PGCE Secondary School 1 Briefing - .NET Framework

PGCE Secondary School 1 Briefing

Trainees and mentors meet and greetInformal discussions centred on:

Trainee Professional Pen Portrait

Share/find out information on:

Trainee’s subject strengths

Trainee’s professional strengths

Possible areas for development

PGCE SecondarySchool 1 Briefing

Peter Carr – Course Director

Ian Axtell – Partnership Co-ordinator

Matt Waterhouse – Partnership Administrator

Our Vision

At Birmingham City University our aim is to develop highly skilled professional teachers who are:

Committed:

The exceptionally coherent way in which trainees are prepared, through the Education, Pedagogy and Professional Studies Programme (EPPS), to teach the new National Curriculum from September 2014 and support disadvantaged pupils, which is a strength worthy of sharing beyond the partnership (Ofsted, 2014)

Our Vision

At Birmingham City University our aim is to develop highly skilled professional teachers who are:

Confident:

Trainees who leave their courses with a wide range of knowledge and skills which makes them highly employable. Their career progression is swift and they make a real difference to the quality of teaching and learning in their schools (Ofsted, 2014)

Our Vision

At Birmingham City University our aim is to develop highly skilled professional teachers who are:

Creative:

The trainees’ exceptionally strong sense of belonging to a genuine learning community in which they are equal partners, resulting in their very strong commitment to taking their place in improving outcomes for all learners(Oftsed, 2014)

Ofsted responses to inspection

Other key strengths of the Secondary Partnership:Rigorous recruitment and selection processes that successfully identify trainees who have the potential to become good and outstanding teachers (Ofsted, 2014)

The high quality of the induction and pre-course phases that identify trainees’ individual needs very well, so that they make a confident start to their teaching (Ofsted, 2014)

Ofsted responses to inspection

Key message for us today:

An ambitious vision for the future of the partnership that is enthusiastically embraced by all stakeholders. Highly effective collaboration across the partnership leads to wide-ranging continuing professional development for all its teachers and trainees (Ofsted, 2014)

Activity:Carter

Recommendation 11.ii “training that focuses on…..how teachers

learn and the skills of effective mentoring”

How can we support beginning teachers on their training journey?

Please be ready to provide feedback

Committed Teaching

(procedural)

Confident Teaching

(functional)

Creative Teaching

(strong pedagogy)

Features include:

•The trainee managing basic

routines and procedures of

teaching e.g. getting pupils in &

out, taking register, distributing /

collecting equipment and

materials, grouping pupils

•The trainee developing

competence and confidence

with skills important and

necessary for the smooth

running of classroom/lesson

•The trainee exhibiting a

willingness but not necessarily

the understanding: “tell me what

to do and I’ll do it”!

•The mentor taking a significant

role in the planning and possibly

the teaching of the lesson

•The mentor possibly

experiencing frustration when it

is not done efficiently, effectively

or even “my way”

Features include:

•The trainee taking a lead in

planning and delivering a sound

(or better) lesson

•The trainee’s management of

lessons being generally sound,

efficient and purposeful

•The pupils usefully occupied or

even “entertained” and enjoying

the lesson activities

•The trainee playing the role of

the teacher well (or role-playing

the teacher well!)

•The mentor being satisfied that

the trainee is functioning well –

the trainee is “safe” to be left for

short periods of time

•The trainee blending well into

school, following procedures,

mixing well with colleagues,

conforming to the ethos

Features include:

•The trainee engaging in

reflective practice that includes

evaluating his/her own teaching,

setting targets and otherwise

managing his/her own

continuing professional

development

•The trainee undertaking regular

and effective assessment of self

and pupils, including: ongoing

formative assessments of the

learning process and summative

assessments of learning at

particular points

•The trainee using assessment

information to inform planning

•The trainee continuing actively

to develop subject knowledge

•The trainee focusing much

more on pupils’ learning than on

his/her own performance as a

teacher

Summary:

“For beginning teachers working within an established community of

practice, with access to the practical wisdom of experts, ‘clinical

practice’ allows them to engage in a process of enquiry:” (BERA, 2014)

• seeking to interpret and make sense of the specific needs of

particular students

• to formulate and implement particular pedagogical actions

• Evaluate the outcomes.

Key BCU documentation:

• Trainee Professional Practice Pen Portrait

- individualised professional detail,

which the trainees create themselves

across the year.

• Trainee Professional Experience Audit

- provides a detailed record of the

trainees’ professional experience to date.

Key BCU documentation:

Lesson Review and Evaluation Forms

• The form has been designed to capture team teaching in School 1 in response to Ofsted recommendations

• Linked to Target Summary section on Weekly Reviewforms in response to Ofsted recommendations

Ofsted national process

• Ofsted’s framework for the inspection of Initial Teacher Education has changed.

• They are now looking at the first two years of training

• This will involve inspections that take place in the Summer Term (during PGCE or other ITE programme) and the Autumn Term, focussing on the same trainees in both inspections.

School 1 ExperienceThe Secondary Partners’ Website will include all the key information that you require. Please use it as a reference point.

Save as a “favourite” on your web browser:http://www.bcu.ac.uk/elss/school-of-

education/partnerships-collaborations/secondary-partnerships/handbook

Please readPartners’ Handbook Section B

School 1 Preparation

Provided today:

• Trainees’ Professional Progress Pen Portraits.

• Trainees’ Professional Experience Audits.

• Trainees’ Subject Knowledge Audit and Subject Knowledge Action Plans…

Consider - what opportunities do you provide to develop subject knowledge in School 1?

Consider - what opportunities do you provide to develop professional experience in School 1?

School 1 – Advance Preparation

One trainee will phone PM. They will ask, amongst other things, what time they are required to arrive at school.

Default time 8.20am

They will research your school via:• School’s web site• Ofsted report• BBC and DfE Databases

Safeguarding

• Trainees have Safeguarding Status Statement with them which provides the information needed for your single central record: ‘Employer’ confirmation of date and number of CRB check.

• Trainees asked to have photo ID.

School 1 – trainees’ principal activities

Implementing EPPS (theory and research) in school (practice)

Structured observations of:• Whole school• Departments

PDP Tasks go into Professional Development Profile

PM Sessions (WSI)

Attend meetings, INSET, briefings

Out of Hours activities (if apporpriate)

Theory and Research into Practice:

Autumn term EPPS

Prior to School 1:

• Professional Values

• Safeguarding

• Teaching Standards

• Managing Behaviour 1

• Learning Theory

• Developing a Classroom Persona

• Teaching Styles

• The Curriculum

• Structuring Learning and Lesson Design

• Planning for Learning

Autumn term EPPS

During School 1:

• Questioning

• Explaining and Modelling

• Differentiation and Inclusion

• Assessment for Learning

• Thinking Skills and Learning to Learn

Activity:Which aspects of the EPPS sessions will trainees see in your school , in what context?

Please be ready to provide feedback

“The Individual Learner” assignment

An Individual Learner (or possibly 2)! – trainees will discuss selection with mentor

Establish focus – does not mean an SEN, G&T, EAL, etc... pupil

Research issues surrounding learner which will reflect the learning in EPPS sessions

Research data collection methods

Observe over at least 2 lessons

Assessment of the assignment through ½ day at BCU (22nd or 23rd October)

School 1 Serial placement

Paired placement (mostly)

15 serial days – tight schedule, lots to do

Preparation for block placement

Week 1 – programme for serial placement and topics to be taught – trainees will start planning immediately

School 1 Serial placement

The Planning DialogueStart a.s.a.p.

Mentor Trainee Tutor

Units of Work revised and signed off –ideally at the latest in Week 5 (before start of block – i.e. half term)

School 1 Serial placement

Week 3 – trainee to email timetable for School 1 Block placement to tutor

Plan and teach one lesson by end of Serial

Establish focus for TIL assignment

Gather information about:• School (via PDP tasks)• Department• Curriculum (units of work)• Policies and procedures (staff handbook)

School 1 Block placement

10 hours per week of subject teaching per pair:

5 hours lead teaching

5 hours support

Instrumental Enhancement:

4 hours lead

4 hours support

One day out of school during the serial placement and one day per week during the block placement.

School 1 Block placement

2nd subjectTutor groupPolicies and procedures in actionObservation (in and out of subject department)Meetings, INSET etc.Out of HoursParents’ EveningsWeekly Review meetingPM / WSI sessions

School 1 Block placement

Now 4 days per week every week, Monday to Thursday

Week 1 – full teaching timetable (10 hours per pair in specialist subject)

Trainee maintains attendance registersAbsence – Trainees must notify BCU (tpabsences@bcu.ac.uk 0121 331 5276 and school by 8.15am and SET WORK!

Paired Placements

10 Hours = 5 lead + 5 support

Instrumental Enhancement:

8 hours = 4 lead + 4 support

Activity:Discuss in subject groups:

What if…- a more able trainee carries a weaker trainee?- the trainees are conjoined?- the trainees don’t get on with each other?- a weaker trainee hides behind a stronger trainee?

Please be ready to provide feedback

Paired Placements

“…mentors will need to use their professional discretion to ensure that important training opportunities, such as collaborative planning, modelling teaching strategies, team teaching, and so on, are provided.”

Partners’ Handbook Section B

Dependent

Independent

Dependent

Independent – committed, creative, confident.Able to demonstrate practice intelligence and to work beyond compliance

Weekly Review

Trainee prepares paperwork for this.

Start in Week 1 of the Serial placement:- Establish ground rules and open lines of communication - Review of Subject Action Plan- Establish routines / schedule for checking:

• Units and lesson plans• Lesson evaluations• Professional Development Profile

- Encourage trainees to self reflect (through dialogue)

Activity:-Discuss in subject groups:

How can the Weekly Review be used to nurture and support trainees through their training process?

Please be ready to provide feed back

School 1 Procedures

E-Lesson Review & Analysis Forms - see Partners’ Website (not Moodle)

http://www.bcu.ac.uk/elss/school-of-education/partnerships-collaborations/secondary-partnerships/documentation

Weekly reviews – every week!! (12 in total)

Tutor visits x 2 (at least)

Primary School Visits

Equivalent of ½ day per week (3-4 days)

Block or serial (the choice is yours)

Letter of introduction: send ONLY once placement has been agreed

Mentor helps with contact details but trainee makes contact

Standards and GradingTrainees select 1, 2 or 3 (max) Standards for feedback in Review and Evaluation Form

Trainees monitor their own coverage of Standards –mentors’ input/advice

Comments focus on identified Standard

Please comment on and grade Standards other than those identified by the trainee

Standards and Grading

The Teachers’ Standards and BCU Grading System are published as a ‘print version’ in the Handbook area of the Partners’ website:

Also available in your trainee’s PDP

For formative assessments to be effective:• Review and Evaluation form feedback linked to grade

descriptors (not a number!)• Discussed with trainee• a.s.a.p. after teaching• Used regularly and frequently

Formative & Summative Feedback

If there is no formative feedback for Part 2 – this is not helpful or appropriate

Formative feedback for Standard Prompts only

Summative assessment and feedback of the whole Standard via end of placement report...

Assessment and Evaluation (A&E) Report

Lesson Review and Analysis Forms

Formal feedback to trainees

Minimum 2 per week

Ensure that there is a strong focus on teaching the subject and the learning of the pupils

Grade ALL Standards that feature in the observed lesson and set sharp targets

Indicate where a selected Standard is not appropriate in that observation (N/A)

Wider use beyond lesson observations

Lesson Review and Analysis Forms

Where trainees are working together to deliver a lesson there is a Team Teaching Review and Analysis Form

Encouraged a graduated approach towards teaching whole lessons dependent on the needs and aptitudes of the individual trainees concerned.

However, they do need to be teaching whole lessons by the end of the Block Placement.

Assessment of Trainees

End of Placement A&E Report – must be in by Friday 18th December 2015 (via trainee)

What attainment might we expect from a trainee by the end of School 1?

Any questions?