PGCE Primary and PGCE 3-7 (including School Direct Tuition) 2019 2019. 10. 15.¢  Ensure you have completed

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  • PGCE Primary and PGCE 3-7

    (including School Direct Tuition)

    2019-20

    SCHOOL BASED TRAINING

    SBT1 Mentor Twilight

    Dinah Goss, Carey Beattie, Elaine

    Cackett & Kathy Clements

    Tuesday 15th October 2019

    &Thursday 24th October 2019

  • Session Overview

    • Introductions

    • Recent developments

    • SBT1 :

    • Changes for 2019

    • Weekly schedule & key tasks

    • Timeline for SBT1 and submission of reports

  • Meet the Team… Dinah Goss, PGCE 3-7 / PGCE Primary Programme Leader

    Kathy Clements, Senior School-Based Training Supervisor (QA)

    Sarah Fitzjohn-Scott, Deputy Head: Partnership and Engagement

    And of course the Partnership Office Primary Administration Team

    Elaine Cackett, School Based Training Lead

    Carey Beattie, School Based Training Lead

    file://mydepartment.brighton.ac.uk@SSL/DavWWWRoot/edu/pca/PriPG/docs/PGCE 2017-18/SCHOOL BASED TRAINING/MENTOR BRIEFINGS/AUTUMN SBT1/DG mentor welcome.mp4 file://mydepartment.brighton.ac.uk@SSL/DavWWWRoot/edu/pca/PriPG/docs/PGCE 2017-18/SCHOOL BASED TRAINING/MENTOR BRIEFINGS/AUTUMN SBT1/DG mentor welcome.mp4

  • Partnership Developments

    Triggers for change:

    • Reviews and feedback • Addressing trainee workload • Mental health and wellbeing considerations • Clarifying communication pathways • Meaningful and purposeful expectations

  • Recent Developments

    1. Online Mentor Training

    2. Mentor Meetings (PH / Action plan)

    3. E-Portfolio (see SBT handbook pp.20-22)

    4. Primary Link Tutor (PLT) for each school

    5. UT visit

  • 1. Online Mentor Training

    • All you need to know about being a UoB Partnership mentor.

    • Includes all of the expectations and processes (i.e. PA, PB, PC , PD forms) to support you to fulfil the role of mentor effectively.

    • Replaces the new mentor training we used to hold here at the university.

    • This year only, ALL mentors should undertake this training (new and experienced).

    • It is also expected that mentors attend mentor twilight training at the university.

  • Online Mentor Training Continued

    • 45 minutes

    • Works best on a desktop or a laptop computer

    • On completion you send us a confirmatory email

    • Feedback welcome!

    • Online training link:

    https://storage.googleapis.com/onside/UofB%20School %20Mentor%20Course/index.html

    Link can be found on the SBT blog under the ‘Training’ tab: http://blogs.brighton.ac.uk/mentors/training/

    https://storage.googleapis.com/onside/UofB School Mentor Course/index.html http://blogs.brighton.ac.uk/mentors/training/

  • Online mentor training link: https://storage.googleapis.com/onside/UofB%20School%20Mentor%20C

    ourse/index.html

    https://storage.googleapis.com/onside/UofB School Mentor Course/index.html

  • 2. The Mentor Meeting

    We advise that mentor meetings are:

    • Weekly • Timetabled • Held in an appropriate space to minimise

    distractions

    • Structured using the mentor meeting (PH) pro forma

    • Prepared for beforehand by the trainee

  • Mentor-trainee Professional Meeting

    (PH Form)

    Key development – record of mentor meeting has been combined with the

    trainee’s professional action plan.

    The mentor meeting is structured in three parts as detailed on the PH pro

    forma:

    A) Trainee reflection on professional learning and review of targets

    B) A professional development discussion

    C) Completion of Professional Action Plan targets and actions

    This pro forma is to be uploaded to the trainee’s e-Portfolio and it is their

    responsibility to complete and upload it.

  • Professional Action Plan – trainees will arrive with 2 targets

  • PH2 Example: A summary of all the trainees’ reflections at the end of teaching together with what they have learned from other professional learning activities….

    Have they included ‘the

    what’, ‘so what’ and the ‘now what’ for

    the other bullet points.

  • Your thoughts?

    • How could you see the role of Primary Link Tutor being utilised effectively in your context?

  • Handbooks

    http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ https://studentcentral.brighton.ac.uk/webapps/blackboard/execute/content/file?cmd=view&mode=designer&content_id=_3468248_1&course_id=_70443_1 https://studentcentral.brighton.ac.uk/webapps/blackboard/execute/content/file?cmd=view&mode=designer&content_id=_3468248_1&course_id=_70443_1 http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

  • School Based Training: changes for

    2019-2020

    • Just one handbook for all three SBT periods • Available online from:

    http://blogs.brighton.ac.uk/mentors/mentoring- resources/primary/

    • Contains expectations and information on key tasks for all SBTs

    • Please download! • SBT2 is no longer a paired placement • Some tasks have been shifted to expectations, in an

    effort to streamline and simplify

    • Possibly only 1 progress visit from UT

    http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

  • SBT1 Aims and Learning Outcomes SBT handbook p.7

    Module

    Code &

    Title

    Key Dates Aims Learning Outcomes

    ET681

    School-

    Based

    Training 1

    (SBT1):

    Exploring

    Effective

    Practice

    Level 6

    10 credits

    Induction days:

    2nd October to 4th

    October 2019.

    SBT1: 21st October

    to 20th December

    2019 (excluding

    half term 28th

    October-1st

    November).

    University days:

    Whole week

    beginning Monday

    25th November to

    Friday 29th

    November 2019.

    SBT1 PC Final

    assessment due

    13th December 2019.

    Provide opportunities for

    students to gain specific

    experiences and

    demonstrate competencies

    linked to the current

    Teachers’ Standards;

    Develop students’ skills

    and confidence in a range

    of professional

    responsibilities (e.g.

    planning, teaching,

    assessing and behaviour

    management) and

    establish professional

    relationships with pupils

    and colleagues in a range

    of contexts;

    Develop students’ skills

    required to engage in

    professional learning, target- setting and self-evaluation.

    On successful completion of the module the student will be

    able to:

    1. Establish positive relationships with pupils and

    demonstrate behaviour management strategies appropriate to needs of the learners (TS1, TS5, TS7);

    2. Develop subject and pedagogic knowledge appropriate to

    the context, curriculum and age phase. This will be

    evidenced by planning, teaching and evaluating sessions (with support as needed) (TS1, TS3, TS4);

    3. With support as needed, use formative assessment

    strategies to identify and interpret pupils’ learning needs, to

    inform planning and support pupil progress (TS2, TS5, TS6);

    4. Reflect on and improve practice by acting on advice and

    feedback, and engaging in professional dialogue (TS4, TS8);

    5. Work collaboratively with members of staff and begin to

    take professional responsibility for the day to day running of the class (TS8, Part II).

    Achievement of these learning outcomes will provide

    evidence towards achievement of the Teachers’ Standards,

    relative to the expectations of the school-based training

    period.

  • SBT1 Teaching and planning expectations SBT handbook p.15

    By the end of SBT1 trainees should be able to:

    • Using and adapting as necessary school’s plans /schemes of work, independently plan and teach an individual whole-class lesson, evaluate its effectiveness with regards to pupil progress and identify strengths and areas to improve.

    • With support from class teacher /mentor, plan, evaluate and independently teach across a range of areas of learning (if in EYFS setting) or Foundation Subjects (if in Primary setting). These lessons could be to a group of pupils.

    • With support from class teacher /mentor, plan, evaluate and independently teach and evaluate a short sequence (3) of whole class sessions in Maths, English or Understanding the World (Primary 3-7)/ OR Maths, English or Science (Primary 5-11).

    • If in EYFS (3-7) or KS1 (Primary), plan, teach and evaluate a sequence (minimum 3) of SSP lessons. This could be to a group of pupils.

  • Overview of SBT1 Weeks 1-2 reflect the establishing phase of SBT1. The focus of this phase is on knowing the pupils, the school

    policies and protocol and learning from good practice / other teachers.

    Week beginning Monday Tuesday Wednesday Thursday Friday

    21 Oct SBT1 SBT1 SBT1 SBT1 SBT1

    PK

    28 Oct Half Te