Upload
dangduong
View
214
Download
1
Embed Size (px)
Citation preview
Mentor Briefing UGSE3
2018
To be aware of expectations of student teachers engaged in their final school experience
To be aware of the mentor support required
To become familiar with documentation for the final placement
Serial Days: 11th – 12th January, 15th - 19th January
8 week Main Block: 22nd January – 23rd March
Interim report:
Friday 23rd February 2018
Workshops for those students requiring additional
support
w/c 12th February
Seven days.
Expectations in handbook:
FS p5-10
KS1 / 2 p11-15
Preparation days are an opportunity to gather
data, start School Based Tasks and get to
know the children and classroom and school
routines
In the main block, student teachers move from
60% to 80% timetable, aiming to be, as far as
possible, the class teacher
Seven x weekly appraisals with mentor
Phonics Appraisal – now a requirement for both
SE2 and SE3
CPD Tracker completed
Interim report
Midpoint Moderation Appraisal (one of the seven)
mentor and link tutor (week 3 or 4)
Phonics Appraisal
Exit Interview with link tutor (week 6 or 7)
Triangulation meeting and report (student teacher,
class teacher and mentor reviewing the placement and
producing summative reports, overall grading and
targets for NQT induction)
A visit from an external examiner to a
small sample of schools (March 2018 date tbc)
Visit 1:
Early in main
block
Visit 2:
Stage 1 of exit
process
Shared
appraisal at
mid-point to
support target
setting
Visit 3:
Stage 2 of exit
process:
Exit interview
in final two
weeks of block
(+ moderation
of
judgements)
SE3 Handbook
The “Detailed Expectations” section is specific
Appraisal handbook
All the necessary forms for mentors for appraisals
Planning and Assessment Guidance
Planning documents and requirements for student
teachers
Dealing with Placement problems
NASBTT Toolkit - TS
All available electronically and in hard copy
https://www.yorksj.ac.uk/placements/information-for-
mentors-and-link-tutors/
Student Profile
Contains Summary sheet for school
placement
Weekly Reflective Learning Journal (RLJ) and
record of weekly meetings
Teacher Standards evidence pages
Summative overviews for mentor,
class teacher and student teacher
NASBTT grading criteria*
Significant key changes have been made to :
1. Assessing against the Teacher’s Standards
within appraisals
2. Post appraisal reflections and target setting
3. Students teachers’ weekly reflective
learning journal
4. Revisions to Student Profile handbook
5. Procedures for students working at Grade 3
(Requires Improvement to be Good)
Grading against individual Teachers’ Standards
now part of the weekly meeting and also in
summative judgements at the end of the
placement.
Early check against targets set in SE2. These
should be met by the end of week 2 where
possible, and intervention strategies put in
place if necessary.
Early use of ‘Requiring Improvement Action
Plan’ pro forma for students achieving
grade 3
Every student MUST have an early reading
appraisal in SE3 (as well as SE2)
The appraisal must be undertaken in a KS1 or
EYFS class.
Students are expected to plan and teach a
sequence of three (minimum) lessons on
phonics with a class or group.
The appraisal should take place in the final
taught lesson.
Students can be appraised by your mentor or
EYFS/KS1 teacher.
All students must have their CPD tracker
signed off by their mentor when they have
completed the different aspectss
There may be other aspects undertaken in
consultation with mentors
There is space for any aspects to be added
on the tracker
Takes place in two parts . This helps ensure accuracy
and appropriate rigour in the assessment of all trainees
Stage 1: A shared / moderated appraisal which should
be undertaken at the midpoint of the final school
experience and be conducted jointly by the link tutor
and the mentor
Stage 2: An exit interview which should take place at
the end of a final school experience during which the
link tutor will check the student teacher’s supporting
evidence and agree the mentor’s final summative
judgments.
This is a quality assurance process ensuring that all
judgments made by mentors are in line with those made
by link tutors
Lesson appraisal FORMATIVE judgments Summative judgements: weekly, interim,
final( Looking at all the supporting evidence )
Judgments made against individual Teachers’ Standards (at this point in the student teacher’s development)
The student teacher should record the evidence of the progress from this lesson made towards meeting the Teacher’s Standards in their profile document, referring to NASBTT guidance document.
Formative grading against the Teachers Standards ( weekly)
Indicative summative judgment at the interim ( midpoint) of the placement
Final summative judgment at end point of the placement
We expect student teachers in their
final placement to be:
Reflective
Increasingly autonomous
Demonstrating sustained
competence in the classroom
Demonstrating potential to become
an NQT
Please try to arrange a regular weekly meeting
with the student teacher
Consider Friday or Monday so that the RLJ can
be read, discussed and acted on in the following
week
The questions should be given to the
mentor in advance of the meeting
Mentors need to decide whether they are happy
with an electronic copy and if so, when? Lay
your ground rules about communication outside
school
R
E
F
L
E
C
T
I
V
E
Pages 2 and 3 of the RLJ should be completed by
the mentor and student teacher through discussion
during their weekly meeting. It should be informed
by lesson evaluations, and by an overview of the
whole week.
Student teachers should be demonstrating sustained
competence
During the weekly meeting the reflective learning
journal should be used to help identify targets for
the forthcoming week.
R
E
F
L
E
C
T
I
V
E
1. Summarise and review your progress towards
your targets from last week.
2. Summarise this week’s teaching. What
evidence exemplifies the quality of your teaching
and your impact on pupil learning and progress?
3. What evidence demonstrates your awareness
and analysis of your own professional
development needs?
4. Identify a lesson, activity, interaction or
observation that has had a significant impact on
you or your pupils. Explain the significance of
this.
R
E
F
L
E
C
T
I
V
E
5. Identify your key objectives / targets/actions for the next week. Consider what needs to be learnt, understood or developed during the forthcoming week. 6. Outline any specific actions that may need to be taken.
Mentor comments /suggestions
See paper copies for grading
R
E
F
L
E
C
T
I
V
E
Planning, teaching and assessment of
whole class
Own professional development, including
the use of CPD time
That they are prepared for the daily rigour
of the job
An ability to cope with change/be flexible
A
U
T
O
N
O
M
O
U
S
Consistency in all aspects of preparation,
teaching and assessment
Reliable standards when not being appraised
Good role model in all situations
C
O
M
P
E
T
E
N
T
Meet all Teachers’ Standards
Fulfil all aspects of the role of the class
teacher
Highly respected by learners
and colleagues
Positive attitude
Willingness to learn and be available to help
P
O
T
E
N
T
I
A
L
Support
Planning, teaching and assessment
Classroom management
Professional development and wider
involvement in the school
For completion of school based tasks
Appraise
Lessons
Professional performance and
characteristics
Files
Familiarising with school polices and routines,
including the school behaviour policy
Getting to know children and staff
Finding out about prior learning
Preparing planning for the main block
Observing and teaching alongside the class
teacher
Taking increasing solo responsibilities for the
class
School Based Task
See Handbook
P
R
E
P
A
R
A
T
I
O
N
Teaching should only be undertaken by student teachers
based on clear and prior planning.
Student teachers must prepare medium term plans in
advance and session plans for every taught session.
YSJU pro formas do not need to be used, but there must
be a written plan for every session taught. Please refer to
the planning and assessment guidance document.
Medium term planning for the main block must be
approved by mentors by the end of the preparation days .
If planning has not been approved, the student teacher
must NOT start their placement and the link tutor and SE
Director must be informed.
P
R
E
P
A
R
A
T
I
O
N
Student teachers may use school medium term planning pro forma structures as long as these include all the elements identified on the University medium term pro forma:
- Number of weeks / sessions.
- Length of sessions.
- Learning objectives.
- Success criteria (steps to learning).
- Curriculum 2014 reference.
- Teaching and learning activities.
- Resource implications.
- Assessment opportunities.
Medium term planning may take a variety of forms such as thematic, skills based or ‘creative curriculum’ planning.
P
R
E
P
A
R
A
T
I
O
N
60% teaching to start, working up to 80%
by week 3.
10% PPA and 10% CPD time.
Becoming the class teacher
Reflective
Increasingly autonomous
Demonstrating sustained competence in the
classroom
Demonstrating potential to become an NQT
M
A
I
N
B
L
O
C
K
Key features of effective planning:
Key learning objectives referenced to NC/ELGs etc.
Success criteria
Assessment plans
Use of other adults [if appropriate]
Activity/differentiation/special considerations
Resources
Vocabulary
Brief outline of session including key questions as
appropriate
Evaluation of learning and teaching/next steps
Expected timings
M
A
I
N
B
L
O
C
K
Students may devise their own format for
planning but must ensure they pay
particular attention to the impact of their
teaching on pupil progress.
Student teachers should evaluate each
lesson taught making particular reference
to the impact of their teaching on pupil
progress. This information should inform
their weekly reflections and subsequent
target setting.
M
A
I
N
B
L
O
C
K
Significant expectations around monitoring and
assessment.
We expect the student teachers to:
Start with basics provided by YSJU
Increasingly take on more of the school’s
approaches and/or their own approaches
developed alongside the school
Have robust cycles of planning, teaching,
assessment
Clear and useful records
M
A
I
N
B
L
O
C
K
Well kept files are required for passing this placement Four files:
1. Teaching file Everything needed for one week in the classroom 2. Planning and archive file Long and medium term plans, schemes of work etc. Overviews where appropriate Archive of lesson planning 3. Standards file Student profile document Grading Guidance School based tasks 4. Monitoring and Assessment File Assessment records Samples gathered under 10 headings to support the exit appraisal process
M
A
I
N
B
L
O
C
K
All appraisals should result in:
Constructive, formative feedback;
Subject specific feedback
Target setting related to the TS
Supporting the student teachers in
understanding how to improve e.g.
from RI (Requires improvement to
become good) to Good and Good to
Outstanding
NB No summative judgments or overall grades
for appraisals (See weekly RLJ)
M
A
I
N
B
L
O
C
K
Grades of 1 = Outstanding, 2 = Good, 3 = Requires improvement to become good and 4 = below standard.
All grades are appropriate to the stage of the student teachers' training
Final grades are embedded in the student teacher’s reference
J
U
D
G
E
M
E
N
T
S
Refer to the documents
Use of Teachers’ Standards to inform grading for all
School Experiences
(See guidance in Appraisal Handbook p23-27 and NASBTT
Toolkit which provide s greater detail for making overall
summative grading judgements )
Students should have highlighted the NASBTT guidance
document on the Teachers’ Standards as a self evaluation
before the start of this placement
This is repeated halfway and at the end along with mentors
support (See Handbook weekly reminders)
J
U
D
G
E
M
E
N
T
S
. Discussion of and agreement on a final summative
grading - link tutor and mentor. Summative judgements
are made on a ‘ best fit’ basis against the Teachers
Standards judging competence.
Exit Interview
Some student teachers will have an additional
moderation appraisal from an external
examiner
J
U
D
G
E
M
E
N
T
S
Mentor, class teacher and student
teacher. This should be done as a
collaborative exercise with the student
teacher
Final report/summative comments from
each
Final signing off of standards
Target setting for NQT induction
J
U
D
G
E
M
E
N
T
S
Clear procedures in the Dealing with Placement
Problems
Most problems are small and can be solved quickly at
school level
Anything bigger or longer term MUST involve YSJU at
an early stage. Don’t wait till time is short!
Contact link tutor first or SE3 Director if it’s
urgent/major
Students at grade 3(RI) or below will need
additional targets in place using the YSJU
Requiring Improvement Action Plan proforma
J
U
D
G
E
M
E
N
T
S
Can copies of C for C please be sent to:
Sally Maynard (SE Director –
[email protected] ) as well as to:
Student’s A.T. (students’ responsibility
to send)
Link tutor (Link Tutor should be aware,
will have discussed targets and signed
the form along with the mentor)
Refer to the Handbook regularly and weekly emails
Understand the files – especially Teaching, M&A and
Standards
Discuss the student teacher’s targets from SE2 and
how to address them
Check MTPs before the main block and all planning
during. Is the student teacher focussing on children’s
learning or activities and tasks?
Plan a timetable for the whole block if possible
Arrange weekly meetings and discuss student
teacher’s reflections and grades
Are assessment records focussed on children's
learning?
Overall confidence, competence and progress
Weekly emails will be sent to mentor / link
tutor and student teacher throughout the
placement with reminders of key
requirements
For supporting our student teachers
All documentation can be found on our website:
www.yorksj.ac.uk/placements
Sally Maynard: SE3 Director
T: 01904 876496
Nicola Thompson : Student Placements Team Manager
T: 01904 876549
School Placements Office
T: 01904 876663 (Rachael Brook)