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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 ([email protected] 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?
