This image cannot currently be displayed.

PGCE Secondary

School 2 Briefing

Peter Carr – PGCE Secondary Course Director

Ian Axtell – Partnership Co-ordinator

Matt Waterhouse – Partnership Administrator

School 2 Dates

Serial Placement:

• 3x Tuesdays and Wednesdays beginning 27th

January

• Half Term 16th – 20th Feb

Block Placement:

• Monday 23rd February – Friday 29th May

School 2 Dates

School Experience Review Days (Trainees NOT in school):

• Friday 20th March 2015

• Wednesday 25th March 2015 (½ day Tutorial).

• Tuesday 5th May 2015

Partners’ Handbook

• Reference points (please save as a “favourite”

on your web browser):

– http://www.bcu.ac.uk/education/partnerships-

and-collaborations/secondary-partnerships

– Partners’ Handbook Section B (please read)

School 2 Preparation

Sent in advance (please read):

• Trainee Professional Progress Pen Portrait

• Trainee’s Subject Knowledge Audit and Action Plan…

– …what opportunities are there to develop subject

knowledge in School 2?

• School 1 Assessment & Evaluation Report…

– …establish targets to move the trainee forward

Strategic Development Plan

Whole Course Improvement Targets

1. Build on the 13% increase overall 2012/13

(51%) – 2013/14 (64%) in trainees achieving

“Grade 1”.

Our statistics show us that improving trainees’

achievement in TS5 will be a factor in achieving

this target.

Strategic Development Plan

Whole Course Improvement Targets

The data:

PGCE Secondary TAD 2012-14

Year Cohort ST1 ST2 ST3 ST4 ST5 ST6 ST7 ST8 Overall

2012 109 2c 3a 2c 2c 3a 3a 2c 2b 2c

2013 104 2b 2c 2b 2c 3a 2c 2b 2b 2c

2014 108 2b 2c 2b 2b 3a 3a 2b 2b 2b

BCU Priorities for School 2

• TS 5 - meeting the needs of individual pupils

– Differentiate by task, resource, grouping, support,

outcome

– Systematically address the learning needs of

individuals

– Identify ways in which named individuals will be

supported in planning

– Demonstrate this support in practice

Activity 1

• Teachers’ Standard 5

– Sharing good practice:

• What aspects of this standard in particular are

addressed effectively by you and/or your school

context?

• What elements of good practice would you advise the

trainees to emulate? Create a “training plan” in

relation to TS5 for your prospective trainees.

Ofsted Priority: Written Feedback

• What does the secondary partnership need

to do to improve further?

• The partnership should:

• make sure that all tutors and mentors provide precise targets and written feedback for trainees that match the excellent quality of oral feedback.

OfstedBirmingham City UniversityInitial Teacher Education inspection report31 March–3 April 2014

Formative Feedback• Use formative feedback descriptors to indicate trainee’s

attainment against specific Standard Prompts on Lesson Review and Analysis Forms (and PDP)

• (formative feedback descriptors available on Partners’ website and in trainee’s PDP)

• Assessment for learning to help trainee:

– Identify where they are now

– What to do to get better

– Know when improvement has been achieved

• Regular and frequent (daily)

Target Setting

• the setting of sharp developmental targets

to ensure that all trainees make progress to fulfil their potential.

• “Sharp” to emphasise the “specific” in SMART…where the expected outcome is clearly expressed and understood and is achievable within a reasonable time frame

Weekly Review:

Target gathering process

Start in week 1 (serial) to establish principles:

• Establish ground rules and open lines of communication

• Review of School 1 A&E Report & Subject Action Plan

• Establish routines / schedule for checking:

– Units and lesson plans

– Lesson evaluations

– Professional Development Profile (PDP)

• Encourage trainees to self reflect (through dialogue)

Activity 2

• Our challenge is to record the powerful training conversations that we have with our trainees

– We have considered how we can capture these powerful conversations to support you when creating sharp targets week by week.

– Please consider the Weekly Review Booklet

– What are the advantages of this booklet and the implications for mentoring practice?

Post 16

• “Where School 2 is not able to offer post-16

experience in the specialist subject and

trainees have not already had experience of

this in School 1, arrangements will need to be

made with a local institution that is able to

offer this for the School 2 Block placement.” (PHB pg B11)

• Equivalent of ½ day per week – 5 days

BCU Priorities for School 2

• Assessment – breadth and depth

– Formative assessment (AfL)

– Summative assessment (A of L)

– Generating and recording assessment data

– Monitoring and tracking progress

– Reporting and accountability

• AK3 / SK3 Assignment

AK3 / SK3 Assignment

• Assess 3 KS3 pupils of contrasting ability against

intended learning outcomes

• Pupils (+ “just-in-case”) from same teaching group

following same unit of work for 3 consecutive lessons

• Needs careful planning in advance!

• Trainees to discuss selection of pupils with mentors.

• Link to Assignment Briefs:-

http://moodle.bcu.ac.uk/course/view.php?id=

4127

Activity 3

• Consider our Lesson Planning Sheets

– Why do you monitor the trainee’s reflections?

– How do you currently monitor the trainee’s reflections?

– What are the implications for mentoring?

Lesson “RA” Forms

• Hard copy or electronic (available on Partners’

Website – open TP Docs tab)

• Formal feedback to trainees

• Minimum 2 per week – aim for 1 per day

• Focus on Standard Prompts and priority areas

• Also provide feedback on any Standard that features in the lesson and set targets

• Indicate where a selected Standard is not appropriate in that observation (N/A)

Lesson “RA” Forms

• Part A and Part B

• Rationale and functions

Activity 4• Support with Mentoring

– What do you believe are the most valuable aspects of mentoring?

– Please complete the survey by rank ordering the aspects of mentoring

– Which aspects of mentoring do you feel you would like to develop further?

– How might BCU support you in developing your mentoring skills?

Assessment of Trainees

• Key Questions

– Will this trainee meet all of the Standards (see

PDP)?

– What must this trainee do to meet the Standards

at the highest possible level?

• Mid-point review

– Wednesday 27th March

– Cause for Concern

Assessment of Trainees

• Internal moderation

– See example

– Completed any time after Easter

– Different mentor observes trainee teaching

– Discussion with SM

– Summary form completed

– Copies to trainee, SM, PM and Tutor

– Confirmed on, and enclosed with, A&E Report

Assessment of Trainees

• External Examiners’ visits (early May)

• Professional Development Profile (PDP)

– See example

– Final sign-off of Standards at foot of page

– Final 2 weeks of placement only

– Final 2 weeks focus on those Standards requiring

particular attention “…what do you need to get

better at?”

Assessment of Trainees

• Assessment and Evaluation Report

– End of Placement – summative assessment

– Placement passed or failed?

– Must be in by Friday 22nd May 2015

– 8 Standards graded 1-4

– Part 2 graded pass or fail

– See example

The tendency for mentors to withdraw in some measure at the mid-year point, becoming more distant and disengaged, suggests that these mentors were acting, at least at some level, on the commonly held assumption that learning to teach is ultimately a solitary act… that teachers are really best served when allowed to ‘find their own way’. These mentors’ aim… was to get the trainees up and running – to secure proficiency in the mechanics of teaching –independent of any assistance from the mentor as soon as possible. Once this was achieved, the mentor’s work was essentially finished. Both assumptions severely and unnecessarily limit beginning teachers’ and mentors’ development.

(based on Young et al 2005)

The tendency for mentors to withdraw in some measure at the mid-year point, becoming more distant and disengaged, suggests that these mentors were acting, at least at some level, on the commonly held assumption that learning to teach is ultimately a solitary act… that teachers are really best served when allowed to ‘find their own way’. These mentors’ aim… was to get the trainees up and running – to secure proficiency in the mechanics of teaching –independent of any assistance from the mentor as soon as possible. Once this was achieved, the mentor’s work was essentially finished. Both assumptions severely and unnecessarily limit beginning teachers’ and mentors’ development.

(based on Young et al 2005)

On-going Mentoring

and Coaching

School 2 Research Placement

• Trainee and SM and tutor negotiate effective timetable based

on A&E Report targets, alongside structured time for the

RE/RCS assignment

• Consider the evidence pages of the PDP - instrumental in

reflection

• Crucial for ongoing development of trainees

• Any questions?