group of
schools, to provide school-based mentor
training and ongoing communication.
Dates: Consolidation Phase
School visit:
19th March (1 day)
School
placement:
March 24th - 4th April: action planning
Mentor
training:
21st April- 27th June: placement
Dates to be confirmed (w/b 12th May)
Pattern of CSE Phase
Action planning
(Weeks 1 & 2 –
before Easter)
• gaining an overview of school, class, and key routines and
policies
• becoming an active member of the class and working on
developing areas of weakness from the DSE phase.
Weeks 3 & 4
• Plan, teach and evaluate 25% of the week with mentor
support
Weeks 5 - 7
• Plan, teach and evaluate 50% of the week with mentor
support
• Interim assessment to take place week 5 (Action Plan is
vital if any cause for concern!)
Weeks 8 - 10
• Plan, teach and evaluate the equivalent of an NQT’s full
week (80%) with mentor support
Week 11
• In addition to planning & teaching 80%, student and mentor
to complete the summary pages of the Professional
Learning Record
NB All teaching weeks to include PPA time and regular mentor input
Meeting the Standards
Pebblepad – accumulation of all Standard
related paperwork: Professional Learning
Record
Primary Partnership Website
New: ITE Lesson Feedback Record (p.160)
Professional Learning Record
• Hard copy available in the green section in the
handbook
• Covers the whole school-based training period
• 5 assessment points
• Trainee takes responsibility to self-assess
progress
• Mentor’s assessment
• Targets, strengths and distinctiveness
Consolidation Phase
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Partnership Agreement – p.20
Pre-block checklist (p.19)
Checklist for starting main block – p.19
Training Task Schedule (pp. 78-86)
Professional Learning Record (p. 87)
Observation sheet (1 per week)
Weekly training sheet (1 per week)
Role of Trainee
Planning
– Medium term: in collaboration with mentor
– Individual lesson plans
– Planning for all learners in creative and differentiated
styles
Assessment
– Tracking records for all pupils, for every core lesson
taught and led
– 4 profile pupils (in-depth assessments and summative
report)
– Assessment in the core subjects for every pupil
Role of Trainee - continued
• Be professional and safe (Insurance)
– Punctuality
– Dress/appearance
– Fit in to the school systems and adhere to policies
– Absenteeism
– Meetings and taking responsibility
– Knowing key staff in the school if there is an issue
More detailed information on pp. 27-29
Role of Mentor
• Devising and implementing an Individualised Training Plan
• Explaining the school’s policies and systems for planning, assessing and record
keeping early on in the placement (including the data picture)
• Ensuring that trainees have opportunities to observe and discuss good practice in
planning, teaching and assessing across the school (inc EYFS if possible- they have
all had an EY lecture recently)
• Sharing non-confidential records on children’s progress
• Ensuring that the trainee has the opportunity to assess children in the core
subjects in the terms set out in the previous slide and handbook
• Directing the trainee in terms of pupil tracking, targets, and ‘next step’ learning
and marking
• Monitoring and assessing trainee progress throughout the CSE phase through
regular observation, debriefing and target setting against the Standards
• Become conversant with, and use PebblePad to track student progress on a
weekly basis (students are very familiar with this)
Role of Link Tutor
Link between Partnership Schools and Brunel University to
support mentor and student teacher
• Weeks 1 - 6 (two visits)
– Review progress of trainee with mentor
– Identify targets and discuss ways of supporting student
teacher
– Ensure assessment procedures against the standards are clear
• Weeks 7 – 9 (one visit)
– Identify strengths and areas of development for the student
teacher
– Complete Assessment process
Areas of Focus: National Priorities
• Training Task Schedule (pp. 78-86) as a useful starting point.
Encourage focus on:
– Behaviour for Learning principles (lesson planning box)
– SSP (tracker document) and grammar
– New NC transition processes
– Mathematics
– Pupil progress and engagement (data and targets)
– EAL directed task (if not completed on the DSE phase)
– OfSTED outstanding teaching materials
Individualised Training Plan
• An example of a generic Training Programme for CSE can
be found on page 78 (Section 7) of the handbook. This
document should be individualised by taking into account:
– trainees’ individual starting points and needs, as
identified in previous paperwork, with particular
reference to enhancing the quality of teaching and
learning across the core subjects
– the routines and timetables of the school and class in
which the trainee is working
Developing the individualised Training Plan continued
Devising a programme which meets the trainee’s needs. Possible
components:
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observing other highly effective teachers
observing children’s learning with clear focus points
focused interviews with teachers / school personnel
data collection for assessments
team planning, teaching and assessing, followed by high
quality pupil learning discussions
solo planning (in line with the trainee’s confidence), teaching
and assessing, followed by de-briefing
space for self-evaluation and target setting
formal target setting, formative and summative assessment
processes against the Teachers’ Standards
Feedback and Formative Assessment
• Encouraging self-review and evaluation in your trainee
• Engaging in constructive evaluation
• Talking to the trainee about how to teach effectively /
what to do, why etc...
• Providing key information and knowledge
• Affirming worth and positive features
• Recognising and dealing with feelings
• Challenging actions and ideas
• Promoting independent development and thinking
Monitoring Trainee Progress
• Informal observations and professional interactions
• Formal observation skills – seeing snapshots of lessons
• Monitoring the development of the trainee’s files (weekly
basis is most beneficial)
How is the monitoring and support best recorded? Feedback
from CLs on recent experiences of exemplary practice
Further Information
• Next training sessions: week beginning 23rd June
(depending on cluster) – will focus on assessment
at the interim stage
• Partnership website:
http://www.brunel.ac.uk/sse/education/partnerships/pri
mary-school-partnerships
• Our Partnership Manager can be contacted
– email: [email protected]
– tel:
01895 266092
Conclusion and Questions
• Thank you for your continued support in
working in Partnership with Brunel!
• Please complete the evaluation so that we
know what we are doing right and what can
be done to make us even better.