Transcript Stage II School Experience - University of Gloucestershire

Stage 2 School
Experience
Dates
9th May 2014 to 23rd June 2014
(Half term 2nd to 15 May)
Stepping up a gear
• Building on previous experience (Stage I & taught course)
• Increased teaching responsibility (70% after half term)
• Taking ownership of planning, evaluating and assessment to
lead to the children making progress
• Recognising and reflecting on the impact of their teaching on
children’s learning
Students are preparing by:
• Reviewing all Stage I feedback to inform targets for Stage II
• Up-dating PDP – include Stage I feedback and report
• Locating CRB and taking into school on Day 1
• Writing a letter of introduction, including personal information
regarding allergies, medical conditions, emergency contact details
• Continuing to check e-mails regularly
Students are preparing by:
• Organising files (see appendix 13)
• Inserting copies of all relevant forms (including form 20)
• Reviewing school website, latest Ofsted report and school data
dashboard
Before half term students will:
• Understand the school, key policies, and expectations
• Share personal professional targets with school staff and Link Tutor (LT)
• Plan teach assess and evaluate group activities, parts of lessons and
whole lessons
• Build up to 50% teaching responsibility
• Undertake teacher duties
• Observe good practice
• Complete Medium Term Plans in draft
• Engage proactively in assessment of the children and of their own
professional development
– Profile pupils
– Assessment records
– Highlight level descriptors leading to shared understanding and personal
target setting
Placement Information Document
(to be completed by 19 May)
These must be discussed with teacher and ‘signed off’:
• Health and Safety
• Inclusive Education
• Teaching and Learning (including homework)
• Safeguarding and Promoting the Health and Well-being
of Pupils
• Assessment, monitoring, recording & giving feedback
(including marking)
• Behaviour management (including bullying policy)
• Partnerships with others
During half term students will:
• Prepare medium term plans for those areas of the curriculum
for which they have responsibility for teaching over 3½ weeks
• Prepare medium term plans for English and at least 2 others (1
of which should be non-core strength where possible)
• Annotate school medium term plans for other curriculum areas
for which they are responsible
• Ensure their teaching includes phonics and PE
• Use University pro formas or the school pro formas (if the
school prefers this)
Medium Term Plans (Pl G p6, p20-31)
• Cover sheets for each area of the curriculum that student will be
responsible for teaching (at least En, Ma, PE & 2 non-core subjects)
• Unit plans for English and Maths, planned with the class teacher (refer
to English/Maths lecture notes)
• Maths and English weekly plans written independently by student
• Negotiate which En/Ma to teach in advance so that student also has
time to teach non-core subjects; for example, wk 1 = En, wk 2 = Ma,
wks 3+ = En & Ma
• Two medium term plans must be completed following detailed
guidance
After half term students will
• Plan and teach independently (groups and whole class) for up to
70% of the timetable
• Use 10% non-contact time for PPA
• Use 20% non-contact time for observation/professional
development
• Assess, monitor, record, give feedback to inform planning and
support pupil progress (IMPACT upon pupil learning)
• Evaluate own progress: lesson evaluations, weekly evaluations
• Respond proactively to advice and feedback
• Adopt role of teacher
• Complete weekly evaluations from 23rd May.
Teaching phonics (TS 3.4)
• If not in FS/KS1
– plan & teach at least 3 phonics sessions (arrange to visit another
class asap)
- plan & teach spelling/reading in own class throughout placement
• In FS/KS1, 1 formal observation with feedback
• Complete ‘phonics tracker’ (in PDP)
Assessing, Monitoring & Record
Keeping
(Pl G p9-11)
You may prefer a separate assessment file with dividers
for:
• Observation of learning (form 17)
• Target group assessments (form 18)
• 2 Pupil profiles – include 3 Profile sheets (English, Maths
and ‘Other’ Pl G p43) and annotated evidence (incl 1
pupil who is under-achieving/has particular needs).
• Complete PP analysis (Form 8b)
• Class records in line with school practice
• Notes on individual pupils e.g. post-its
Begin to collate information from day 1!
All pupil records are confidential
Assessment of Stage II
At least 4 or 5 formal observations planned:
• Link Tutor will visit twice and offer written and oral feedback
(Appendix 12)
• School staff will observe at least twice and offer written and
verbal feedback
• Link tutor and school staff joint observation if possible
• Mid-point review
• Students and observers should refer to ‘Dulux cards’ in
preparation for observations – subject-specific feedback
Mid-point review
• Student preparation
- meet Medium Term Plan requirements
- review personal targets to date
- highlight Level Descriptors and evaluate progress for discussion (App
11)
• ‘Readiness to commence’ form completed by school before holiday
(23 May) and by Link Tutor during holiday tutorial and then student
to complete ‘student response’ section
• If a student is not ready to commence or is at risk of failure, please let
Kathryn Rhodes and Emma Howell know during half-term
Setting targets
Evidence used:
• Level descriptors
• Self-evaluation – lessons, focused against Teachers’ Standards
• Formal and informal feedback
Targets will:
• Be specific, focused and achievable
• Identify strategies to meet targets
• Begin to describe what success will look like, relating to Level
Descriptors
Students causing concern (App
10)
Link Tutor or school staff will usually:
• inform student verbally
• discuss strategies for improvement
• monitor progress and continue to support
• complete ‘Statement of serious concern’
In exceptional circumstances, a school may
request a student is withdrawn immediately
Stage II formative grades
• 1– Very good
• 2– Good
• 3– Satisfactory
• 4– Unsatisfactory. Fails to meet the Standards
Extract from the revised School Report form
HIGH EXPECTATIONS, MANAGING BEHAVIOUR, WIDER PROFESSIONAL
RESPONSIBILITIES (Teachers’ Standards: 1, 7, 8)
Overall
Grade
TS 1
TS 7
TS 8
Strengths
Areas for Development
Students are expected to be
professional and pro-active
• Discuss and plan any out-standing School Based Tasks with Class
teacher (SE4)
• Arrange Link Tutor visit dates, inform school and leave visit schedule
with administrative staff on morning of visit. Leave copy of lesson plan
on top of School Experience File for Link Tutor
• Always have all files available for scrutiny
• Remind school staff, in advance, of deadlines for forms
• Set regular dates to meet with mentor and/or class teacher
• Contact Link Tutor or Kathryn Rhodes if you they any concerns
Absence from school
The following must be informed of any absence from school, extra
placement days will be arranged where appropriate:
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School
Students sharing transport
Link Tutor
Kathryn Rhodes
Personal Tutor
Russ Shalofsky
Thank you for hosting our
students