PGCE PT1 training and Development Meeting for Mentors

Autumn 2013

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P.G.C.E. Key Personnel

Sarah Charles Programme Leader s.charles@derby.ac.uk 01332 592399

Jo Baines Module Leader (3-7)

j.baines@derby.ac.uk 01332 591851

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Programme into Practice

PGCE Programme as a whole Modules covered Subject knowledge development Professionalism Assessment and Progression Support mechanisms - incl support plans

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Ofsted Report: A selection of key strengths

the excellent quality of school-based mentors and tutors and university link tutors who challenge and support trainees very well

the strong arrangements for assessing the progress of trainees and ensuring that challenging targets are set to secure further improvement

the strong commitment of all in the partnership to ensuring trainees make at least good progress through:

- open and honest channels of communication and well understood roles and responsibilities

- a fully cohesive, consistent and high-quality programme of training at the university and across schools

Trainees are committed and enthusiastic about their training. They recognise its high quality is a key factor in their good attainment and the good or better progress they make in reaching the Standards. Particularly pleasing is the increasing proportion of trainees accurately judged by the provider as being outstanding.

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Extract from External Examiners’ Report

‘Both PGCE and B.Ed courses are examples of excellent partnership based provision. Statutory agencies can be assured that the quality and coherence of all programmes is secure and there is a clear commitment to the long term sustainability and innovation of all courses.’

Primary Partnership Infrastructure

Primary Programme Committee

Partnership QualityGroup

SLTs Mentors

Key Personnel: Roles and Responsibilities

Mentor SLT – School Link Teacher ULT – University Link Tutor SLT as ULT

Internal Moderation Team External Examiner

[All of the above roles are further expanded upon in the Partnership Handbook]

What if there areare issues…?

SLTSLT ULTULT

Partnership Partnership Managers, Managers,

Stage Stage Tutors, Tutors,

Programme Programme LeadersLeaders

Internal Moderation Team

ITE Partnership Website

www.derby.ac.uk/ppweb

USERNAME: primary PASSWORD: w2eb415log

Direct email addresses & telephone numbers

All PT documentation Exemplar Materials Dates for Your Diary FAQs Photo Gallery

Module Booklets for the PGCE Students Induction Day: Wednesday 25th September

SLT Checklist & Health & Safety checklist

3 Orientation Weeks : w/c 30th September, w/c 7th and 15th October

Planning Day & AP1 (part 1): Fri 18th October

AP1 (part 2): Mon 4th November

5 Week Block Practice AP2: Friday 22nd November

AP3: Friday 6th December

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Student’s Minimum Entitlement

2 appraisals each week An agreed weekly meeting

Discuss progress and identify key target(s) Review RRP: linked to previous week’s target area(s) Confirm timetable for the following week

Assessment Phase Reports carried out at the scheduled times Input from student (self assessment) noted No surprises!

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The Assessment Handbook

Assessment Handbooks provide stage specific grading criteria.

Structured around all of the teaching standardsSpecific to the student’s stage of developmentCriteria to support grading decisionsCriteria can be used to assess current attainmentCriteria can assist target settingReport formats for Assessment Phase 1, 2 and 3.Guidance on supporting underperforming studentsNo other grading criteria to be used to assess attainment

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Placement File Expectations

An interactive file glossary is available online via the Reflective Teaching Modules.

It describes and illustrates what is expected at each stage of the programme.

Examples and exemplary materials are available via hyperlinks. Students are expected to explore the file glossary thoroughly as a

preparation for their placement. In addition, there is a lesson planning resource that breaks down

each component of the form with exemplars of varying quality

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The Placement FileIt is important to regard the placement file not as a bureaucratic inconvenience but as a meaningful:

tool for securing effective planning and teaching store for information about what children have achieved and what they

need next a place to account for and illustrate the student’s own progress and

attainment against the standards, particularly in terms of outcomes for children

a developing portfolio of best practice a statement of values and aspirations

As important is the discussion around the file and sharing that dialogue with your ULT

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The role of the studentThroughout the programme, students are expected to:Accept, enquire about and act upon the feedback and targets they receive from more experienced colleagues.Evaluate in an increasingly systematic way, the impact of their teaching on outcomes for learners.Engage in reflection, individually and with others.Track and evidence their own progress and attainment against stage specific criteria provided in the Assessment Handbook.Be proactive in securing opportunities to develop professionally.Use the weekly progress meeting, RRP and the placement file (professional record) as tools for achieving the above.

Please remember that this is their first Placement!

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The Record of Reflective Practice (RRP)

Students should use the RRP meaningfully to:

Reflect upon (and not describe) their professional learning, particularly in terms of impact on pupils.Design SMART targets (informed by appraisals, informal feedback and self-evaluation) that will support progressive attainment of the Teaching Standards and evaluate their progress towards these.Note sources of evidence for the attainment they confirm in their RRP.Refer to their RRP during discussions of progress and assessment.

Ideally colleagues should invite students to refer to the RRP in weekly progress meetings and when writing reports at the end of assessment phases (AP1, 2 and 3)

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The Teaching Standards, 2012 - Part Two of the teaching standards

These emphasise personal and professional conduct replace the GTCE code of conduct.

For example:‘Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour, within and outside school, by:treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional positionhaving regard for the need to safeguard pupils’ well-being, in accordance with statutory provisionsshowing tolerance of and respect for the rights of others’

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Evaluations of placement by studentsStudents complete an online evaluation of their placement, grading the following 10 areas on a scale of 1 (outstanding) to 4 (poor)1.Arrangements for Induction2.Health and Safety3.Effective mentoring4.Materials, resources and opportunities5.Guidance and feedback6.Life of the school7.Moderation8.Quality of written assessment9.ULT role10. Diverse opportunities to achieve the standards.

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Student Evaluations 2009-13

YearGood or

Better Outstanding Good Satisfactory Poor

2012-13 94.5% 58.1% 36.4% 5% 0%

2011-12 92% 52% 40% 8% 0%

2010-11 92% 46% 46% 8% 0%

2009-10 91% 38% 53% 6% 3%

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There is a strong trend towards outstanding overall and in the majority of the specific aspects (e.g. quality of written feedback).

National Student Survey 2012-3

Overall Student Satisfaction

100%

Feedback to schools by students - 2 stars and a wish

The quality of written appraisals was high with constructive criticism throughout and clear achievable targets. I also appreciated observations from members of the SLT.  

All of the staff were welcoming and supportive. I felt comfortable to speak to (for example) the HLTAs about planning etc.

I would have appreciated an observation from the head teacher to provide a different perspective on my development.

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The Importance of Establishing Effective Ways of Working with your Student: managing expectations

Your sanity.. Their sanity! Reasonable parameters and working

hours.. Professional and personal

relationships Boundaries

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Typical student comments for placements rated less than good

The mentor did not understand what was expected The mentor did not spend time with me and seemed very pressured The mentor told me on the first day that she did not ask for a 2nd year student A job share situation made communication difficult Feedback focussed exclusively on the negative The mentor would not award good or outstanding grades even though I had

achieved the criteria because he felt that a student teacher couldn’t be ‘good’ yet

The mentor did not use the university criteria There was no space to learn from failure There was no space to be creative There were no or very few opportunities for feedback from people other than

the mentor.

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Typical student comments for placements rated as good or better

I felt like a welcome and included member of the teaching team I felt valued The mentoring style balanced strong support with freedom to learn from

mistakes, to experiment and to be creative Feedback was clear and fair with manageable targets Strengths as well as weaknesses were noted in feedback The mentor had time for me and knew what was expected I gained support and useful feedback from colleagues in addition to my

mentor I was graded fairly with reference to university criteria

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Orientation WeeksStudents must be proactive – these weeks are vital to a successful placementCompile class data and assessment information so they have a sound understanding of the needs of the class (DT 4)Identify 3 PLP children (DT 5)Carry out focused observations to support their knowledge & understanding of the pupils, the class routines and systems & to develop their awareness of best practiceGather copies of the school’s systems for planning, relevant resources and other pertinent information to support their planning for the main block (DT 3)Support groups of children, within mentor’s own planningWhole class interactions e.g. register, circle time, story timePg 10-11 of module booklet for detailsULT will phone to check on progress (wk1 or wk2)

Students are not expected to undertake any whole class teaching during these two wks

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Maximising the number of students attaining a placement attainment outcome that is at least ‘good’

PREDICTED GRADES

At two points in the placement, Mentors are asked to predict likely attainment outcomes so that where this prediction is a grade 3 or a grade 4, school based and university based interventions can secure an outcome that is at least good.

ACTUAL GRADES

At three points in the placement, Mentors are asked to assess actual level of attainment against all 8 Teaching Standards.The targets set should support movement towards a final attainment grade that is at least good.

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Appraisals Usually 2 appraisals per week. The focus should be agreed beforehand. Can be based on observed teaching or on other aspects of professional development (e.g.

teamwork). Mainly provided by the mentor but should be supported by the ULT, SLT and subject

specialists. Areas of strength/competence and areas for development should be clearly described with

reference to the Teaching Standards. Where there are instances of underperformance terms such as ‘requires improvement’ or

‘inadequate’ should be used. SMART targets should be designed to secure continued progress with a review date. All parties should sign and date the appraisal. The appraisal must make reference to the impact of the student’s practice on outcomes for children

and should include subject specific targets.

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Assessment Phase 1

Assessment Phase 1 comprises the two orientation weeks

The AP1 report is written at the end of the Assessment Phase 1 and is in two parts

ASSESSMENT PHASE 1 (AP1) REPORT – PART ONEAssessment of Attainment at the end of Orientation

ASSESSMENT PHASE 1 (AP1) REPORT – PART TWOPlanning Confirmation Day – Readiness for Placement

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AP1 (Part 1) Report - Assessment of attainment at the end of orientationIndicative actual attainment grades against all 8 teaching standards and actual overall attainment grade at the end of AP1.A predicted overall attainment grade for the end of Assessment Phase 2 (AP2).Commentary on strengths.Priority targets for development to support movement towards a final outcome that is at least ‘good’.Where any grade is 4 or where the predicted grade is 3 or 4, the ULT is informed by the SLT via the placements office.

Derived from on going, formative assessment (e.g. appraisals, RRP)Grading decisions supported only by stage specific criteria.

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AP1 (Part 2) Report - Planning Confirmation Day

A check that the placement file meets expectations. A check that the student is sufficiently prepared for the

placement. Confirmation that their professional conduct is commensurate

with Part Two of the Teaching Standards. Setting of targets for further development for the file. Where students are not sufficiently prepared, ensuring that the

SLT informs the ULT via the placement office.

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ULT Moderating Visitsw/c 4th or 11th November & w/c 18th or 25th November

The ULT will engage in a joint observation with the mentor. This is an essential feature of the moderation process and must be facilitated.

The ULT may not observe the whole lesson (30 mins minimum) Grading judgements will be discussed and moderated. An appraisal will arise from the joint observation. The ULT will support the feedback and reflection process. A file audit will take place. A quality audit will take place. The ULT will provide advice and support for the mentor.

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AP2 Report A more detailed analysis of the student’s areas of strength and/or

competence Actual attainment grades against all 8 Teaching Standards and actual

overall attainment grade for end of AP2. Confirmation that the student has conducted themselves in ways

commensurate with Part Two of the Teaching Standards (Personal and Professional Conduct)

Predicted overall attainment grade for the end of AP3 Targets that will secure movement towards at least grade 2 by the end

of the placement (or grade 1 in cases where grade 2 is already attained).

Derived from on going, formative assessment (e.g. appraisals, RRP)Grading decisions supported only by stage specific criteria.

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Assessment Phase 3 ReportAssessment Phase 3 comprises the final 2 weeks of the block. It is the period during which all students should be progressing towards an attainment outcome that is at least ‘good’ for their stage.

The AP3 Report is usually completed on final day of placement.General comment on student’s progress.Comment from teaching assistants on their experience of working with the student.Record of days missed/made up.Confirmation that student conduct has been commensurate with Part Two of the Teaching Standards (personal and professional conduct).Actual attainment grade for all 8 Teaching Standards with commentary on achievements and targets for future development.Additional comment on early mathematics and reading.

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Student attainment and pupil progress

Using the grading criteria to make reference to outcomes for children.

Grading decisions must be informed by evidence of ; the students’ impact on the children’s well-being. amounts and rates of children’s progress

However, it is important to consider this fairly and realistically in the context of:

The on-going progress of the children The on-going practices within the school The context of the school/class The students’ stage of training The length of the placement

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Ofsted and progress - terms used by Ofsted

ATTAINMENTMeans attainment against national expectations in relation to SATS and EYFS profiles.PROGRESSDescribes positive changes in attainment over time from starting points.ACHIEVEMENTDescribes wider educational outcomes across the primary curriculum.For children with SENs, inspectors focus on their achievement and progress rather than their attainment.

Levels of student attainment and pupil progress

Student teachers are unlikely to bring about changes in attainment over their placement period since there is not enough time.

The impact of their practice on pupils cannot be judged with reference to national benchmarks.

However, student teachers can show pupil progress in other qualitative ways (e.g. against goals set in unit plans, objectives in lesson plans, general goals for pupil progress set at the start of the placement, PLPs).

Student teachers can also illustrate achievement in its wider sense. The priority is to develop a systematic assessment and planning

routine that helps this to come to fruition and be evidenced.

Student attainment and pupil progressGrading criteria make reference to outcomes for children.

Grading decisions must be informed by evidence of ; the students’ impact on the children’s well-being. amounts and rates of children’s progress

Students need to develop systems of professional record that enable them to:Make appropriate interventions to deepen progress for learnersExplain and evidence the impact of their practice on children’s progressAccount for amounts and rates of progress

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Student teachers and pupil progress

A ‘hit and miss lesson’ results from a general assessment and understanding of what children need. It meets most children’s needs but not all. It might include unnecessary repetition of work. For Ofsted, this is satisfactory teaching.

‘Hit and miss’ lessons don’t happen when they are formed from an accurate, astute understanding of who needs what so that everyone moves forward in steps fitting for their stage of development. For Ofsted, this is outstanding teaching.

What implications does this have for students in terms of their systems of professional record?

Grading vocabulary across all cohorts

Assessment of grades can only be made using the stage specific criteria contained in Assessment Handbooks for Practical Teaching. No other assessment criteria can be used.

Grade 1 OUTSTANDING

Grade 2 GOOD

Grade 3 MEETS MINIMUM EXPECTATIONS BUT REQUIRES IMPROVEMENTFor completing students this results in QTS.

Grade 4 INADEQUATEFor completing students this results in failure of the placement and the withholding of QTS.For non-completing students this results in failure of the placement.

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Awarding Grade 3s: support and guidance

In relation to student attainment, ‘satisfactory’ (grade 3) is replaced by the phrase ‘Meets minimum expectations but requires improvement.’

Supplementary guidance on grade 3 criteria

Key differences between grade 4 and 3

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''One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.''

(Carl Gustav Young, Swiss psychologist and psychiatrist)

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Thank You!

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