PGCE 3-7 and PGCE PRIMARY

SCHOOL BASED TRAINING

SBT1 Mentor Twilight

September 22 2016

PGCE Mentor Twilight Session

1. Data from SBT1 / SBT3 & PGCE

2. Improvement Planning Well-being

3. TS6

4. SBT1 aims, outcomes & structure

5. The weekly schedule

6. Professional requirements: Action

planning & weekly evaluation

7. Modelling (feedback and video)

New DFE Mentor Standards

“A mentor is a suitably -experienced teacher who has formal

responsibility to work collaboratively within the ITT partnership to help

ensure the trainee receives the highest-quality training”.

Standard 1 - Personal qualities Establish trusting relationships, modelling

high standards of practice, and empathising with the challenges a

trainee faces.

Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all

pupils.

Standard 3 –Professionalism Induct the trainee into professional norms

and values, helping them to understand the importance of the role and

responsibilities of teachers in society.

Standard 4 – Self development and working in partnership Continue to

develop their own professional knowledge, skills and understanding and

invest time in developing a good working relationship within relevant ITT

partnerships

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standar

ds_report_Final.pdf

Trainee well-being and

resilience establish realistic expectations of roles and responsibilities of

mentor and beginning teacher in the training process

devise challenging targets for development which also

recognise success

establish mutually respectful relationships which challenge

and support

devise supportive yet challenging ways of giving feedback

and advice

appreciate the personal, emotional, pedagogical and

professional challenges of learning to teach

improve self evaluation of teaching e.g. through use of video

analysis of teaching

Smethem and Hood 2011

1. Weekly mentor meetings (PH form)

2. Feedback and PA, PB, PC forms

3. Establish expectations for communication and feedback

4. Target setting and action planning

5. Coaching strategies

External Examiner Comments

Strong partnerships with schools and settings.

High quality mentoring in schools.

Excellent systems for trainees who need additional support

Excellent partnerships with schools and are the University of Choice for the area

Benefit from excellent school based mentors

Excellent intervention programmes for weaker trainees

Student comments

The school based training

was the most influential in

my training. The time I

had in school has fully

shaped me as a teacher

and has given me the

confidence to develop

professionally. I feel that I

have had a fantastic

support system with my

mentors, especially in

1&3, which has pushed

me to be the best that I

can be.

SBTs have been amazing,

and the feedback

received from mentors

have been really good

and helpful in preparing

me for real life as an NQT.

2015-16 Attainment

70% of all trainees were awarded a grade 1 in the final

assessment (Ofsted grade) which represents an increase

from 2015 and securely meets the School’s target for

primary trainees.

99% of (all) trainees achieved grade 1 or 2 in their final SBT3

report. This high standard has been consistent and the

same figure as 2014 & 2015.

Relative to the group size, by gender, fewer male trainees

achieve an overall grade 1; 56% of the male cohort

compared to 73% of the female cohort. The proportion of

grade 2 is higher than the female/total cohort figures.

Support for male trainees (retention and attainment) is

prioritised in the 2016-17 Improvement Plan.

SBT1

SCHOOL 1

AUTUMN

‘Exploring Effective

practice’

AGREED OUTCOMES

FOR THIS PHASE

cross referenced to

key Teachers’

Standards

SBT 2

SCHOOL 2

SPRING TERM

‘Embedding

Effective practice’

AGREED

OUTCOMES FOR THIS

PHASE cross

referenced to key

Teachers’ Standards

SBT 3

SCHOOL 1

SUMMER TERM

‘Enhancing Effective

practice’

AGREED OUTCOMES

FOR THIS PHASE

cross referenced to

key Teachers’

Standards

1. Recognise pupils’ learning needs and interpret them in

order to plan, teach, assess and evaluate lessons

(TS1b, TS2b, TS3a);

2. Establish positive relationships with pupils and demonstrate behaviour management strategies

appropriate to needs of the learners (TS1, TS5, TS7);

3. Demonstrate secure subject and pedagogic

knowledge appropriate to the context, curriculum and

age phase (TS3a, TS4);

4. Critically analyse and reflect on practice to identify

strengths and areas of professional development (TS4,

TS8);

5. Act upon advice and feedback, responding to

mentoring and engaging in professional dialogue

(TS8);

6. Provide evidence of achievement against the

Department for Education’s ‘Teachers’ Standards’

(2012) for QTS (Qualified Teacher Status).

Revised SBT1 structure and

implications for training

Limited University programme in weeks 1-4

4 sessions in each of the core subjects

Sampled sessions in FS

Introduction to teaching and learning, behaviour, assessment

SBT1 from Week 5 of PGCE

7 weeks

Enhanced opportunities for planning and assessment (TS2)

Weeks 1-3 with ring-fenced time for professional development

Responsibility for collaborating with and deploying support staff

Nov 10th as UBT

7 Weeks of SBT1

Weeks 1-3 reflect the ‘establishing’ phase of SBT1. The

focus of this phase emphasises knowing the pupils, the

school policies and protocol and learning from good

practice / other teachers

Weeks 4 & 5 reflect the ‘developing’ phase of SBT1. The

focus of this phase emphasises the importance of

feedback and assessment of pupils in the context of

intervention groups and teaching the class each day.

Weeks 6 & 7 reflect the ‘enhancing’ phase of SBT1. The

focus of this phase emphasises autonomous practice

(planning, teaching and evaluation) and developing

subject knowledge.

Weeks 1-3 Weeks 4-7

3 days in class

1 day (equivalent) for wider school-based training

1 day in Uni (Friday)

Safeguarding

Behaviour

Pupils and relationships

Group work

1 lesson each day

Targeted professional development opportunities across the school

5 days in class (20days)

Intervention groups

Planning, teaching and evaluation

Sequence of lessons

Weekly unit (week 6 & 7)

Nov 10th as UBT

Partnership expectations

E-safety PREVENT online

training FGM online

training

PANot before

10-10-16

PB3-11-16

PC23-11-16

PAw/b 31-10-

16

PAw/b 14-11-

16

Every week (weeks 1-7)

1. Weekly Training Schedule (proposed as a guide to

achieving the outcomes for SBT1 to at least a ‘good’ level.

There may be some variation and adaptation form week to

week, as per the school’s context)

2. Training Focus: (Week 1 as Behaviour and Safeguarding)

3. Classroom Experiences By the end of this week, trainees

should have worked with all pupils within the context of…..

4. Bespoke Professional Development

Subject/Curriculum knowledge

Breadth of curriculum

Sequences of lessons

Observations in & beyond class

Working with teacher / TA (working with

groups)

Week 5 : sequence of lessons in no more

than 2 subjects (try to ensure science +

core where feasible)

Foundation subjects focus in weeks 5-7

Weeks 6 & 7: literacy/numeracy weekly

unit

Reception Class

• Provision mapping

• Environment• Group and

whole class • Designated

areas• Learning

journey

The importance of teacher

modelling (TS2,3,4)

What does this mean to you?

Good practice?

Opportunities to watch and

try

Planned explanation and

feedback

Ways forward for SBT1

“The teacher’s ‘success’ can only be defined in terms of that of the learner”.

Peters, 1967, p. 3

Evaluating and Analysing

(Lesson and weekly

evaluations)

targets

actions

professional

activityevaluation

self-review

Targets are focused on improving the quality of trainees’ teaching and its contribution to

pupil progress and learning over time.

TARGETS

I need to …..

ACTIONS

By doing……(keep an eye to ‘So

that’)

REVIEW DATE

ACHIEVED?

OR NEW

REVIEW

DATE

TS7 b/c:

Develop and

begin to use

strategies to

promote

behaviour for

learning

• Read + annotate school behaviour policy

• Observe class teacher’s use of eye contact,

voice, expression and body position to gain

and maintain children’s attention

• Observe how children respond to praise,

reminders and sanctions – note what is

particularly effective and why

• Smile and greet children at the beginning of

each lesson/session

• Use positive praise early to encourage attention

and engagement-– make use of marble reward

system currently in place.

• Make my expectations of noise and talk level

clear before children begin task

• Give feedback during group task in relation to

pair/group behaviour for learning. Make a

specific comment that praises how children are

working

• Plan specifically for transition times – time target

for tidying up, coming back to carpet for

plenary

Summary

SBT1 outcomes

Grading descriptors

Progress review (PA) not lesson

observation

Pupil progress as indicator

Part 2: ‘consistently high’

‘Enhanced Support’ protocol

educationprimaryreports@bton.ac.uk

• Podcasts

• Forms

• Handbooks